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1
Golan, Ofer. "Systemising emotions : teaching emotion recognition to people with autism using interactive multimedia." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/252028.
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Recognition of emotions and mental states (ER) in others is a core difficulty for individuals with autism spectrum conditions (ASC). In contrast, they show good skills in ‘systemizing’- understanding non-agentive systems. This thesis evaluated the effectiveness of Mind Reading, a computer program teaching ER from a wide range of facial expression videos and recorded speech segments, systematically presented. Three different experiments tested the effectiveness of a minimum of 10 hours of software use over a period of 10-15 weeks among individuals with ASC. Experiments included evaluation of independent use of the software by adults and by 8-11 year olds with ASC, and tutor and group supported use of the software in adults with ASC. ER skills were assessed on four levels of generalisation before and after the training period, and compared to matched ASC and typically developing control groups. Results showed improved ER for software users from faces and voices, compared to the ASC control groups. Improvement was mostly limited to faces and voices which were included in the software. Generalisation to stimuli not included in the software was found in the children experiment, in the vocal and visual channels separately. Follow up assessment after a year showed greater improvement on general socio-emotional functioning measures among child and adult software users, compared to ASC controls. These results suggest that individuals with ASC can improve their ability to recognise emotions using systematic computer-based training with long term effects, but may need further tutoring to prevent hyper-systemising, and to enhance generalisation to other situations and stimuli. The reasons behind generalisation difficulties and the study’s limitations are discussed, and suggestions for future work are offered.
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Alame, Fouad M. "Exploring leaders' strategies for managing negative emotions of sales people." Thesis, University of Strathclyde, 2016. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=27057.
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The aim of this thesis is to explore the practice of leader strategies to manage and influence employees' emotions and its implications. Emotion has emerged as a key field in organisational behaviour, particularly pertaining to leadership. Managing followers' emotions is critical for leaders since employees’ emotions are directly related to job performance. Most studies focus on measuring the high level relationship between the constructs of emotions and leadership and there is little research on how leaders deliberately manage the emotions of their followers. This qualitative study explores sales leaders’ practices for managing followers' negative emotions through a case study method using semi-structured interviews and critical incident technique. 32 sales leaders are interviewed from one of the top logistics companies; 89 critical incidents are identified where these leaders were challenged with managing their followers’ emotions. The findings of this research show that leaders consider changing employees’ negative emotions a key function of leadership. The critical incidents demonstrate that leaders face both business and personal problems. Dealing with business situations requires strategies that involve more changing the problem or its meaning, while personal situations require strategies for reducing the intensity of the emotions. The findings also demonstrate that the existing models of emotion regulation do not cover all of the strategies that leaders use to effectively manage followers' emotions. Therefore, a proposed comprehensive set of strategies that leaders can use is presented together with contextual factors that leaders should consider when managing followers’ negative emotions, including the use of short-intermediate strategies and person focused strategies. This study is among the first to qualitatively explore how leaders actually manage followers’ negative emotions. A recommended set of strategies is presented to help leaders regulate and deal with negative or dysfunctional emotions. The findings provide clarification on what strategies leaders can use and how this practice can be improved.
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Brady, William J. "Why Do People Seek Negative Emotions? A Solution to Hume's Puzzle." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/philosophy_theses/112.
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In his 1757 essay “Of Tragedy”, Hume reflected on a curious puzzle about emotions. Sometimes people seek out emotions or experiences that are typically negative and associated with displeasure or pain. People often desire to watch horror films that will make them scared or listen to music that will make them sad. Some people even engage in the pursuit of negative emotions on a regular basis such as in the case of thrill-seeking. In this paper my goal is to update Hume’s puzzle with empirical evidence from the affective sciences and argue for two conclusions. First I will argue that Hume’s puzzle still runs deep. Though some recent scientific and philosophical accounts of emotions have tried to solve it, they have thus far failed. Second I attempt to construct a psychological account that solves the puzzle. Instead of focusing on how emotions are generated as previous theories have done, I argue that what is important is how emotions are regulated.
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Brien, Jeffrey. "Mixed Emotions: Can People Feel Happy and Sad at the Same Time?" Thesis, Boston College, 2003. http://hdl.handle.net/2345/426.
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Thesis advisor: Timothy A. DuketI studied whether or not people can feel happy and sad at the same moment in time. Participants used a computerized procedure to continuously rate their feelings as they viewed backwardly masked faces designed to elicit pleasant, unpleasant, or mixed feelings. The backward masking procedure and grid were poorly calibrated as participants found all conditions to be unpleasant. Evidence is presented that participants did not perceive the mask faces as neutral. Directions for future studies are discussed
Thesis (BA) — Boston College, 2003
Submitted to: Boston College. College of Arts and Sciences
Discipline: Psychology
Discipline: College Honors Program
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Holden-Peters, Jan Jordi. "Positive emotions at work : a study on home care workers for older people." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11198/.
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This thesis takes a rare and exploratory look at the experience of positive emotions in work settings, examining their causes and consequences. It begins by reviewing and offering a critique of previous organisational research related to this topic, which has tended to focus on the rather narrow concept of job satisfaction. In line with a recent theory of workplace affect (Weiss & Cropanzano, 1996), it is argued that a more in-depth look at positive emotions as momentary reactions to events may improve our understanding of how workplace positive affect is linked to various organisational outcomes. A two-part study was carried out within a sample of home care workers for older people. In the first part, a qualitative diary study (n = 9) was conducted to explore in real-time the types of events that produce positive emotions at work on a day-to-day basis, and to explore the cognitive and behavioural outcomes of these emotions. Based on the findings of this study, a larger scale quantitative diary study (n = 77) was designed and conducted with the aim of examining the patterns of relationships between these variables. It was found that the most common sources of positive emotions in care workers were related to social interactions with clients and, to a lesser extent, to task performance; a number of dispositional factors were found to influence the intensity of positive emotional experiences. Positive emotions were in turn found to predict the likelihood of a wide range of beneficial individual and organisational outcomes (including increased motivation, creative insights and favourable attitudes towards the job). In the light of the findings, it is tentatively argued that we may be able to meaningfully distinguish between socially-oriented and task-oriented positive emotional experiences at work. This thesis reaches the conclusion that differentiating between positive emotions (as temporary states) and job satisfaction (as a relatively stable attitude) may improve the specific predictive power of each of the two separate sets of constructs. It is argued that this research, although directed at a specific occupational population, may to some extent apply to other occupations.
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Iyadurai, Lalitha. "Understanding expressed emotions : Illness perceptions in people with bipolar disorder and their relatives." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505515.
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Leshilo, Welhemina Mokgobo. "The feelings of people with physical disabilities regarding discrimination in Tembisa." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-11092004-134243.
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Van, Wijnendaele Barbara. "Power, emotions and embodied knowledges : doing PAR with poor young people in El Salvador." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/11238.
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From March 2006 until March 2008 I worked and did research with young people in El Salvador. I coordinated a local youth participation project in the capital, where, at the same time, I conducted fieldwork for my PhD research. The youth project aimed at empowering young people through participatory action research (PAR) and, together with the young participants, I critically reflected on the empowering impact of this participatory process. While participatory researchers and practitioners traditionally stress the importance of critical consciousness and critical discourse as the principal motors for individual and social transformation, my research with the young people particularly confronted me with the power of emotions and embodied knowledges. This research focuses in particular on the politics of emotions; their role in confirming exclusion and oppression and in facilitating empowerment and resistance. In this thesis, I bring together different bodies of theory. I start from the critical literature on PAR and from a poststructuralist account of power and empowerment. I build on an understanding of emotions as socio-culturally constructed and, at the same time, as deeply embodied phenomena. I look into emotional geographies considering emotions as relational and as always functioning within power relations and I use non-representational theory to challenge the privilege of cognition by focussing on practical and embodied knowledges and explicitly recognising their political and empowering potential. I conclude that although participatory researchers have increasingly extended and refined their understanding of power and empowerment, they still focus too much on critical reflection, discourse and conscious/linguistic representation as key to personal and social change. This focus has distracted their attention from the way power works through emotions and embodied knowledges. I believe that participatory researchers should become more sensitive still to the subtleties of power by paying more explicit attention to how emotions and embodied knowledges function within power relations to reproduce or challenge the existing status quo. Such a focus also opens new doors to new ways of empowerment (and politics) by considering alternative methods and media directly engaging with the power of emotions and embodied knowledges to shape the social world.
