Tesis sobre el tema "Emotional support"
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Smith, Kirsten Ailsa. "Exploring personalised emotional support". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.
Texto completoLeighton, Mary Kathleen. "ELSA : accounts from Emotional Literacy Support Assistants". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12444/.
Texto completoRethwish, Caitlin Rose. "Affordances on Facebook, Stress, and Emotional Support". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4734.
Texto completoPienaar, Anel. "Emotional labour experienced by support staff in a South African context". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77876.
Texto completoDissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
Forbes, Angela Jayne. "Personality, social support and health status". Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298328.
Texto completoMorris, Eddie. "Comparison analysis of longevity of AIDS patients with emotional support and non-support systems". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3635.
Texto completoCopp, Louise. "Pupil voices : how schools can support pupils' emotional wellbeing". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548704.
Texto completoDeLong, Earl Eugene. "The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/67413.
Texto completoPh.D.
The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in reducing disruptive behaviors in a school exclusively serving students diagnosed with emotional disturbance. The study also examined the effect of the BSO on academic success and school attendance. Staff attitudes toward the BSO were also examined. Finally, demographic categories were evaluated. Archival data from two school years were collected. There were 35 students during the 2007-2008 school year when the BSO was in effect, and 65 students during the 2008-2009 school year when the BSO was not in effect. There was also an evaluation of the 23 students who were present during both years. It was hypothesized that use of the behavior support office would reduce the number and intensity of behavior incidents, and ultimately, reduce the amount of time spent out of class due to those behaviors. The data, however, demonstrated that students exhibited more behavior incidents and spent more time out of the classroom due to those behaviors with the BSO in place. It is believed that this increase was most likely due to the reinforcement of escape motivated behaviors. These behaviors in the BSO were, however, of a lower intensity. This researcher further hypothesized that students would demonstrate higher grade point averages and higher rates of attendance with the behavior support office in place. There was no significant difference in GPA or attendance. School staff were administered the Intervention Rating Profile - 15 to examine levels of staff acceptance for the behavior support office. Teaching staff had the highest level of acceptance for the BSO, while administrators had a lower level of acceptance, and behavior staff had the lowest level of acceptance. The higher level of teaching staff acceptance did not appear to impact the success of the intervention. Finally, demographic information was evaluated. There were no significant effects for age or gender. However, African American students demonstrated a significantly greater decrease than Caucasian students in time out of the classroom due to behavior incidents after the Behavior Support Office was discontinued.
Temple University--Theses
Dal, Santo Letizia. "The nurse-patient emotional interaction in quality of work life: the role of empathie and emotional dissonance". Doctoral thesis, Universite Libre de Bruxelles, 2012. https://dipot.ulb.ac.be/dspace/bitstream/2013/301828/4/TESI_VF.pdf.
Texto completoDoctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Manohar, Uttara. "Effective Support Provision for Coping with Everyday Racial Discrimination: An Assessment of Emotional Support and Social Identity Affirmation Support". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440087611.
Texto completoDe, Laender Jordan-Dawn y Antonia Focke. "Parental Support on the Nascent Entrepreneur : An Empirical Study on the Emotional Support Provided by Entrepreneurial Parents". Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52775.
Texto completoDu, Preez Arenda. "Emotion work and well-being of human-resource employees within the chrome industry / A. du Preez". Thesis, North-West University, 2008. http://hdl.handle.net/10394/2637.
Texto completoYool, Linda. "Social support and emotional response to cancer : an attachment perspective". Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399832.
Texto completoCorner, Ann-Marie. "Bereavement : early experience, perceived social support and help-seeking behaviour". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295909.
Texto completoStrazdins, Lyndall y lyndall strazdins@anu edu au. "Emotional Work: A Psychological View". The Australian National University. Faculty of Science, 2000. http://thesis.anu.edu.au./public/adt-ANU20010906.171501.
Texto completoMcGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.
Texto completoThis case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.
Texto completoHarris, Marilyn McLeod. "Professional Development of Head Start Teachers in Emotional and Instructional Support". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2561.
Texto completoWarner, Nell. "Home visiting support for parents in adverse situations : the nature of support and parental emotional well-being". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/118777/.
Texto completoSimpson, Leon Mark. "The emotional landscape of working in a learning disability service". Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
Texto completoCannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.
