Relevant bibliographies by topics / Stress (psychology)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Stress (psychology)'

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

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Journal articles on the topic "Stress (psychology)"

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Burges Watson, Paddy. "Stress and psychology." Australasian Psychiatry 23, no. 2 (March 23, 2015): 182. http://dx.doi.org/10.1177/1039856214568228.

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Lalević, Nina. "Stress at work: A special phenomenon or a type of general stress? - Milanko Čabarkapa: Professional stress: Psychology of stress at work, Institute for Textbooks, Belgrade, 2017." Socioloski pregled 55, no. 1 (2021): 208–22. http://dx.doi.org/10.5937/socpreg55-31198.

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Occupational stress is drawing the attention of an increasing number of authors who deal with psychology of work and organization. Unlike old, "industrial" definitions of stress at work, modern ones put the emphasis on the psychological aspects of work which have adverse effects on the employee's mood, motivation and general health condition. Therefore, more attention is dedicated to the approach of superiors, interpersonal relations and balance between private and business life, as well as traditional effects of monotony, work conditions and opportunities for advancement. The author establishes an expertise base about stress by presenting and analyzing the results of numerous scientifically relevant studies on the topic of stress at work, thus familiarizing students, researchers and practitioners with the most important postulates, observations and implications for treating consequences of stress. Moreover, stress as one of the most current issues of modern era is increasingly positioning itself in the centre of the work context through problematic interpersonal relations, conflict or confusing work roles and insufficient or inadequate reward. The author finishes his book/textbook with the chapter about stress measurement methods and techniques, which will be crucial in proving the presence and toxic effects of stress, and in treating stress-related occupational diseases in the future.
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Kugelmann, Robert. "The stress on “stress” in psychology and medicine." New Ideas in Psychology 7, no. 1 (January 1989): 99–108. http://dx.doi.org/10.1016/0732-118x(89)90041-x.

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Cushway, Delia. "Stress in clinical psychology trainees." British Journal of Clinical Psychology 31, no. 2 (May 1992): 169–79. http://dx.doi.org/10.1111/j.2044-8260.1992.tb00981.x.

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Dishman, Rod K. "Biological Psychology, Exercise, and Stress." Quest 46, no. 1 (February 1994): 28–59. http://dx.doi.org/10.1080/00336297.1994.10484109.

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Cahir, Nancy, and Robin D. Morris. "The Psychology Student Stress Questionnaire." Journal of Clinical Psychology 47, no. 3 (May 1991): 414–17. http://dx.doi.org/10.1002/1097-4679(199105)47:3<414::aid-jclp2270470314>3.0.co;2-m.

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Robinson, Alexandra M. "Let's Talk about Stress: History of Stress Research." Review of General Psychology 22, no. 3 (September 2018): 334–42. http://dx.doi.org/10.1037/gpr0000137.

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The reference to stress is ubiquitous in modern society, yet it is a relatively new field of research. The following article provides an overview of the history of stress research and its iterations over the last century. In this article, I provide an overview of the earliest stress research and theories introduced through physiology and medicine and eventually as a concept in psychology. I begin with an exploration of the research of biological stressors 1st explored by experimental physiologist Claude Bernard and eventually adopted as a foundational concept in stress research when Walter Cannon expanded on Bernard's work and identified homeostasis. The contributions of Hans Selye, considered the father of stress research; Sir William Osler; Yerkes and Dodson; and Richard Lazarus are also discussed. Finally, I discuss how, in the new millennium, research on psychological stress has expanded across disciplines ranging from physiology to medicine, chemistry, endocrinology, neurosciences, epidemiology, psychiatry, epigenetics, and psychology, reflecting the complexity of the construct both theoretically and biologically.
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Lazarus, Richard S. "The Psychology of Stress and Coping." Issues in Mental Health Nursing 7, no. 1-4 (January 1985): 399–418. http://dx.doi.org/10.3109/01612848509009463.

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Steptoe, Andrew. "Individual differences, stress, and health psychology." Biological Psychology 28, no. 3 (June 1989): 299–300. http://dx.doi.org/10.1016/0301-0511(89)90016-1.

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Spielberger, Charles D. "The psychology of stress and nutrition." International Journal of Stress Management 1, no. 1 (January 1994): 133. http://dx.doi.org/10.1007/bf01857289.