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Heckman, Abby L. "Age differences in emotion regulation in interpersonal situations." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8075.
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Morgan, Naomi Mary Ann. "Nurses' education and their experiences of caring for people who are dying and their families." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360313.
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Tanner, Kimberley. "Young people's emotional experiences of Kaiapoi." Thesis, University of Canterbury. Geography, 2014. http://hdl.handle.net/10092/9277.
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This thesis focuses on Kaiapoi, a small town in North Canterbury, and studies the ways young people are discursively constructed by adults and each other, and also the different ways young people experience and use the town's environment. Drawing on key informant interviews, media analysis, a youth survey and a photography activity (photovoice); the research developed a rich understanding of the different ways young people are constructed in Kaiapoi and the places young people enjoy and do not enjoy going to in the town and why.
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Todd, Samantha. "Staff responses to challenging behaviour shown by people with dementia : an application of an attributional-emotional model of helping behaviour." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367397.
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Johnsson, Lin. "Creating Emotional Service design : An investigation in how to support people in coping with social isolation by enabling for opportunities to be alone together." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43769.
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How might we through emotional service design investigate how to support people in coping with social isolation by enabling for opportunities to be alone together? This is the research question this interaction design bachelor thesis, through applying theories of emotional and service design, has been aiming towards investigating. What is presented in the work is a merge of the terms, emotional service design. In addition to this, a service to help improve its user’s well-being and ability to cope with the effects of an isolated stay-at-home life is proposed.The conducted research has taken a qualitative approach, using methods of semi-structured interviews, affinity-diagramming, cultural probes, co-creative workshops and prototype testing, insights indicating that loneliness can be combated through two main ways: by finding an activity-based escape or by connecting with people or others. What is argued for is the importance of keeping emotional reactions in mind when designing for experiences.
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Shuster, Stef M. "Medicine and meaning-making: the construction and regulation of gender in the lives of transgender people and healthcare providers." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/6856.
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As transgender medicine developed in the course of the 20th century, medical professionals have slowly followed the lead of their clients. Patients during the early decades of transgender medicine sought to switch from one gender to another. Medical providers developed treatment protocols to guide this transition. In recent decades patients are no longer as quick to desire a switch from one gender to another. Rather, many younger transgender patients are more likely to explore the ambiguities of gender and adopt a gender-fluid identity. Healthcare professionals have, for the most part, accommodated their patients' changing ideas about treatment outcomes. But these currents towards a patient-centered approach are in contrast with transgender health organizations that seek professionalization through treatment protocols and standardization. Examining these socio-historical processes reveals how a nascent field of medicine negotiated the sometimes competing demands of standardization and patient desire.
Three questions guide my research: 1) How do trans-identified people experience and resist social sanctioning, make meaning of a transgender identity within a limiting transnormative narrative, and actively seek to create new identities? 2) How do healthcare providers construct scientific discourse and make meaning of gender in the process of working with transgender people in this emergent field of medicine? And 3) How has the history of medical and mental health interventions shaped the contemporary experiences of providers? I used a mixed-methods approach including the analysis of archival documents from the Kinsey Institute in Bloomington, Indiana, in-depth interviews with 40 transgender-identified people and 23 healthcare providers, and participatory observations in community spaces.
In part one of my dissertation I consider the nuances of transgender identities and the consequences of living in a society as a transgender person. Our society is organized in a two-gender system - individuals are either women or men. While some transgender people identify within these binary categories, as trans women or trans men, others resist a binary gender identification. Instead, they construct diverse gender identities like "genderqueer" or "genderfluid" that lack culturally agreed-upon definitions. Despite the diversity of identifications within transgender communities, most social scientific accounts adopt the binary model and position transgender people as moving from one gender to the other. This limits our understandings of transgender people and their own self-perception. Additionally, "transitioning" is understood as a process in which individuals move neatly from one stage to the next, and passing as women or men becomes the ultimate goal. Transgender people are creative in negotiating their identities within this system. Some resist binary systems and strategically deploy cultural resources to redefine gender categories in ways that fit their self-understanding.
In part two of my dissertation, I consider the emergence of transgender medicine, the ways that scientific discourse shapes medical practice, and how providers - who are situated within this dialogue in several distinct ways - must work with conflicting interests. The standardization of transgender medicine runs parallel with many contemporary currents related to the changing structure of our healthcare system. Evidence-based medicine has become ubiquitous in systems of healthcare, and is coupled with the creation of professional guidelines for standardizing healthcare. However, providers gave voice to the idea that transgender people have unique healthcare needs that may not be met in a system structured by binary modes of thought and in general, are wary of standardizing transgender medicine. In these contexts, providers must learn to how to balance their professional responsibilities and client-driven needs, which sometimes are in contradiction.
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Funderburk, Brooke. "Regret and successful aging among the old-old." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1722403291&sid=22&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Pachi, Dimitra. "Barriers to conflict resolution in Cyprus amongst young people : the role of political/social trust and emotions." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/804384/.
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Tornquist, Michelle. "What makes people with high trait self-control successful? : the role of beliefs about the utility of emotions and emotion regulation in self-control success." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81536/.
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High trait self-control predicts a successful, healthy, and happy life. Nonetheless, how people with high trait self-control succeed at self-control and attain these outcomes remains unclear. To date, a few studies have linked high trait self-control with effective emotion regulation, and others have linked emotion regulation with enhanced self-control. Building on these insights, along with insights from instrumental emotion regulation, which holds that people regulate emotions to attain goals, this programme of research tests whether people higher in trait self-control use their emotions and emotion regulation to succeed at self-control. Two studies (Study 1: N = 253; Study 2: N = 306) first examined the relations between trait self-control and beliefs about the utility of emotions in everyday situations that varied in self-control type required. Three studies (Study 1: N = 415; Study 2: N = 140; Study 3: N = 210) then explored the links between trait self-control, beliefs about the utility of emotions, and emotion regulation in performance contexts that varied in self-control demand, and how these factors influenced emotions and self-control performance. Convincing evidence was found that people higher, relative to lower, in trait self-control considered positive emotions more useful and negative emotions less useful across situations, although these beliefs did not translate into preferences or choice to regulate emotions. Modest evidence was found that people higher in trait self-control experienced more positive and less negative emotion following a regulatory task, and that more positive and less negative emotion helped people higher in trait self-control to succeed at self-control. Thus, trait self-control predicts beliefs about the utility of emotions, but whether these beliefs translate into behavior depend on context. This research contributes to our understanding of how emotions and emotion regulation might shape self-control success and has the potential to inform the design of interventions to improve people's self-control and help them to attain positive outcomes.
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Ip, Siu-tung, and 葉紹東. "Emotion regulation and age-related attentional bias in a Chinese sample." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209533.