Texto completoHarrison, Kaeren. "Intimate relations : a study of married women's friendships". Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312876.
Texto completoMann, David. "A mixed methods evaluation of the Emotional Literacy Support Assistants (ELSA) project". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14245/.
Texto completoStreet, Sidney. "Emotional Support Animals for College Students: Do the Benefits Outweigh the Costs?" Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620460726658427.
Texto completoKolber-Jamieson, Alison J. "Social and Emotional Support for Siblings of Children with Autism Spectrum Disorders". University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton159559085911059.
Texto completoLee, Meredith L. "Nursing success in providing emotional support the patients' perspective ; an honors project /". [Jefferson City, Tenn. : Carson-Newman College], 2009. http://library.cn.edu/HonorsPDFs_2009/Lee_Meredith_L.pdf.
Texto completoRoberts-Schneider, Michelle Renee. "How Educators Use Dogs to Support Children's Social, Emotional, and Behavioral Development". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2757.
Texto completoDouthat, Cameron. "Parents' Provision of Instrumental and Emotional Support to Young Adults with Criminal Justice Contact". Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu156317016279803.
Texto completoViljoen, Linda-Mari. "Die bevordering van sosiaal-emosionele ontwikkeling by die graad 1-leerder deur middel van 'n musiekondersteuningsprogram / Linda-Mari Viljoen". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1651.
Texto completoSaint-Louis, Nadia. "Teacher Perceptions of Social Emotional Learning Supports in Freshman Academy". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3819.
Texto completoEdmondson, Diane R. "Emotional exhaustion and its role in service sabotage among boundary spanners". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002632.
Texto completoBotma, Nadia. "Emotion experience, emotional intelligence and well-being in South Africa / Nadia Botma". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4340.
Texto completoPreston, Kim E. "Perceptions of a mindfulness intervention to manage stress and support the emotional work of teachers in alternative schools". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109007/1/Kim_Preston_Thesis.pdf.
Texto completoAllen, Frances. "Psychological distress in adolescents the role of coping response and perceived emotional support /". College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/189.
Texto completoThesis research directed by: Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Ali, Alisha. "Depression in women, effects of life events, support, emotional abuse and self-silencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/NQ41392.pdf.
Texto completoAndrea, Claudette. "Emotional Support in Managing Cardiovascular Diseases among Hispanic and Non- Hispanic Menopausal Women". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616069.
Texto completoEffective recognition and proper treatment of cardiovascular diseases (CVDs) in Hispanic woman is a public health problem that needs further investigation. Guided by the stress and coping social support theory, the purpose of this cross-sectional survey study was to examine the relationship between attitudes, emotional support, and the perception of success in managing cardiovascular diseases (CVDs) in 335 Hispanic women living in Atlanta, Georgia. Correlations, independent-sample t tests, simple linear regression, and multiple linear regressions showed ethnicity as a moderating variable between the perception of success in handling CVD and emotional support, while emotional support was shown to be a significant predictor of perceived success for all participants. The relationship between the 2 variables was positive for Hispanic women and negative for non-Hispanics women. Diet and exercise also emerged as a significant direct predictor of perceived success in handling CVD when the variable of emotional support was controlled. Key findings also showed that, while Hispanic women had higher scores for perceived success in handling CVD, non-Hispanic women had higher emotional support scores. This study supports positive social change by highlighting the unique needs of Hispanic women to healthcare providers, relative to effective recognition and positive treatment regimens, if cardiovascular disease is suspected. Positive social change will be demonstrated with the recognition of better health outcomes for Hispanic women.
Owen, John B. "Negotiation support system's impact on the socio-emotional environment : a research design framework". Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23985.
Texto completoO'Riordan, Zoe. "The experiences and support of school-leavers with social, emotional and behavioural difficulties". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-and-support-of-schoolleavers-with-social-emotional-and-behavioural-difficulties(698484b8-a53e-40ad-8f1f-0662dc2baa0a).html.
Texto completoRode, Jennifer. "The Protective Effects of Social Support on Postpartum Depression: Does Emotional Intelligence Matter?" University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937810.
Texto completoGibson-Scipio, Wanda. "The association of perceived emotional support self-regulation and asthma health related outcomes". Diss., Connect to online resource - MSU authorized users, 2006.
Buscar texto completoLachmar, E. Megan. "Emotional Experience During Couple Support Interactions: The Role of Attachment Anxiety and Avoidance". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6863.