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Dissertations / Theses on the topic "Stress (psychology)"

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Cassaretto, Mónica, Cecilia Chau, Haydeé Oblitas, and Nancy Valdéz. "Stress and coping among psychology students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101576.

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The relations among stress, problems and coping styles among 123 psychology  students. in aprivate university in Lima, were analyzed. Four instruments were used: a) Demographic Sheet (Cassaretto, Oblitas & Valdez, 2000), b) Stress Response Questionnaire (Valdez, 1999), e) Co ping Inventory (Carver, Scheier & Weintraub, 1989), d) Problem Questionnaire (Seiffge­ Krenke, 1995). Variables as age, sex, job, stress responses, problems and coping styles were considered. The results showed that older people have higher stress levels, the problems related with future and self being the most stressful; finally, problem and emotion coping styles are re­lated to lower levels of stress.
Se analizó la relación entre estrés, problemas más frecuentes y estilos de afrontamiento en 123 estudiantes universitarios de la especialidad de psicología de una universidad particular en Lima, mediante cuatro instrumentos: a) Ficha Demográfica (Cassaretto, Oblitas & Valdez, 2000), b) Cuestionario de la Respuesta de Estrés (Valdez, 1999), e) Inventario sobre Estilos y Estrategias de Afrontamiento (Carver, Scheier & Weintraub, 1989) y d) Cuestionario de Problemas  (Seiffge-Krenke, 1995). Se consideraron las variables edad, sexo, trabajo, respuestas de estrés, problemas y estilos de afrontamiento. Los hallazgos indicaron que a mayor edad mayores niveles de estrés, y que estos eran más elevados al evaluarse los problemas relacionados con el futuro y el sí mismo; por otro lado, los estilos centrados en el problema y la emoción son los más utilizados en el afrontamiento y los que se relacionan con niveles de estrés más bajos.
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Denovan, Andrew Michael. "Investigating student stress from a positive psychology perspective." Thesis, Sheffield Hallam University, 2010. http://shura.shu.ac.uk/20661/.

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This research project aimed to understand why some undergraduates cope better than others with stress. It adopted a positive psychology approach and a mixed methods research orientation which consisted of a quantitative and a qualitative element. The quantitative element included two studies. Study 1 assessed the contribution of psychological strengths and personality to stress levels, academic performance (assessed by Grade Point Average), and subjective well-being (SWB) using a sample of 306 undergraduates. Study 2 examined adjustment to university five months into the academic year, comparing this with the baseline data from Study 1 (N = 192). Hierarchical multiple regressions showed that across both studies strengths of optimism, self-efficacy, and positive affectivity were predictive of greater SWB. Stressor exposure had a negative relationship with strengths and SWB in both studies, as did emotion and avoidance coping. At time 1, emotional stability was positively associated with SWB, and extraversion was positively associated with SWB at time 2. In Study 1, lower stressor exposure and higher self-control were predictive of higher Grade Point Average (GPA). GPA was not significantly associated with the variables in Study 2. Self-efficacy, positive affect, and GPA significantly decreased over time; academic alienation significantly increased over time. In a follow-up qualitative study of 11 undergraduates using Interpretative Phenomenological Analysis, the transition, academic assessments, finances, employment, and housemate difficulty emerged as significant sources of stress. Strategies of social support, preparation, planning, positive reappraisal, and acceptance helped students cope with stress. Psychological strengths of self-efficacy, optimism, hope, and self-control facilitated adjustment and ability to cope. A positive psychology intervention was conducted, in which the Three Good Things exercise was applied to enhance SWB and reduce perceived stress (PS). The experimental and control group consisted of 63 and 49 first year undergraduates respectively. Mixed MANOVAs found no main effect of the intervention; however, SWB and PS levels significantly changed over time. Analysis with a PS cut-off showed undergraduates higher in stress had lower SWB over time. The changes in SWB and PS likely reflect heightened emotional reaction to the transition to university. Individual differences in strengths of optimism, self-efficacy, and positive affectivity, and differences in application of coping strategies and strength congruent behaviour are factors which help explain why some undergraduates cope better than others with stress. The results contribute to a limited body of knowledge on how strengths may facilitate coping, how stress affects SWB, and the utility of qualitative methods for positive psychology. The research also provides important recommendations for applying the Three Good Things exercise and is one of the first studies in the area.
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Bonner, Tanya. "Stress, coping, and corporate stress management : a review." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50108.

