Rozprawy doktorskie na temat „Emotional writing”
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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism". University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.
Pełny tekst źródłaCreech, Suzannah K. "The impact of written emotional disclosure on laboratory induced pain". Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/2680.
Pełny tekst źródłaCreech, Suzannah K. "Impact of written emotional disclosure of trauma on laboratory induced pain". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85964.
Pełny tekst źródłaBeck, Taylor McGowin. "The twitcing eye : REM sleep and the emotional brain". Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77473.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (p. 43-47).
Sleep and emotion have been linked since the discovery of rapid eye movement (REM) sleep sixty years ago. Sleep, in particular REM sleep and the dreams it harbors, seems to modulate mood, restoring stability to the weary mind. Scientists have struggled to understand this link through the biological study of the brain, the psychological study of dreaming, and the clinical study of how sleep is affected by psychiatric illness. This thesis examines the history of sleep research in terms of its relationship to emotional processing, both from the physiological and the psychological perspective. We are introduced to the scientists who discovered REM in 1953, to those who tracked the links between the biochemistry of mood and of sleep, and to contemporary researchers who are exploring the link between sleep and mood using brain-scanners and electrodes to study the dreaming brain, and the sleep and dreaming of patients with mood disorders. On our journey we will experience both the progress sleep research has made this century, and the enduring mystery of why humans sleep and dream.
by Taylor McGowin Beck.
S.M.in Science Writing
Walker, Elizabeth Harrington. "The Effects of Expressive Writing on Emotional Intelligence in College Undergraduates". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6698.
Pełny tekst źródłaPluth, Kate M. "Alexithymia, Emotional Intelligence, and Their Relation to Word Usage in Expressive Writing". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/36.
Pełny tekst źródłaGraf, Maria Christine Geller Pamela A. "Written emotional disclosure: what are the benefits of expressive writing in psychotherapy? /". Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/281.
Pełny tekst źródłaParkin, Johanna. "The Writing-Based Practice| The Development of Social and Emotional Awareness in Adolescents". Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616852.
Pełny tekst źródłaAlthough a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.
The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.
Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.
For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.
Bira, Lindsay M. "Emotional Writing in an HIV+ Population: Assessing Two Scoring Methods of Emotional/Cognitive Processing and Their Effects on Health Status, Physical Symptoms and Psychological Well-being". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/294.
Pełny tekst źródłaGuastella, Adam, i n/a. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.130108.
Pełny tekst źródłaGuastella, Adam. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365669.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text
Ndiyah, Y. Florence. "The emotional well-being of the polygynous women in Lola Shoneyin’s novel 'The Secret Lives of Baba Segi's Wives'". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/78710.
Pełny tekst źródłaThesis (PhD) - University of Pretoria, 2020.
Unit for Creative Writing
PhD
Restricted
Atwood, Jonathan Robert. "Emotional Expression and Depth Processing in HIV-Positive Gay Males and HIV-Positive Straight Males: Effects on Depression and PTSD Symptoms". Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/12.
Pełny tekst źródłaRuffin, Rachel. "Emotional Expression and Depth Processing In Trauma Writing: Impact on HIV/AIDS-Targeted Quality of Life". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/616.
Pełny tekst źródłaMibashan, David. "Auditory subliminals: Effects on the emotional tone of a writing task and on the subjects' mood". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5651.
Pełny tekst źródłaWinslett, Peter Wakefield. "Positive and negative emotional writing in adolescence: gender differences, benefits, and effects on self-disclosure and intimacy /". Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1267222761&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185205101&clientId=22256.
Pełny tekst źródłaGallo, Laurie Anne. "Investigating written emotional disclosure as an intervention for college student drinking". Diss., Online access via UMI:, 2007.
Znajdź pełny tekst źródłaKonig, Andrea. "Disclosure and Health: Enhancing the Benefits of Trauma Writing Through Response Training". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2594.
Pełny tekst źródłaMcCreary, Keith. "When Johnny Comes Marching Home: A Novel". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501006/.
Pełny tekst źródłaGallagher, Kelly A. "RUBBER MEETS ROAD: RESEARCHING, WRITING, AND PRODUCING ANORIGINAL PLAY". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1526384703233597.
Pełny tekst źródłaHudson, Tina M., Lori J. Marks, Kimberly Hale i James J. Fox. "Evidence-Based Writing Strategies for Students with Emotional and Behavioral Disorders: A Review and Application of the Intervention Literature". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/146.
Pełny tekst źródłaAdkins, Mary Helen. "Self-regulated strategy development and generalization instruction effects on story writing among second and third grade students with emotional and behavioral disorders /". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3206.
Pełny tekst źródłaThesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Ennis, Robin Parks. "Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/epse_diss/85.
Pełny tekst źródłaKan, Kar-yin, i 簡加言. "An approach for revealing and charting the thinking an emotional outlook of junior secondary students as reflected in multi-writing tasks produced in Chinese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45147887.
Pełny tekst źródłaWebber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.
Pełny tekst źródłaCaswell, Nicole I. "RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.