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Older adults have been reported to show attentional preference for positive stimuli and attentional avoidance from negative stimuli. The relationship between this pattern of emotional attention and emotion regulation, however, is not well known. The present study aims to replicate the findings of age-related attentional bias for emotional stimuli and investigate the potential relationship between biased attention and emotion regulation/dysregulation in Chinese older adults. 46 older adults and 46 younger adults participated in an attention task, which measured their reaction time towards negative and neutral facial stimuli, and a questionnaire survey, which elicited self-reports of their levels of emotion regulation and dysregulation. Results showed that there was a biased attention for negative faces in older adults, but not in younger adults. There were also differences between emotion regulation/dysregulation measures in the two age groups. When associating the attentional bias score with the emotion dysregulation measures, significant correlations were found between biased attention and overall difficulty in emotion regulation and lack of emotional clarity. The data supported the age-related bias of emotional attention, and revealed potential relationship between biased attention and emotion regulation in older adults.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Teles, da Mota Vanessa. "How people engage with coastal landscapes: Insights from social media." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/414290.
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Coastal landscapes are popular with millions of people globally engaging with them including for tourism and recreation. Monitoring engagement with natural coastal landscapes, including who visits, when and where, as well as what people talk about and value about them is important, including for tourism and recreation and landscape management. Increasingly data from social media have been used to monitor visitation and public discourse about different landscapes, overcoming some limitations with traditional methods. The overarching aim of this thesis is to understand how social media data can be used to assess how people engage with coastal landscapes by: (i) reviewing the academic literature on the use of social media to assess nature-based tourism broadly, (ii) examining how can social media be used to assess tourism and recreation in coastal landscapes at different spatial scales, (iii) assessing how social media can be used to understand public engagement with coastal landscapes, and (iv) understanding how social media can be used to assess how people feel about coastal landscapes.
First, to assess the current status of research examining how social media can be used to assess nature-based tourism, a systematic quantitative literature review was conducted (Chapter 2). Such research is novel, with the first paper in 2013 and only 48 papers published up to June 2018 and most research is from Europe and North America. Data obtained from social media included image, text and/or GPS location/route-data, with Flickr, an image-based social media platform, the most commonly researched. Studies often compared results obtained from social media platforms with other methods or among locations. Research included spatial and temporal analyses, assessing cultural ecosystem services, calculating economic values and analysing sentiments expressed in posts, but few referred to ethical issues. It also highlighted other benefits and limitations with social media as a source of data. Important research gaps were highlighted including the need for research in more diverse locations, using other platforms such as Twitter, but also more research assessing Flickr as it provides geolocated data on how and when people interact with nature. Next, beach popularity was assessed in Australia at a continental scale using metadata from 32,383 Flickr images tagged “beaches” and “Australia” posted by 1,254 Australians, and 1,154 international tourists (Chapter 3). There were seasonal patterns in visitation with beaches in the south of Australia more popular in summer, but northern beaches more popular in winter. There was concentrated use of a relatively small area of the extensive coastline, with Australians preferring beaches within capital cities, while beaches in urban areas outside of major cities were more popular with international tourists. The words used to describe the images helped identify ten particularly popular beaches and people mainly expressed mainly positive emotions about the beaches. The results showed how social media data can be used to assess tourism and recreation demand at larger scales including for popular beaches.
To assess beach popularity at a more local scale, Flickr image metadata for the popular tourism city of the Gold Coast, Australia, was assessed (Chapter 4). There were nearly 7,000 images of beaches, posted by 908 people, including locals (2,388 images), other Australian nationals (964) and international tourists (1,444), with other accounts not disclaiming were they were from. Locals and other nationals preferred visiting beaches early in the day and on weekends. More remote beaches were popular with locals, while beaches with lookouts were more popular with other nationals and more urbanised beaches popular with international tourists. Words used to describe images included geographical locations, natural features and events or activities. These results show that coastal landscape managers can get important information on where to allocate facilities and resources, improve access, amenities and safety infrastructure for beach tourism and recreation using a readily accessible, low cost, and continuous source of data.
Lastly, Twitter data were used to examine public discourse in English and Portuguese about Arrábida Natural Park, a popular natural coastal park in Portugal, Europe (Chapter 5). This involved conducting a quantitative analysis of the content and sentiments in tweets sent by locals (920 tweets), other nationals (675) and those from other countries (465) that included the search word “Arrábida”. Tweets were mainly in Portuguese (67%) or English (29%), and often talked about natural features (58%), park visitation (17%), activities and regional food (14%) or environmental issues (10%). Locals and other nationals posted similar content in tweets, compared to international tweeters. Tweets were mostly positive (68%), but more negative emotions were expressed when tweeting about environmental issues. The results demonstrate how Twitter can be used in public engagement for coastal protected areas, including assessing what people value about these landscapes, what they are concerned about and were there may be conflicts.
The literature review and three research studies illustrate how using social media data, data can assist in understanding how people engage with coastal landscapes. This is despite limitations such as fluctuations in popularity and access to data, limited demographic data and ethical and privacy norms. Online user-generated content in the form of billions of posts sent daily to social media platforms, including text and geolocated data, can be used as to complement other approaches for large and local scale monitoring of the development of adaptive landscapes and provide important insights about public engagement for the management of coastal landscapes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Environment and Sc
Science, Environment, Engineering and Technology
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McNicholas, Jane Louise. "An exploration of gender differences in the coping skills, attributions, expressed emotions, and mental health of caregivers of people with alcohol problems." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/24970.
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The current study aimed to examine the differences between male and female caregivers of people with alcohol problems in terms of their coping skills, attributions, expressed emotion, and mental wellbeing. Methods: The study recruited 35 female caregivers and 20 male caregivers of people with alcohol problems. Participants completed the Coping Questionnaire, the Family Attitude Scale (FAS), the Causal Dimensions Scale, and the General Health Quesionnaire-12. Results: The study found that female caregivers had significantly higher scores than males on the GHQ-12. Both males and females engaged predominantly in coping strategies that were related to poor mental health. Specific attributions made by male caregivers were associated with poor mental health and high expressed emotion. For females, tolerant-inactive coping was also associated with high expressed emotion. Conclusions: The results suggest that female caregivers of people with alcohol problems have poorer mental wellbeing than male caregivers. Both male and female caregivers report frequently using coping styles which are associated with poorer mental wellbeing and higher levels of expressed emotion. Even when the person with the alcohol problem is engaged with treatment services, caregivers warrant treatment and support in their own right to help them cope in a manner which is more beneficial to their own mental wellbeing. Interventions offered to caregivers should consider the impact of factors such as expressed emotion and attributions on the coping and mental health of the caregiver.
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Coats, Abby Heckman. "Age-Related Effects of Online Emotion Regulation Strategies on Mood and Memory." Diss., Georgia Institute of Technology, 2007. http://hdl.handle.net/1853/19820.
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Research suggests that older adults have enhanced emotional outcomes and use different emotion regulation strategies (e.g., more distraction and positive reappraisal) relative to young adults. The present study investigated the mood and memory-related effects of these strategies in young and older adults. Participants watched a sad film clip while being instructed to use specific emotion regulation strategies (i.e., avoiding negativity, focusing on positivity, focusing on negativity, or no instructions). Young adults who were instructed to avoid focusing on negativity showed better mood outcomes and more positive memory for the film compared to non-instructed young adults. Instructions to down-regulate emotions did not affect older adults, possibly because they used such strategies spontaneously. Older adults increased dispositional tendency to focus on positive stimuli in their everyday lives partially explained older adults greater mood improvement. The results have implications for the effectiveness of particular emotion regulation strategies and for the generalizability of the positivity effect.
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Прокопович, Тетяна Анатоліївна, and Tetiana A. Prokopovych. "Емоційна стабільність як умова прояву соціальної адаптованості художньо обдарованої особистості." Diss., Східноєвропейський національний університет імені Лесі Українки, 2015. http://evnuir.vnu.edu.ua/handle/123456789/11723.