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Thesis (MA)--University of Stellenbosch, 2004.
Hierdie artikel bied 'n teoretiese oorsig van stres en streshantering in die korporatiewe omgewing. Die artikel begin met 'n kort oorsig van die historiese ontwikkeling van die streskonsep, gevolg deur 'n kort bespreking van die konsep streshantering. Vervolgens word verskeie faktore wat tot stres in die werkplek bydra, in oënskou geneem. Dit word opgevolg deur 'n bespreking van stres wat kenmerkend is van bestuursposisies en 'n kort oorsig van onlangse navorsing oor streshanteringsprogramme. Sommige van die probleme wat met navorsing oor streshanteringsprogramme ondervind word, word kortliks oorweeg. Die artikel word afgesluit met 'n poging om, op grond van gepubliseerde bevindings, te illustreer watter stresverminderende intervensies doeltreffend is en watter nie.
AFRIKAANSE OPSOMMING: Hierdie artikel bied 'n teoretiese oorsig van stres en streshantering in die korporatiewe omgewing. Die artikel begin met 'n kort oorsig van die historiese ontwikkeling van die streskonsep, gevolg deur 'n kort bespreking van die konsep streshantering. Vervolgens word verskeie faktore wat tot stres in die werkplek bydra, in oënskou geneem. Dit word opgevolg deur 'n bespreking van stres wat kenmerkend is van bestuursposisies en 'n kort oorsig van onlangse navorsing oor streshanteringsprogramme. Sommige van die probleme wat met navorsing oor streshanteringsprogramme ondervind word, word kortliks oorweeg. Die artikel word afgesluit met 'n poging om, op grond van gepubliseerde bevindings, te illustreer watter stresverminderende intervensies doeltreffend is en watter nie.
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Comeau, Nicolas J. "Self-Compassion, Stress, and Self-Care in Psychology Graduate Students." Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261914.

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Psychology graduate trainees are exposed to a variety of stressors during their education, such as costly tuition, long hours of study, and demanding clinical work. There is a need for graduate institutions to help trainees build self-care skills; however, there is little agreement about the best approach for boosting these skills. The present study proposes that self-care training may benefit from helping students to build self-compassion (an attitude of warmth directed inward). To explore the possibility that self-compassion promotes student wellbeing, a sample of 122 mental health trainees was recruited from a large Midwestern training institution. Most participants were female (82.8%) and the mean age was 30.2 years. The sample was ethnically diverse. Over half identified as Caucasian (56.6%), with the reminder identifying as African American, Latino/a, Asian, Filipino, or American Indian or Alaska Native. All participants completed measures of three variables: self-compassion, self-care behavior, and perceived stress. The results showed that students with greater levels of self-compassion experience significantly lower levels of perceived stress (r = -.57, p < .001) and engaged in significantly more self-care behavior (r = .64, p < .001). Furthermore, self-care behavior partially mediated the effect of self-compassion on perceived stress, and this partial mediation effect was statistically significant (z = -3.42, p < .001). These findings indicate that greater self-compassion is associated with more self-care behavior, which, in turn, is associated with reduced stress levels. Therefore, graduate institutions that wish to promote student wellbeing can benefit from teaching students ways to build self-compassion.

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Harris, Rachel Armstrong. "Stress : the physiology and psychology of a training situation." Thesis, Robert Gordon University, 1995. http://hdl.handle.net/10059/2350.