Texto completoAndrea, Claudette. "Emotional Support in Managing Cardiovascular Diseases among Hispanic and Non- Hispanic Menopausal Women". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1124.
Texto completoGideon, Clare A. "SOCIAL ENVIRONMENTS OF DEMENTIA CAREGIVERS: RELATIONSHIPS BETWEEN SOCIAL SUPPORT, NEGATIVE SOCIAL INTERACTIONS, AND CAREGIVER EMOTIONAL DISTRESS". online version, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1158541315.
Texto completoPham, Sofia. "Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/401574.
Texto completoPh.D.
This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.
Temple University--Theses
Kark, Sarah Marie. "Valence-specific Enhancements in Visual Processing Regions Support Negative Memories:". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108471.
Texto completoResearch in four parts examines the effects of valence on the neural processes that support emotional memory formation and retrieval. Results show a consistent valence-specific enhancement of visuocortical engagement along the ventral visual stream and occipital cortex that supports negative memories to a greater extent than positive memories. Part I investigated the effects of valence on the interactions between trial-level physiological responses to emotional stimuli (i.e., heart rate deceleration) during encoding and subsequent memory vividness. Results showed that negative memory vividness, but not positive or neutral memory vividness, is tied to arousal-related enhancements of amygdala coupling with early visual cortex during encoding. These results suggest that co-occurring parasympathetic arousal responses and amygdala connectivity with early visual cortex during encoding influence subsequent memory vividness for negative stimuli, perhaps reflecting enhanced memory-relevant perceptual enhancements during encoding of negative stimuli. Part II examined links between individual differences in post-encoding increases is amygdala functional connectivity at rest and the degree and direction of emotional memory biases at retrieval. Results demonstrated that post-encoding increases in amygdala resting state functional connectivity with visuocortical and frontal regions predicted the degree of negative memory bias (i.e., better memory for unpleasant compared to pleasant stimuli) and positive memory bias, respectively. Further, the effect of amygdala-visuocortical post-encoding coupling on behavioral negative memory bias was completely mediated by greater retrieval-related activity for negative stimuli in visuocortical areas. These findings suggest that those individuals with a negative memory bias tend to engage visual processing regions across multiple phases of memory more than individuals with a positive memory bias. While Parts I-II examined encoding-related memory processes, Part III examined the effects of valence on true and false subjective memory vividness at the time of retrieval. The findings showed valence-specific enhancements in regions of the ventral visual stream (e.g., inferior temporal gyrus and parahippocampal cortex) support negative memory vividness to a greater extent than positive memory vividness. However, activation of the parahippocampal cortex also drove a false sense of negative memory vividness. Together, these findings suggest spatial overlap in regions that support negative true and false memory vividness. Lastly, Part IV utilized inhibitory repetitive transcranial magnetic stimulation (rTMS) to test if a portion of occipito-temporal cortex that showed consistent valence-specific effects of negative memory in Parts I-III was necessary for negative memory retrieval. Although some participants showed the hypothesized effect, there was no group-level evidence of a neuromodulatory effect of occipito-temporal cortex rTMS on negative memory retrieval. Together, the results of the current dissertation work highlight the importance of valence-based models of emotional memory and consistently implicated enhanced visuosensory engagement across multiple phases of memory. By identifying valence-specific effects of trial-level physiological arousal during encoding, post-encoding amygdala coupling during early consolidation, and similarities and differences between true and false negative memories, the present set of work has important implications for how negative and positive memories are created and remembered differently
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
Joubert, Sonja. "Emotion work and well-being of client service workers within small and medium enterprises / Sonja Joubert". Thesis, North-West University, 2008. http://hdl.handle.net/10394/1822.
Texto completoThesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.
Scott, Samantha. "Predicting Children's Emotional and Behavioral Functioning: An Examination of Coparenting and Parental Satisfaction". Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4212.
Texto completoM.S.
Department of Psychology
Sciences
Psychology Clinical MS
Chau, Samantha Le. "Examining the Emotional Labor Process: A Moderated Model of Emotional Labor and Its Effects on Job Performance". University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1183057863.
Texto completoHeiberg, Tessa. "Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis". Thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/2682.
Texto completoBolsover, Denise. "Information and emotional support post-miscarriage assessing the needs of women and their partners /". Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=26461.
Texto completo