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У дисертаційній роботі обґрунтовано концептуальні засади дослідження
проблеми й емпірично встановлено соціально-адаптаційні та особистісно-
поведінкові ознаки прояву емоційної стабільності художньо обдарованої
особистості. Поглиблено наукові уявлення про особливості взаємодетермінації
емоційної стабільності та соціальної адаптованості художньо обдарованої
особистості і на емпірико-діагностичному рівні верифіковано зміст зумовленості
проявів емоційної стабільності особистісно-поведінковими характеристиками
студентів художніх спеціальностей.
За результатами емпіричного дослідження доведено, що соціальна
адаптованість зумовлена релевантними проявами емоційної стабільності художньо
обдарованої особистості у показниках її особистісно-поведінкових властивостей;
констатовано релевантні рівню прояву емоційної стабільності рівні
(імпульсивний, компенсаційний та збалансований) та механізми (накопичення,
мобілізації та оптимізації) соціальної адаптованості художньо обдарованої
особистості.In dissertation paper the conceptual bases of problem research are grounded and socially adaptive, personality and behavioral features of manifestation of emotional stability of artistically gifted person are empirically identified. Scientific understanding of peculiarities of interdetermination of emotional stability and social adaptability of artistically gifted person is deepened and conditionality content of manifestations of emotional stability by personality and behavioral characteristics of students of art specialties is verified on empirically diagnostic level. As result of empirical study it is proved, that social adaptability is conditioned by relevant manifestations of emotional stability of artistically gifted person in terms of its personality and behavioral characteristics; relevant to manifestation level of emotional stability levels (impulsive, compensational and balanced) and mechanisms (storing, mobilization and optimization) of social adaptability of artistically gifted person are established.
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Hebblethwaite, Amy. "Talking about real life events : an investigation of the ability of people with intellectual disabilities to make links between their beliefs and emotions within dialogue." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1225/.
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Background This study explores whether people with intellectual disabilities make links between events, beliefs and emotions in dialogues about real life, emotive events. Methods A cognitive-emotive interview was used to assist nineteen adults with intellectual disabilities and nineteen adults without disabilities in generating an account of an emotive, interpersonal event. Participants also completed a cognitive mediation task and an assessment of intellectual and verbal ability. Results Participants with intellectual disabilities generated fewer beliefs within their dialogues than those without disabilities and were less likely to provide alternative perspectives on events. The ability to make links between events, beliefs and emotions within a dialogue was not associated with performance on a cognitive mediation task, or with general or verbal IQ. Conclusions Participants with intellectual disabilities had more difficulty than those without disabilities in making links between events, beliefs and emotions. Within a therapeutic context, they are likely to require assistance to reflect on events and consider alternative interpretations, which take into account individual and environmental factors.
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Pannuzzo, Nelly. "Ostracism and social vulnerability : impact on cognitive control, emotions and fundamental needs." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20126.
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L'exclusion sociale est considérée comme l'une des situations les plus douloureuses pour les êtres humains. Les travaux dans ce domaine montrent que même de brefs épisodes d’ostracisme (paradigme du Cyberball) ont des effets importants aux niveaux neurophysiologique, émotionnel et comportemental, l’impact de cet ostracisme au niveau cognitif néanmoins n'a pas reçu beaucoup d'attention. Des résultats récents mettent en évidence une influence négative de l'ostracisme sur les marqueurs électrophysiologiques du contrôle cognitif, il n'y a cependant à ce jour aucune preuve directe d’une réduction de contrôle cognitif sous l’effet d’une exclusion sociale. Dans nos travaux nous avons étudié l'impact de l'ostracisme (Cyberball) sur le contrôle cognitif avec la tâche standard de Simon couplée à des analyses distributionnelles des temps de réaction auprès de populations caractérisées ou non par des expériences chroniques d’ostracisme (i.e., des étudiants ordinaires dans l’Étude 1, des personnes illettrées dans l'Étude 2 et des chômeurs de longue durée dans l'Étude 3). Dans les trois études, de brefs épisodes d'exclusion sociale suffisent à dégrader le niveau de satisfaction exprimé par les participants à l’égard des besoins fondamentaux (appartenance sociale, existence significative, estime de soi, contrôle des événements). Ces effets, cependant, s’avèrent réduits dans les populations chroniquement frappées d'ostracisme, suggérant leur moindre sensibilité à l'exclusion sociale en jeu dans le Cyberball. Plus important encore, cet ostracisme provoque chez les participants non stigmatisés une diminution du contrôle cognitif (Étude 1), mise en évidence dans nos travaux par un effet Simon stable (plutôt que réduit) sur les temps de réaction les plus longs pourtant les plus sensibles à l’expression d’un processus d'inhibition. Cependant, nos résultats ne montrent aucune différence de sensibilité entre les participants chroniquement ostracisés et leurs groupes contrôle (les Études 2 et 3), suggérant une certaine faiblesse du paradigme Cyberball auprès des personnes en situation d'exclusion sociale dans leur vie quotidienne. Nos résultats remettent donc en question la prédominance de ce paradigme pour la compréhension des effets cognitifs de l’exclusion sociale, au moins chez les individus caractérisés par un ostracisme chroniqueImpact on cognitive control, emotions and fundamental needsRésumé : Social exclusion is considered as one of the most painful situations for human beings. Past research showed that even brief episodes of ostracism (the Cyberball paradigm) have strong effects at the neurophysiological, emotional, and behavioral levels, its impact at the cognitive level however did not receive much attention. Recent findings revealed a negative influence of ostracism on electrophysiological markers of cognitive control, yet there is no direct evidence that being socially excluded reduces cognitive control. Here, we investigated the impact of ostracism (using the Cyberball) on cognitive control using a standard Simon task and distributional reaction time analyses with non-chronically-ostracized and chronically-ostracized populations (regular students in Study 1, illiterate people in Study 2, and long-term unemployed people in Study 3). In the three studies, brief episodes of social exclusion had negative effects on participants’ self-reports of fundamental needs' satisfaction (belonging, meaningful existence, self-esteem, and control). These effects, however, were substantially reduced in chronically-ostracized populations, suggesting that ostracism based on the Cyberball is a bit less meaningful for those populations. More importantly, this ostracism caused a transitory reduction in cognitive control in the non-chronically-ostracized participants (Study 1), as indicated by a stable (rather than decreased) Simon effect on longer reaction times where inhibition yet is more likely. However, we found no evidence of a differential sensitivity between the chronically-ostracized participants and their control groups (Study 2 and Study 3), suggesting that the Cyberball paradigm is not powerful enough with people experiencing social exclusion in their ordinary life. Our findings therefore call into question the predominance of the Cyberball paradigm for our understanding of the cognitive effects of ostracism, at least in chronically ostracized-individuals
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King, Stephanie. "An investigation into transfer provision for children and young people with Autistic Spectrum Disorders (Paper 1) ; The effects of school transfer for children and young people with Autistic Spectrum Disorders, focussing on positive and negative emotions reported by parents, schools and pupils (Paper 2)." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/90894.