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This thesis describes a study that aimed to assess the psychophysiological effects of offshore survival training, and to investigate whether responses of trainees differed according to age. A group of 99 subjects, randomly selected from across a wide age range, volunteered and subsequently were monitored during the training. The sample population were split into 2 groups according to the training course attended, refresher or combined survival and fire fighting course. Physiological and psychological measurements, chosen as indicators of stress, were performed on these subjects. Attention was centred on 4 particular events: helicopter underwater escape training (HUET); simulated platform abandonment using totally enclosed motor propelled survival craft; simulated platform abandonment into liferafts; and self rescue from a smoke filled room. State anxiety and urinary free cortisol were assessed early on each morning. Anxiety was also measured before the 4 chosen events. Early morning anxiety and urinary free cortisol were observed to peak on the first day of training, then each showed a very similar pattern of a decline to a plateau. On assessing all combined subjects' anxiety scores in sequence, values were found to be relatively lower towards the end of the course. These results suggested that subjects suffered from pre-course apprehensions that may have caused elevations in anxiety scores during the course. It was also found that subjects with high urinary free cortisol values on day 1, had relatively higher heart rates later in the course. Despite variation between the training courses, very similar mean heart rates were recorded in combined and refresher subjects. Relatively elevated heart rates were detected during the HUET brief. This was proposed to be the result of psychological activation, probably anxiety. Indicators of links among physiological and psychological measures were thus detected. Stronger and more consistent relationships may have been observed had more extensive data been available. Age effects were also detected, older refreshers had lower levels of anxiety, but found the course relatively more demanding. The lower anxiety levels were proposed to result from older refreshers having more training experience.
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Stawski, Robert Steven. "Examination of the effects of exposure to stress and stress-reactivity on selective attention performance." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Weaver, Kelli L. "Burnout, stress and social support among doctoral students in psychology." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1591.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 172 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 140-151).
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Jones, Fiona. "Transmitting occupational stress." Thesis, University of Hertfordshire, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358507.

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Suarez-Cano, Gabriela. "Racial and ethnic differences in perceived stress, social support, and stress management." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522335867241361.

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Shen, Jiun J. "Collectivistic coping, allocentrism, and stress." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252514.

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Although numerous studies have identified the buffering effects of different coping strategies in stress and health research, few studies have considered the influence of cultural factors such as allocentrism (degree of collectivism). The present study examined whether the collectivistic coping strategies of support (support from racially similar others, support from experienced others, support from family) and avoidance (forbearance, fatalism) were associated with perceived and physiological stress levels, and whether allocentrism influenced this relationship, among a sample of low-income mothers. Results showed that higher use of support from family and lower use of avoidance coping were associated with lower levels of perceived stress and lower morning cortisol. Among women high in allocentrism, those who used support from experienced others had lower levels of perceived stress. These results contribute to our understanding of the role of culture in stress-coping research and how culture influences our physiological stress reactions.

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Books on the topic "Stress (psychology)"

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V, Oxington Kimberly, ed. Psychology of stress. New York: Nova Science Publishers, 2008.

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V, Oxington Kimberly, ed. Psychology of stress. New York: Nova Biomedical Books, 2005.

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Jo, Campling, ed. Survival psychology. Basingstoke: Macmillan, 1994.

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M, Peters James, ed. Police psychology. Hauppauge, N.Y: Nova Science Publisher's, 2010.

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Saunders, Charmaine. Men & stress. Gretna, La: Selfhelp Success Books, L.L.C., 2010.

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ed, Field Tiffany, McCabe Philip M. ed, and Schneiderman Neil ed, eds. Stress and coping. Hillsdale, N.J: Lawrence Erlbaum, 1985.

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American Institute for Preventive Medicine., ed. Managing stress. [Syracuse, N.Y.]: Signal Hill Publications, 1997.

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Zerin, Edward. The " Q" model for the effective management of personal stress. New York: Gardner Press, 1986.

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Saunders, Charmaine. Women and stress. Gretna, La: Selfhelp Success Books, 2010.

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Enquirer, National. Conquering stress. New York: Pocket Books, 1985.

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Book chapters on the topic "Stress (psychology)"

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Feuerstein, Michael, Elise E. Labbé, and Andrzej R. Kuczmierczyk. "Stress." In Health Psychology, 95–142. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0562-8_5.

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Cook, Erica, and Lynne Wood. "Stress." In Health Psychology, 145–81. Abingdon, Oxon ; New York, NY Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315447766-5.

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Eysenck, Michael W. "Stress." In Simply Psychology, 83–103. 5th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003100492-6.

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Rodham, Karen. "Stress." In Health Psychology, 91–110. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36482-0_6.

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Bilotta, Elena, Uchita Vaid, and Gary W. Evans. "Environmental Stress." In Environmental Psychology, 36–44. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119241072.ch4.

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Feuerstein, Michael, Elise E. Labbé, and Andrzej R. Kuczmierczyk. "Stress Management." In Health Psychology, 185–236. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0562-8_7.

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Adams, Bridget, and Barbara Bromley. "Stress and stress management." In Psychology for Health Care, 317–35. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26634-0_20.