Pełny tekst źródłaBarton, Kelci. "When Process Becomes Processing: Managing Instructor Response to Student Disclosure of Trauma in the Composition Classroom". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3569.
Pełny tekst źródłaJoy, Louise. "Literary affections : categorization of the emotions in eighteenth-century writing". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612781.
Pełny tekst źródłaAshworth, Rebecca. "Feeling freedom : Reading emotion in Anglophone African-Caribbean women's writing". Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558776.
Pełny tekst źródłaMatthews, R. E. "Researching emotion and traumatic memory through creative writing and psychotherapy". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49687/.
Pełny tekst źródłaGreene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.
Pełny tekst źródłaLewis, Victoria. "Providence, emotion and self-writing in England, c.1660-c.1720". Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67674/.
Pełny tekst źródłaZentner, Mark Alan. "The influence of expression of emotions in writing on physical and psychological well-being /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaRichmond, Kia Jane Neuleib Janice. "Reflections of/on the teacher emotions and disclosure in the writing classroom /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006626.
Pełny tekst źródłaTitle from title page screen, viewed April 18, 2006. Dissertation Committee: Janice Neuleib (chair), Patricia Dunn, Julia Visor. Includes bibliographical references (leaves 282-292) and abstract. Also available in print.
Hirsiaho, Anu. "Shadow dynasties : politics of memory and emotions in Pakistani women's life-writing /". Tampere : University of Tampere, 2005. http://acta.uta.fi/pdf/951-44-6265-3.pdf.
Pełny tekst źródłaEkholm, Eric. "Investigating Daily Writing Emotions, Attention Regulation, and Productivity: An Intensive Longitudinal Study". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5977.
Pełny tekst źródłaSaur, Elizabeth Helen. "Affective Understandings: Emotion and Feeling in Teacher Development and Writing Program Administration". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1499956420105234.
Pełny tekst źródłaFartoukh, Michael. "Effets des émotions sur les processus rédactionnels et orthographiques chez les enfants de fin d'école élémentaire". Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00942770.
Pełny tekst źródłaWuenstel, Mary Catherine. "The reflective journal the emotions and consciousness states of poets within a transpersonal writing design /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=946.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vii, 207 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 174-193).
Loh, Ka-yee Elizabeth, i 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.
Pełny tekst źródłaBooker, Jordan Ashton. "Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73300.
Pełny tekst źródłaPh. D.
Ford, Michael Andrew. "Wounded lover : the emotional life and spiritual writings of Henri J.M. Nouwen : implications for gay Christians in the Church". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250213.
Pełny tekst źródłaLoh, Ka-yee Elizabeth. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing Cong Zhong wen zuo wen yan jiu Xianggang xiao xue sheng de qing yi biao da neng li /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38300928.
Pełny tekst źródłaMoessner, Meeka K. "The use of irritation in mood and character development in creative writing". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116543/1/Meeka_Moessner_Thesis.pdf.
Pełny tekst źródłaLui, Hoi Ling. "Gender, emotions, and texts : writings to and about husbands in anthologies of Qing women's works". HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1201.
Pełny tekst źródłaWashburn, Travis. "Healing the Cartesian Split: Understanding and Renewing Pathos in Academic Writing". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3671.
Pełny tekst źródłaCameron, Michelle. "The influence of emotion labour and health discipline rules on the writing and use of health governance documents". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/232768/1/Michelle_Cameron_Thesis.pdf.
Pełny tekst źródłaBurke, Philip A. "Expressing and developing emotion in the service of self-understanding : expressive writing as an adjuvant to a psychotherapy analogue /". Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068245651&sid=14&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaShivener, Richard. "Feeling Digital Composing". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561996947354947.
Pełny tekst źródłaČerniauskaitė, Rūta. "Sergančių išemine širdies liga asmenų emocijų ir arterinio kraujo spaudimo kitimai taikant ekspresyvaus rašymo metodą psichosocialinės reabilitacijos metu". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130603_143647-86343.
Pełny tekst źródłaThe aim of research – to determine the changes of emotions and arterial blood pressure of the patients with ischemic heart disease by applying the method of expressive writing during psychosocial rehabilitation. 164 patients of cardiology department participated in the survey. 126 patients ( 58 men and 68 women) completed the course of four session. The patients attended four 30 min meetings four days in a row. The goal was to evaluate the efficiency of expressive writing for the changes of emotions and arterial blood pressure. The patients were divided into three groups: a) a group of expressive writing, the participants of which wrote their experiences related to the disease b) neutral writing group, where the participants wrote about everyday activities; c) control group. At the beginning and at the end of each meeting their blood pressure was measured. The participants had to evaluate their emotional state during the first and the last meetings. The survey results showed that the change of negative emotions was higher in the participants of expressive writing than in the groups of neutral or control. The changes of „happiness“ were higher in expressive writing group than in control group. Other positive emotions did not differentiate among the groups. The changes of systolic blood pressure in expressive writing group were not higher than in the neutral group, but higher in comparison with control group. The changes of diastolic blood pressure did not differ among the... [to full text]