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Paper 1: This study represents the wider perspective of a 2-stage study about school transfers, for children with Autistic Spectrum Disorders. The study used a mixed methodology to investigate the experiences of children moving schools, as reported by parents and schools. Pre-move general satisfaction and post-move success ratings were high. Transfer arrangements varied greatly. Many respondents despite being positive overall about the move reported difficulties and frustrations for themselves and the children making the move. Communication between all stakeholders was seen to be a main factor in improving transfers, with an emphasis on the Teaching Assistant role and a whole school ethos towards ASD. Although strategies and guidance are widely available to improve transfer for children, not all pupils with ASDs and their parents, had access to the same level of enhanced transfer arrangements within the county. Paper 2: This paper represents the more focussed perspective of a 2- stage study about school transfers, for children with Autistic Spectrum Disorders, in mainstream education. The study used a mixed methodology to investigate the experiences of children moving schools, as reported by parents and schools, with all participants, and via child interviews with a smaller sample. School transfer (as part of a 2- or 3-tier education system) was identified as a time which can be especially challenging for children with ASDs in mainstream schools. Looking at the emotional effects of transfer, the study found parents and schools reported high levels of increased anxiety among transferring children with ASDs. Qualitative analysis identified a wide variety of triggers to anxiety, and strategies to reduce anxiety that are being used in school and at home. Positive emotions expressed about the move were also explored. This anxiety reduced post-move for some of the children, but was maintained for some. Parents perceived higher levels of anxiety in their children than schools did throughout the transfer period, despite many rating the move as successful overall. The experience of a school move was found to be a time parents, as well as children, need the information and reassurance of a well-planned transfer, with appropriate strategies in place for their child and effective, open communication between home and schools to reduce the negative emotions that can surround change for children with ASDs, and celebrate the positive.
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Barrick, Ann Louise J. "Aging and emotion : ratings of cartoons and the Survey of the quality of life of adult men and women." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474906.
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This study was designed to measure differences between elderly and young adults in terms of their expression of positive and negative emotion. It was hypothesized that that there would be a difference between young and aged subjects in intensity of positive and negative emotional experience as measured by response to cartoons and the Survey of the Quality of Life of Adult Men and Women (SQLAMW, Malatesta & Kalnok, 1984). Sex differences as well as the effect of the sequence of cartoons were also tested.Emotions have been widely studied, yet researchers have rarely focused on the elderly population and those studies that do exist have methodological problems. Early research suggests a drift towards negative emotion with age, whereas more recent studies challenge this position.Volunteer subjects were 61 noninstitutionalized adults (24 males, 37 females) age 60 and over and 93 college undergraduates (36 males, 57 females) age 18-25. They met in groups of 2 to 10 to complete the research instruments.Positive and negative emotional reactions were obtained from ten point Likert scale ratings of 38 cartoons for funniness, pain, and hostility. Cartoons were presented in two sequences. Additional measurements of emotion were obtained from the SQLAMW.Four mean scores were calculated for each subject and served as dependent variables. Positive and negative affect on the SQLAMW generated two mean scores. A mean score for positive emotion on cartoons was calculated from ratings of funniness and for negative affect by combining ratings of pain and hostility. A 2 X 2 X 2 (Age x Sex x Cartoon Sequence) multivariate analysis of variance was conducted.Analysis for negative emotion resulted in a significant main effect for age on the SQLAMW and an age by sex interaction on cartoons. The young reported higher levels of negative emotion on the SQLAMW. However, cartoon ratings showed aged males higher than young males on negative emotion. For positive emotion, males scored higher than females on cartoons. All other effects were nonsignificant.
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Greenhalgh, Charlotte Maree. "An age of emotion : expertise and subjectivity in old age in Britain, 1937-1970." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:18c215e1-a9fe-43ac-9879-9a8da8678836.
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This thesis heeds W. Andrew Achenbaum’s call for historians of ageing to analyse the inner lives of their subjects. Building on and problematizing existing studies of health and welfare policies for the old, it explores the ways that mid-century public and private life shaped how individuals felt about old age. Both public discussions and private narratives of ageing are used to consider how older people understood and expressed their emotional experiences during a challenging period of the life cycle. I argue that old age in general, and its emotional dimensions in particular, are missing from British historiography. Yet both were vital to social life in the mid-century, when the ageing population was an important political issue and a large number of experts hoped to manage the emotional and psychological aspects of this ‘problem’. This thesis begins by setting out this national context for old age, showing that heightened interest in ageing and emotion were significant influences over the expansion of the welfare state. However, contrary to the expectations of mid-century researchers and policy-makers, my subsequent chapters show that older people frequently maintained their social roles and relationships through informal means. This thesis explores how ageing men and women engaged with work, retirement, ill health, marriage, bereavement, fashion, beauty culture, and autobiography as opportunities to find meaning in late life. Together, these varied perspectives on old age make a series of interventions in its history. I argue that historians could do much more to detail the significance of the life cycle for their subjects, whether they write political, social, or cultural history. As this thesis shows, such studies should approach ageing as a lifelong and personal process, which has been shaped by reminiscence and story-telling. I suggest that historians of emotion are best-equipped to write scholarship that is sensitive to the passing of time and personal biography in this way.
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Peter, Paula Caterina. "Emotional Reasoning and Decision Making: understanding and regulating emotions that serve people's goals." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27062.
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Increasing physical activity and adopting a healthy diet have the goal to enhance consumer welfare. The goal of this set of studies is to contribute to a research agenda that tries to support and enhance the life of consumers, through the exploration of emotional intelligence as a new possible avenue of research related to consumer behavior and health.
Four studies are proposed that look at the possibility to introduce emotional intelligence in decision making and performance related to health (i.e. adoption and maintenance of a healthy diet/weight).
The findings suggest the salient role of emotional reasoning (i.e. understanding and regulation of emotions) on decision making and performance related to health. Training on emotional intelligence and health seems to activate mechanisms that help people to use their knowledge in the right direction in order to make better decisions and improve performance related to health (i.e. adoption/maintenance of healthy diet/weight).Ph. D.
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Maracic, Jagoda, and Spomenka Maracic. "Emotional branding : fulfillment of people's needs: a laboratory experiment." Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-949.
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The concept of emotional branding has not received much attention from the academic community. Emotional branding is a powerful and advantageous instrument. It links brand to the customers, makes customers identify themselves with the brand, adapts brand to customers’ way of life, and makes brand more reliable in customers´ eyes. Simply defined, emotional branding is about fulfilment of peoples’ needs.
This dissertation explores and analyses factors, which explain the concept emotional branding. After having reviewed the literature in the area of branding and emotions, the authors of the dissertation create an explanatory model. This model consists of four factors: Trust, Personality, Lifestyle, and Relationship. Four propositions are formulated in order to test the model. The suggested theory was tested in a laboratory experiment with a Multi-method qualitative study. The conclusion of the research conducted is that emotional branding, indeed, can be explained by four factors; Trust, Lifestyle, Personality, and Relationship.
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Mellor, Karen. "Emotion identification, emotion word fluency and Alexithymia in people with learning disabilities." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413849.
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Abdulrahman, Daria, and Shabbo Khalighi. ""...Jag har äntligen hittat hem!" : En kvalitativ studie om hur medlemmarna i organisationen Unga KRIS uppfattar organisationen." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4142.
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This study examines the link between the individual and social network, what social forces and social mechanisms involved in the interaction between individuals and groups and how we can explain and consider this relationship with the aim of understanding this connection. Through qualitative interviews, based on interviews of six active members in the organization Young KRIS (Young Criminal’s Return in the Society) examines the active social processes that the young members undergo, and motivates those who have been outside the expected conformed and regular society, to be included in the regular community and how this can be explained. The study shows that the organization through high availability, openness, knowledge of the needs of young people, good treatment, range of meaningful activities, has created a great venue for the young to develop and thus regain their place in the society.Denna studie undersöker kopplingen mellan individ och sociala nätverk, det vill säga vilka sociala krafter och sociala mekanismer är verksamma i mötet mellan individen och gruppen, och hur man kan förklara och se på denna relation med målet att förstå denna koppling. Genom den kvalitativa metoden, baserad på intervjuer av sex medlemmar inom organisationen Unga KRIS, undersöker vi de verksamma sociala processer unga medlemmar genomgår och som motiverar dem som har befunnit sig utanför det förväntade, konforma och reguljära samhället, att komma att inkluderas i det reguljära samhället och hur detta kan förklaras. Studien visar att organisationen genom hög tillgänglighet, öppenhet, kunskap om ungdomarnas behov, gott bemötande och utbud av meningsfulla aktiviteter, har skapat en trygg arena för att unga medlemmarna ska kunna utvecklas och därmed återfinna sin plats i samhället.