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Becker, Dana. "Stress." In Encyclopedia of Critical Psychology, 1862–65. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_301.

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Sandler, Irwin N., Sanford Braver, and Leah Gensheimer. "Stress." In Handbook of Community Psychology, 187–213. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4193-6_9.

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Harvey, Peter. "Stress and health." In Health Psychology, 24–33. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-3228-0_2.

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Conference papers on the topic "Stress (psychology)"

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Manita, Erlis, Marty Mawarpury, Maya Khairani, and Kartika Sari. "Is Gratitude Decrease Stress among Early Adult?" In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009437600610065.

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Naymushina, Alla. "OXYDATIVE STRESS." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m503.sudak.ns2019-15/314-315.

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Narayanan, Nishant. "Stress among Engineering Students Empirical study of Causes of stress in Indian Perspective." In The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.136.

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Maldonato, Nelson Mauro, Mario Bottone, Raffaele Sperandeo, Cristiano Scandurra, Vincenzo Bochicchio, Massimiliano Lorenzo Cappuccio, Antonietta M. Esposito, and Benedetta Muzii. "The biodynamic stress hypothesis Towards an evolutionary psychology paradigm." In 2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2019. http://dx.doi.org/10.1109/coginfocom47531.2019.9089930.

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Бочкарева, Людмила Петровна, Олег Борисович Качан, Анастасия Юрьевна Лопатина, and Руслан Наильевич Мукминов. "PSYCHOLOGY OF MANAGEMENT AT THE LEVEL OF STRESS RESISTANCE." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko189.2021.16.14.002.

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В статье приведено исследования стрессоустойчивости у студентов. Показаны особенности их поведения и намечены пути работы по развитию стрессоустойчивости. The article presents a study of stress resistance among students. The features of their behavior are shown and the ways of work on the development of stress resistance are outlined.
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Seiter, Natasha. "Mindful Partnering and Lesser Biological Stress." In 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.006.

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Abstract Mindful partnering is a newly conceptualized construct to measure interpersonal mindfulness in the relationship with one's intimate partner. Mindful partnering is characterized by mindful awareness toward one’s partner as well as compassion and acceptance of one’s partner. We hypothesized that higher levels of mindful partnering would be associated with lesser physiological reactivity to relationship conflict (i.e., less biological stress during relationship conflict). Seventeen couple pairs (N= 34) visited the laboratory to complete several tasks, including questionnaires and a conflict discussion in which they discussed the largest areas of conflict in their relationship. Participants had their Respiratory Sinus Arrythmia (RSA), a measure of nervous system activation, measured during the baseline period and conflict discussion. Participants completed the Mindful Partnering Measure (MPM) to measure the extent to which one demonstrates mindful partnering in their relationship with their romantic partner, including the subscales of MPM- Mindful Awareness and MPM- Acceptance/Compassion. Regression analyses suggested that MPM-Mindful Awareness significantly predicted partner’s greater RSA, indicating that 9% of the variance in RSA was accounted for by partner’s MPM- mindful awareness (a small effect), suggesting greater relaxation and a less pronounced stress response. These results suggest that when one’s partner is fully present and attentive, it may relieve the potential stress of marital disagreement. Being present with full attention in this way may soothe a partner’s nervous system by creating a feeling of being fully listened to and understood in the context of conflict. Keywords: Mindfulness, Marriage, Marital Conflict, Respiratory Sinus Arrythmia, Physiological Reactivity
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Shcherbakova, Olga I. "Business executives stress resistance assessment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-72.

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Sari, Kartika, Devy Novianty, Mirza, and Arum Sulistyani. "The Relationship between Gratitude and Job Stress Guard Officers at State Prison." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009437000290039.

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Salazar, Gina Lynn S., and Ma Lea A. Ronda. "Stress, Procrastination and Proactive Coping of Selected Foreign Psychology Students." In The IAFOR International Conference on Education – Hawaii 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-1036.2022.24.

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Putri, Utami Nurhafsari, and Dini Rahma Bintari. "Mindfulness-Based Stress Reduction (MBSR) for Reducing Stress Among Informal Caregivers Of Schizophrenia." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.39.