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LIMA, JULIA PEIXOTO DE CARVALHO. "BRANDS THAT PEOPLE LOVE: A STUDY ABOUT THE EMOTIONAL RELATIONSHIP OF PEOPLE WITH BRANDS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11848@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEste é um estudo sobre marcas conduzido sob o ponto de vista do Design & Emoção cujo foco recai no contexto de uso e nas razões pelas quais algumas marcas se tornam queridas. O objetivo é investigar de que experiências essas marcas participam, que relações sociais promovem e que sentimentos evocam. Sua condução se deu a partir de um levantamento de depoimentos sobre marcas que marcam que contemplou três etapas: (1) um levantamento em sites e blogs na Internet; (2) conversas presenciais e virtuais com pessoas de diferentes idades e estilos de vida; e (3) uma dinâmica realizada com alunos de design da PUC-Rio. O estudo foi norteado pelo pensamento de autores importantes do campo do Design & Emoção, como o neurocientista António Damásio e o cientista cognitivo Donald Norman. A organização das marcas que marcam foi inspirada na fala dos entrevistados e instruída pelo estudo do psicólogo Mihaly Csikszentmihalyi e do antropólogo Eugene Rochberg-Halton sobre a relação de afeto das pessoas com seus artefatos domésticos. Algumas dessas categorias foram comentadas à luz do pensamento de autores das Ciências Sociais como Mary Douglas e Claude Lévi-Strauss. Os resultados da investigação confirmam que as marcas participam das ações da vida cotidiana, proporcionam experiências, são elos entre as pessoas e evocam sentimentos de toda ordem. Apontam também que existe uma relação estreita entre essas experiências, os sentimentos evocados e a escolha das marcas que farão parte de nossas vidas. Revelam ainda que, através de algumas marcas, as pessoas constroem suas identidades, regulam suas relações sociais, se diferenciam e se agrupam. O estudo das marcas que marcam pode também contribuir com subsídios para o Design e Emoção, e sua meta não apenas de projetar produtos com foco na promoção de experiências e sentimentos positivos, mas de colaborar para uma sociedade mais responsável e fraterna.
This is a study of brands that was carried out from a Design and Emotion point of view which has as focal point the context in which the brands are used and the reasons for which some brands become dear to us. Its objective is to investigate the experiences the brands create, the feelings they evoke and the social relations they promote. It was from the gathering of testimony about brands that people love that this study was conducted. The following three steps were used: (1) a investigation into blogs and sites on the internet; (2) in person and virtual talks with people of different ages and life styles; (3) and group dynamics with the PUC-Rio design students. It was guided by the thinking of authors in the field of Design and Emotion as the neuroscientist Antonio Damásio, and the cognitive scientist Donald Norman. The stories on brands that people love were organized into categories according to the interviewees responses. This step was guided by the study of the psychologist Mihaly Csikszentmihalyi, and the anthropologist Eugene Rochberg-Halton on the endearing relationship of people with their household artifacts. Some of these categories were also mentioned in light of the thinking of social science authors as Mary Douglas e Claude Lévi-Strauss. The results from this investigation confirm that brands participate in every day actions, they provide experiences, they are links between people, and as such they evoke all sorts of feelings. They also show us that there is a close relationship between these experiences, the feelings they evoke and the choosing of the brands that will be part of our lives. Furthermore the results reveal that through some brands people build identities; establish social relations, differentiate themselves and group up. The study of brands that people love provides data to the Design and Emotion, and contributes to its goal of not only designing products with focus on the promotion of experiences and positive feelings, but also contributing towards a more responsible and fraternal society.
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Jackson, Cerian. "Emotional distress in people with TBI : exploring psychological processes." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3028494/.
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Wilcox, Maria Roos Elizabet. "Emotion recognition and perceived social support in young people who offend." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/94121/.
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Young people who offend (YPwO) appear stuck in a cycle of adverse experiences, low social support and emotional skill deficits, yet their needs have not been extensively researched. The current study aimed to develop an understanding of alexithymia, the ability to recognise others’ emotions and perceived social support in YPwO and to explore the relationships between these variables. Fifty YPwO were recruited through three Youth Offending Teams and fifty age, gender, ethnicity, socio-economic status and academically-matched young people without a known offending history were recruited from a college and youth service in the same geographical area. All participants completed a demographic questionnaire, the Toronto Alexithymia scale, a Facial Emotion Recognition Task, a Verbal Emotional Prosody Recognition Task and the Multidimensional Scale of Perceived Social Support. Statistical analyses failed to show that, relative to the control group, YPwO had higher levels of alexithymia, lower levels of perceived social support or lower ability to recognise others’ emotions. However, relative to the control group, YPwO did show significantly lower ability to recognise fear through verbal prosody. Of interest, children who had been ‘looked after’, rather than those with offending status in isolation, were found to show significant difficulties in identifying and describing feelings, ability to recognise others’ emotions and reported lower levels of perceived social support, particularly from family. In addition, significant correlations were found between i) alexithymia and perceived social support, ii) the ability to recognise others’ emotions and perceived social support, and iii) the ability to recognise emotions from facial expressions and the ability to recognise emotions through verbal prosody. The current study supports the view that offending behaviour is the result of a complex interplay of individual, developmental, and social factors. Theoretical and clinical implications of the study findings are discussed and potential areas for future research are suggested.
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Sherratt, Kirsty. "Emotional and behavioural responses to music in people with dementia." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413856.
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Williams, Alice. "Visual imagery perspective and negative emotional responses in young people." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658834.
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Viewing an upsetting mental image through our own eyes (first-person) or through the eyes of an observer (third-person) has previously been demonstrated to result in different emotional responses to the image. Different emotional outcomes may result from imagery as a consequence of visual perspective influencing whether the image is defined according to the abstract or concrete self (Libby & Eibach, 2011). The present research was interested in investigating this hypothesis to explore the impact of imagery perspective on emotional outcomes in young people. One hundred and fifty-six 16-18 year olds recalled a personal failure from either the first or third-person visual perspective in a between group experimental design. This study extends previous research by including self-views of selfcompassion, self-esteem and shame proneness. It was expected that these self-views would interact with the visual perspective to predict the level of state shame and negative affect experienced when recalling a failure image. Results revealed no such interaction effect, and emotional outcomes from imagery were dependent on individual's self-views regardless of perspective used. This is inconsistent with previous accounts of the role of visual imagery perspective and may suggest the need for a developmental account of the role of visual imagery perspective in emotion. Keywords: self; visual perspective; imagery; emotion.
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Pilkington, Vanessa. "Researching how people experience emotional suffering subsequently diagnosed as depression." Thesis, City University London, 2013. http://openaccess.city.ac.uk/14513/.