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Reports on the topic "Stress (psychology)"

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Mcbride, Emma E., and Jeffrey M. Greeson. RU Mindful: Mindfulness, Stress, and Cognitive Functioning in College Students. Rowan University Libraries, June 2023. http://dx.doi.org/10.31986/issn.2689-0690_rdw.dat.2.

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This dataset is derived from an anonymous, cross-sectional, IRB-approved, online survey study of 534 college students. Collected in 2018-2019, the data include self-reported measures of dispositional (trait) mindfulness, perceived stress, cognitive functioning, and GPA, along with demographic variables. Results from these data were originally published by McBride & Greeson (2021) in the journal Current Psychology.
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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Hillestad, Torgeir Martin. The Metapsychology of Evil: Main Theoretical Perspectives Causes, Consequences and Critique. University of Stavanger, 2014. http://dx.doi.org/10.31265/usps.224.

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The purpose of this text or dissertation is to throw some basic light on a fundamental problem concerning manhood, namely the question of evil, its main sources, dynamics and importance for human attitudes and behaviour. The perspective behind the analysis itself is that of psychology. Somebody, or many, may feel at bit nervous by the word “evil” itself. It may very well be seen as too connected to religion, myth and even superstition. Yet those who are motivated to lose oneself in the subject retain a deep interest in human destructiveness, malevolence and hate, significant themes pointing at threatening prospects for mankind. The text is organized or divided into four main ordinary chapters, the three first of them organized or divided into continuous and numbered sections. A crucial point or question is of cause how to define evil itself. It can of cause be done both intentional, instrumental and by consequence. Other theorists however have stated that the concept of evil exclusively rests on a myth originated in the Judean-Christian conception of Satan and ultimate evil. This last argument presupposes evil itself as non-existent in the real rational world. It seems however a fact that most people attach certain basic meaning to the concept, mainly that it represents ultimately bad and terrible actions and behaviour directed toward common people for the purpose of bringing upon them ultimate pain and suffer. However, there is no room for essentialism here, meaning that we simply can look “inside” some original matter to get to know what it “really” is. Rather, a phenomenon gets its identity from the constituted meaning operating within a certain human communities and contexts loaded with intentionality and inter-subjective meaning. As mentioned above, the concept of evil can be interpreted both instrumental and intentional, the first being the broadest of them. Here evil stands for behaviour and human deeds having terrifying or fatal consequences for subjects and people or in general, regardless of the intentions behind. The intentional interpretation however, links the concept to certain predispositions, characteristics and even strong motives in subjects, groups and sometimes political systems and nations. I will keep in mind and clear the way for both these perspectives for the discussion in prospect. This essay represents a psychological perspective on evil, but makes it clear that a more or less complete account of such a psychological view also should include a thorough understanding or integration of some basic social and even biological assumptions. However, I consider a social psychological position of significant importance, especially because in my opinion it represents some sort of coordination of knowledge and theoretical perspectives inherent in the subject or problem itself, the main task here being to integrate perspectives of a psychological as well as social and biological kind. Since humans are essential social creatures, the way itself to present knowledge concerning the human condition, must be social of some sort and kind, however not referring to some kind of reductionism where social models of explanation possess or holds monopoly. Social and social psychological perspectives itself represents parts of the whole matter regarding understanding and explanation of human evil. The fact that humans present, or has to represent themselves as humans among other humans, means that basically a social language is required both to explain and describe human manners and ways of being. This then truly represents its own way or, more correctly, level or standard of explanation, which makes social psychology some sort of significant, though not sufficient. More substantial, the vision itself of integrating different ontological and theoretical levels and objects of science for the purpose of manifesting or make real a full-fledged psychological perspective on evil, should be considered or characterized a meta-psychological perspective. The text is partially constructed as a review of existing theories and theorists concerning the matter of evil and logically associated themes such as violence, mass murder, genocide, antisocial behaviour in general, aggression, hate and cruelty. However, the demands of making a theoretical distinction between these themes, although connected, is stressed. Above all, an integral perspective combining different scientific disciplines is aimed at.
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Drury, J., S. Arias, T. Au-Yeung, D. Barr, L. Bell, T. Butler, H. Carter, et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.