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The aim of this study was to qualitatively explore experiences of emotional suffering subsequently diagnosed as depression from the perspective of adults who had been diagnosed with depression at some point in their lives. The focus of the study was to unearth some of the rich experiences participants underwent at the time of their pre-diagnosed depression, with particular attention being paid to experiences not documented in depression classification manuals. Ten adults who had been diagnosed with depression and treated within the last three months participated in this study. Data was gathered through individual, face-to-face, semi-structured and recorded interviews and analysed with an interpretative phenomenological analysis (IPA). Eight superordinate themes emerged from the data relating to how participants experienced pre-diagnosed depression and to the connection of possible life events to it: 1. Totality of life at the time 2. Embodied distress 3. Trapped in head 4. Severed social and emotional connections 5. Transformation of identity 6. Dissociation 7. Belief in a higher force 8. Disciplining the self The research also discussed these themes in relation to possible triggers and maintaining factors in the participants’ pre-diagnosed depression, how prediagnosed depression was experienced and those aspects which led to development of coping strategies. This study has provided an insight to lived experiences of emotional suffering subsequently diagnosed as depression and can, therefore, be useful for counselling psychologists when working therapeutically with those emotionally distressed clients diagnosed with depression. Further studies can use the knowledge gained to further theory development in this area.
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Iniguez, Gallardo Maria Veronica. "People's understandings, perceptions of, and emotions towards climate change." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66946/.
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Climate change is a global issue; one whose perception involves an ontological status whereby multiple perspectives enact its existence. Whilst biophysical scientific disciplines, such oceanography or conservation biology, have presented objective evidence of this climatic phenomenon, social science disciplines, such as sociology, politics, or psychology, have sought to explain how climate change is perceived and addressed by people. This thesis is about this subjective facet of climate change. It endeavours to engage with the worldwide interest in comprehending how people build their understanding and knowledge of climate change, but also takes a step further to investigate peoples' perception of climate change adaptation and look at emotional responses in respect to this climate issue. The specific aim of my research is therefore to provide insights that could be of value in enhancing our understanding of how people engage with climate change. Because most studies of peoples' knowledge and perceptions of climate change have been conducted with segments of the general public in the United States, Europe, and Australia, I decided to focus my study on a rather different society, namely that of my own nation, Ecuador. Moreover, here the interest was to investigate a rural community and to contrast the resulting data with those gathered from a sample of academic conservationists worldwide. In terms of the approach to the study, in being committed to allowing participants the agency to define how they themselves understand this climatic phenomenon, I employed a mixed-mode approach that incorporated qualitative and quantitative data gathering instruments, including face-to-face and online questionnaires, semi-structured interviews and participant observation. My findings provide a unique insight into the perspectives and realities that form the study populations' understandings of climate change. They suggest that despite the global nature of climate change, it is multiple local and individual realities that ultimately determine peoples' engagement with it. I conclude that action preferences, namely mitigation or adaptation to climate change, tend to be predominantly moderated by people's demographic background. I also suggest a tendency among urban dwellers to perceive climate change as an issue that cannot be tackled individually. Furthermore, because the international trend to cope with climate change highlights the relevance of 'resilience thinking', I argue that the results of my thesis can usefully inform the process of advising policy makers and when developing awareness-raising and educational programmes on climate change.
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Mills, Marie Annette. "Narrative identity and dementia : narrative and emotion in older people with dementia." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261749.
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Calhoun, Susan. "When Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195365.
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Learning emotional responsibility, including emotionally letting go, is an important part of the development of every teacher. When letting go is difficult, it can be helpful to have examples of people who have already matured. This study focuses on the emotional stance, or awareness, of eight effective student-oriented teachers. Sixteen different teachers, from six different middle schools were recommended by their principals as excellent classroom managers. From these, eight were chosen who demonstrated clear authority and a student-centered approach. These eight teachers were interviewed according to the Hilda Taba method for the Interpretation of Data (Maker and Schiever 2005). The questions were structured to help teachers consider their feelings and attitudes as causes of events. When the interviews had been transcribed, they were examined for common emotional dispositions. The dispositions found included those that orient teachers toward perspective taking, considering students to be their own authority, desiring relationships with students, having a positive attitude and being emotionally present. Implications for education include allowing students to determine a portion of their final evaluation.
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Spencer, Alison. "Gender effects and aggressive challenging behaviour in people with learning disabilities." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390561.
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Delporte, Merrilyn. "Making sense of human advocacy narrative: Stakeholder identification, emotion, and the case of people seeking asylum in Australia." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134007/1/Merrilyn_Delporte_Thesis.pdf.
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This Australian-based study involved an investigation of how different audiences respond to organisational communications designed to raise support for people seeking asylum. The research resulted in unique insights into how stakeholders identify with organisational objectives and values, and the impact of 'emotion' on their responses and actions. The study makes a valuable contribution to organisational and communication theories by exploring the seldom researched perspective of 'audiences'. In identifying how various cognitive and emotional factors impact stakeholder responses to advocacy campaigning, this research can also help organisations communicate more effectively with a diverse range of potential supporters.
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Venter, Wenonah Machdelena. "People and Pride: A Qualitative Study of Place Attachment and Professional Placemakers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6152.
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Place is a setting for everyday life. Through processes of meaning making that are rooted in experience and interaction, places become meaningful and structure much of everyday life. Place is simultaneously a physical construction that gives it material form. Place is an object that is envisioned, designed, organized, redesigned, and reorganized. Often, the (re)creation of places is entrusted to professional placemakers, a population with decision making power over processes of physical construction. This research broadly identifies professional placemakers as a population whose professional work can affect change onto the built environment. The literature of place attachment provides strong testimony to the meaningful relationships that people have to built environments and physical forms. For example, the meanings and emotions that residents and stakeholders attach to their homes, neighborhoods, cities, and communities. Professional placemakers hold a degree of power over the built environment and can drastically transform the attachments that people have to place. This research explores the interaction of the social and physical construction of place by considering how placemakers socially construct places in their professional work of physically constructing sites. I ask: how do professional placemakers form emotional bonds to the places they work to (re)create? And, what do those places mean to them? Primary data analysis of eight in-depth interviews with professional placemakers reveal that placemakers socially construct places they work to (re)create in different ways. The data revealed two interacting themes – ‘for the people’ and pride. Further analysis concluded that some professional placemakers see place as a social territory that is unique with history, people, and problems; while others see place as a piece of the built environment that is the successful product of their professional work. While this research underscores the saliency of place attachment across populations by addressing a gap in the literature, these findings have implications for the professional field of placemaking in general. If placemakers are varied in the ways they socially construct the places they are charged to (re)create, what are the consequences for the places on which they work and the people who will live, work, or play in those places?
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Dunn, Emily Justine. "How Do People Escape Rumination? Development of a Laboratory Task to Assess the Role of Negative Valenced Distraction." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590.
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Hayward, Linda Elizabeth. "Hearing voices : the impact of emotion, interpersonal relating and beliefs about voices, on people who hear voices (that other people do not hear)." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5963.
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Background Beliefs about voices, their origin, intent and powerfulness can all impact on the voice hearer, their level of distress and their need for help. Interpersonal difficulties can exacerbate distress and be reflected in the person’s relationship with their voices. Emotion regulation strategies, which may be functional or dysfunctional help the person manage their reaction. This study aims to investigate beliefs about voices, symptoms and interpersonal issues as well as how well these areas predict emotion regulation strategies Methods Two groups of participants (18 with low and 16 with high omnipotence scores) were recruited through their mental health workers. The participants completed six self-report measures that assessed beliefs, emotion regulation strategies, interpersonal difficulties, dimensions of voice hearing and symptoms. Results Omnipotence scores differentiated some of the interpersonal issues and only one symptom subscale (phobic anxiety); those who scored high on the omnipotence subscale experienced more difficulties. For the emotion regulation subscales, lower omnipotence scorers differed significantly from the higher omnipotence scorers, using more external functional and dysfunctional strategies. Regression analysis showed that ‘distress’ incorporating the PSYRATS emotion subscale, the BSI grand total and the IIP-32 total predicted the use of dysfunctional emotion regulation strategies, but omnipotence beliefs did not add much to this. Conclusions Overall voice hearers experience a range of beliefs about their voices. Those with higher omnipotence beliefs find it difficult to socialise, be involved with other people, and are too dependent and caring with reference to other people. Omnipotent beliefs did not, in general, differentiate symptoms or emotion regulation strategies. This would suggest that beliefs may not be what determines distress and subsequent help seeking. Distress and interpersonal issues predict the use of emotion regulation strategies with little being added to the prediction by omnipotent beliefs; this suggests that there may be an alternative to the single symptom approach. Further research is required to assess the contribution made by emotion regulation to the development, maintenance and course of voice hearing. Assessment and interventions with reference to emotion regulation also require investigation.