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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emergency incidents, competition among those affected occurs in only limited situations, and loss of behavioural control is rare. • Spontaneous cooperation among the public in emergency incidents, based on either social capital or emergent social identity, is a crucial part of civil contingencies planning. • There has been relatively little research on public behaviour in response to the new hostile threats of the past ten years, however. • The programme of work summarized in this briefing document came about in response to a wave of false alarm flight incidents in the 2010s, linked to the new hostile threats (i.e., marauding terrorist attacks). • By using a combination of archive data for incidents in Great Britain 2010-2019, interviews, video data analysis, and controlled experiments using virtual reality technology, we were able to examine experiences, measure behaviour, and test hypotheses about underlying psychological mechanisms in both false alarms and public interventions against a hostile threat. Re-visiting the relationship between false alarms and crowd disasters • The Bethnal Green tube disaster of 1943, in which 173 people died, has historically been used to suggest that (mis)perceived hostile threats can lead to uncontrolled ‘stampedes’. • Re-analysis of witness statements suggests that public fears of Germany bombs were realistic rather than unreasonable, and that flight behaviour was socially structured rather than uncontrolled. • Evidence for a causal link between the flight of the crowd and the fatal crowd collapse is weak at best. • Altogether, the analysis suggests the importance of examining people’s beliefs about context to understand when they might interpret ambiguous signals as a hostile threat, and that. Tthe concepts of norms and relationships offer better ways to explain such incidents than ‘mass panic’. Why false alarms occur • The wider context of terrorist threat provides a framing for the public’s perception of signals as evidence of hostile threats. In particular, the magnitude of recent psychologically relevant terrorist attacks predicts likelihood of false alarm flight incidents. • False alarms in Great Britain are more likely to occur in those towns and cities that have seen genuine terrorist incidents. • False alarms in Great Britain are more likely to occur in the types of location where terrorist attacks happen, such as shopping areass, transport hubs, and other crowded places. • The urgent or flight behaviour of other people (including the emergency services) influences public perceptions that there is a hostile threat, particularly in situations of greater ambiguity, and particularly when these other people are ingroup. • High profile tweets suggesting a hostile threat, including from the police, have been associated with the size and scale of false alarm responses. • In most cases, it is a combination of factors – context, others’ behaviour, communications – that leads people to flee. A false alarm tends not to be sudden or impulsive, and often follows an initial phase of discounting threat – as with many genuine emergencies. 2.4 How the public behave in false alarm flight incidents • Even in those false alarm incidents where there is urgent flight, there are also other behaviours than running, including ignoring the ‘threat’, and walking away. • Injuries occur but recorded injuries are relatively uncommon. • Hiding is a common behaviour. In our evidence, this was facilitated by orders from police and offers from people staff in shops and other premises. • Supportive behaviours are common, including informational and emotional support. • Members of the public often cooperate with the emergency services and comply with their orders but also question instructions when the rationale is unclear. • Pushing, trampling and other competitive behaviour can occur,s but only in restricted situations and briefly. • At the Oxford Street Black Friday 2017 false alarm, rather than an overall sense of unity across the crowd, camaraderie existed only in pockets. This was likely due to the lack of a sense of common fate or reference point across the incident; the fragmented experience would have hindered the development of a shared social identity across the crowd. • Large and high profile false alarm incidents may be associated with significant levels of distress and even humiliation among those members of the public affected, both at the time and in the aftermath, as the rest of society reflects and comments on the incident. Public behaviour in response to visible marauding attackers • Spontaneous, coordinated public responses to marauding bladed attacks have been observed on a number of occasions. • Close examination of marauding bladed attacks suggests that members of the public engage in a wide variety of behaviours, not just flight. • Members of the public responding to marauding bladed attacks adopt a variety of complementary roles. These, that may include defending, communicating, first aid, recruiting others, marshalling, negotiating, risk assessment, and evidence gathering. Recommendations for practitioners and policymakers • Embed the psychology of public behaviour in emergencies in your training and guidance. • Continue to inform the public and promote public awareness where there is an increased threat. • Build long-term relations with the public to achieve trust and influence in emergency preparedness. • Use a unifying language and supportive forms of communication to enhance unity both within the crowd and between the crowd and the authorities. • Authorities and responders should take a reflexive approach to their responses to possible hostile threats, by reflecting upon how their actions might be perceived by the public and impact (positively and negatively) upon public behaviour. • To give emotional support, prioritize informative and actionable risk and crisis communication over emotional reassurances. • Provide first aid kits in transport infrastructures to enable some members of the public more effectively to act as zero responders.
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