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Nilsson, Gustaf. "Are people with higher interoceptive sensitivity really morealtruistic? : A replication study." Thesis, Stockholms universitet, Psykologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193668.
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Interoceptive sensitivity (IS) is the ability to feel one’s own bodilysignals accurately. The connection between IS, emotional processingand consecutive behavior is a popular research topic. In this study, Itried to replicate a study by Piech and colleagues from 2017. Theoriginal study reported on a correlation between strong IS and beingmore altruistic. In this replication attempt, I used the same methodologyas in the original study; a dictator game as a measure of altruistictendencies and a heartbeat detection task as a measure of IS. However,I did not find a relationship between strong IS and being more altruistic.An analysis of the new data indicates that a minor methodologicaldifference for this replication - using a purely hypothetical dictatorgame - resulted in a generally larger amount of money given away inthe test. This complicates interpretation, since this new result can beinterpreted either as resulting from individual differences in respondingto a hypothetical game (as compared to a real game), or from an actualnull relationship found between IS and altruism. The strength of therelationship reported in the original study is still questioned, afterarguments are made that the data in replicating most favorably supportthe null relationship being a valid estimate.
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Penna, Bray Sally. "Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3155.
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This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred to as ‘Southshire’. File searches and questionnaires were employed to gather contextual data. Semi-structured interviews were used to gather participant views and thematic analysis was used to analyse these interviews. This was a two part study consisting of two papers. The participants in Paper one of the study were young people with behavioural, emotional and social difficulties (BESD) and their parents or carers. Paper one focussed on the participants’ views and experiences of mainstream and special education after they had experienced both. The views of the special school keyworker were also sought in order to improve understanding of the support and barriers that exist for young people and families. Views were elicited through individual semi-structured interviews which were analysed qualitatively using a thematic analysis approach (Braun and Clarke 2006). To gain contextual information within the county and to help in the process of selecting participants, the files of fifty young people identified as experiencing BESD were searched and analysed and relevant information was recorded. Paper two focussed on practitioners’ experiences of supporting young people with BESD. An electronic questionnaire was sent to practitioners from a wide range of agencies and collected qualitative and quantitative data which informed the researcher of the local context and gave insights into practitioner views. Five practitioners were invited to take part in individual semi-structured interviews to explore their views on supporting young people with BESD. Interviews were analysed using a thematic analysis approach. Findings from papers one and two were assimilated and the implications for Educational Psychology practice were considered. The following research aims were addressed: 1. To improve our understanding of the support and barriers experienced by children and young people with BESD in a Local Authority 2. To develop a better understanding of how Educational Psychologists can support children and young people experiencing BESD, their parents, carers and other practitioners. Summary of findings The key finding within Paper 1 was that both the young people and parents/carers reported experiences that were contrary to the intentions of current inclusion policy. Broadly, negative experiences were reported at mainstream school and positive experiences were reported while at special school for BESD. Participants felt that they had been treated negatively by mainstream practitioners in particular and that young people had been denied access to the curriculum and activities within mainstream school. Additionally the young people had experienced bullying at mainstream school and the bullying had been ignored or the young people themselves had been perceived as the bully despite being the victim. Perceptions of and attitudes towards the ‘unseen’ disability of BESD were also referred to and parents and carers reported feeling isolated while their child was attending mainstream education. The key finding within Paper 2 was that practitioners also reported experiences that were contrary to the intentions of the current inclusion policy. They reported many challenges that are faced by practitioners when trying to include young people with BESD in mainstream schools, and when supporting them within the Local Authority. Participants felt that negative attitudes towards BESD exist within mainstream schools, that working with other agencies to support young people with BESD is difficult, that parental involvement is key, but not always possible and that elements within the government and Local Authority context conflict with the inclusion agenda and with meeting children’s needs. Significance and Contribution Through a design informed by Symbolic Interactionism and Interpretivist Analysis the participants authentic voices have been heard in order to deepen our understanding of their experiences. Previous research has explored the views and experiences of young people, families and practitioners; however this is the first time that they have been considered together sufficiently in order to identify shared views. Additionally, young people, families and keyworkers views were sought at a specific point within the young person’s journey - after they had attended both mainstream school and special school. Furthermore experiences of the transition from mainstream school to special school were considered. The findings within this study suggest that the application of a simple solution (i.e. including young people with BESD in mainstream schools) to a complex problem (the social inclusion of young people with BESD), has had a negative impact. In fact the findings seem to imply that the inclusion of young people with BESD within mainstream schools has actually created the social exclusion that inclusion was designed to alleviate. The evidence for this is present within the findings within this study. In relation to BESD, the medical model has been criticised for individualising the ‘problem’, however if an educational model view of BESD is taken we are led to consider that the education system itself is imperfect. Therefore taking the educational model approach and applying the simple solution of ‘inclusion’ to the very complex problem of social inclusion highlights many areas of difficulty. These areas of difficulty have been outlined in the findings of this study and of previous studies. The identified issues are entrenched within the education system and can only be tackled through an examination of the system itself. The reported experiences of inclusion are more nuanced than the powerful message my data suggests, therefore it is essential to note that this study is not simply suggesting that inclusion is ‘negative’ or ‘bad’ and that special school is ‘positive’ or ‘good’ – a much more complex picture has been presented. The complexities that have been highlighted within this study have also been considered alongside the role of the Educational Psychologist and how they can facilitate inclusion and essentially social inclusion through their work with young people, families and practitioners. As a result of the findings, it has been suggested that further research should focus on examining the education system and in particular the dichotomy between the inclusion agenda and results centred teaching and the specialist provision for BESD that exists since the implementation of the inclusion agenda and whether it is meeting the needs of young people. Further research may also focus on whether the case presented for young people with BESD in this study is similar for young people with other types of SEN. This further research on how inclusion policy translates into practice will be particularly pertinent as new government policies and agendas unfold.
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Karadoganer, Alper. "The Effect Of Emotional Facial Expressions Of A Virtual Character On People." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612587/index.pdf.
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This thesis investigates the effect of emotional facial expressions of a virtual character on people&rsquos performance for interactive digital tasks. The basic and universal emotions are used in the study. Facial expressions of these emotions are created according to the Facial Action Coding System (FACS), which is a system that describes facial movements in the face. The patterns of cooccurences of Action Units (descriptions of facial movements defined in FACS) for basic emotions are also implemented into emotional facial expressions with regard to findings of the studies in the literature. A study was conducted to validate the recognition of emotion specific facial expressions that are built by Poser software. To investigate the effect of emotional facial expressions on people&rsquo
s performance for digital interactive tasks in a virtual environment, a digital interactive application created by Unity software was used in the final study of the thesis.
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Calveley, Louise. "Emotional experience and expression in people with Parkinson's disease and essential tremor." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434438.
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Heffer-Rahn, P. M. "The role of metacognition in emotional distress in people with multiple sclerosis." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009731/.
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