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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability". Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.
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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence". Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006."July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
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McWeeny, Jennifer. "Knowing emotions : emotional intentionality and epistemological sense /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201692.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-273). Also available for download via the World Wide Web; free to University of Oregon users.
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Dwyer, Erin. "Mastering Emotions: The Emotional Politics of Slavery". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10408.
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Mastering Emotions: The Emotional Politics of Slavery explores how the emotions and affective norms of the Antebellum South were conditioned upon and constructed through the institution of slavery. Though slavery is a subject wrought with emotion, there has been no focus in recent historical scholarship on the affective dimensions of slavery. Studies in the history of emotion have also largely ignored slavery. My intervention in these fields reveals the ways that both slaveholders and slaves wielded fear, trust, jealousy, and affection in their interactions with one another. The project also sheds light on how the emotional norms of societies are learned and policed, manipulated and enforced. I argue that the emotions of slaveholders and slaves alike were irrevocably shaped by slavery. The daily negotiations and contestations that occurred between slaveholders and slaves through and about feelings, in conjunction with larger debates about race, freedom, and emotional norms, form the backbone of what I call the emotional politics of slavery. Mastering Emotions examines how the affective norms of slavery were taught, how emotional transgressions were punished, and the long-term impacts of those emotional norms on the affective landscape of the post-Reconstruction South. To gain insight into the emotional lives and affective experiences of enslaved people of color I use a variety of primary sources such as slave narratives, letters, and court testimony. Steeped in the mode of sentimentalism, which encouraged people to reflect upon and articulate their feelings, slaveholders revealed how they felt about their slaves, and how they believed their slaves felt, in diaries, wills, and even records of slave sales and manumissions. Studying the affective terrain of the Antebellum South provides fresh insight into the politics of slavery, revealing how those in bondage used feelings to resist slavery, and how the planter class employed emotions to enforce the institution. This project also contributes to the burgeoning field of affective history by complicating understandings of how emotions are constructed in relation to power, and how power operates in affective relations.
5
Stanciu, Marian Andrei. "Emotional memory for basic emotions in amnesia". Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/emotional-memory-for-basic-emotions-in-amnesia(6a5048d6-86f4-41bb-be90-73fcac5a99a2).html.
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Emotions are ubiquitous in everyday life, and can often be re-experienced accurately after long periods. Emotions also have a strong mutual influence on other memory systems (most notably episodic memory), but rely on different neuroanatomical structures, and can function independently – often reported in amnesic patients. However, unlike episodic memory, many fundamental questions about the structure of emotions remain unresolved. The two most influential accounts of the organisation of affect (the dimensional and categorical theories) are surprisingly divergent, an issue not addressed by the fact that emotion memory studies tend to be based on two rather than many emotion categories. Moreover, the field lacks sophisticated empirical tools for analysing discrete emotions, and calculating their specificity. Using a novel set of controlled emotional stories, the present thesis investigated the re-experience of four discrete classes of emotion (anger, fear, sadness, and happiness) in three samples: neurologically-normal participants (N=32), Korsakoff’s syndrome patients (N=20), and age-matched controls (N=20). The results suggest that: (1) The most durable form of emotional memory encodes affective valence. Discrete emotions can be reliably re-experienced, but require stronger forms of emotion elicitation than valence. (2) Remarkably, severely amnesic Korsakoff’s syndrome patients show a preserved ability to re-experience discrete emotions, at similar levels of intensity to neurologically-normal age-matched controls. Furthermore, the intensity of discrete emotions, in patients and controls, appears to be related to core executive functions; (3) Using a novel methodological approach, it is clear that the brief experience of certain discrete emotions (e.g., happiness) also increases the specificity of other emotions (e.g., anger and fear). Thus, the present thesis provides a unique attempt to reconcile the dimensional and categorical theories of emotions, and allows the investigation of specific basic emotions, while accounting for the experience of other basic emotions.
6
Kittel, Rebekka, Anne Brauhardt i Anja Hilbert. "Cognitive and emotional functioning in BED". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205284.
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Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking.
Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review.
Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking.
Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.
7
Hertel, Janine. "Emotional Abilities: What do different measures predict?" Doctoral thesis, Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200702070.
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Die Arbeit gliedert sich in fünf Teile. An ein Überblickskapitel, in welchem aktuelle Modelle und Verfahren zur Erfassung Emotionaler Intelligenz vorgestellt werden, schließen sich drei empirische Studien (englischsprachig) an. In diesen werden Zusammenhänge von Fähigkeitstests und Selbstberichtverfahren zur Erfassung emotionaler Fähigkeiten in Bezug auf sozial relevante Faktoren wie Lebenszufriedenheit, Konfliktlösefähigkeiten und Freundschaft untersucht. Darüber hinaus wird geprüft, inwieweit sich Patienten verschiedener Störungsbilder von einer psychisch gesunden Kontrollgruppe als auch untereinander in ihren gezeigten emotionalen Fähigkeiten unterscheiden. Die Arbeit endet mit einer Integration der Ergebnisse dieser drei Studien. Insbesondere wird dabei auf die Probleme aktueller Verfahren zur Erfassung Emotionaler Intelligenz mittels Selbstbericht und Fähigkeitstest eingegangen. Aufgrund der konzeptionellen Nähe von Sozialer Intelligenz und Emotionaler Intelligenz werden mögliche Integrationspunkte dieser beiden Forschungsfelder benannt. Ebenso werden mögliche alternative Erfassungsmethoden aufgezeigtThis dissertation is devided into five parts. An introductory chapter explains actual self-report questionnaires and ability tests to assess emotional intelligence. The following three chapters present empirical data looking at relations between self-report measures and ability tests and important variables of social functioning like life satisfaction, conflict-management abilities, and friendship. Moreover, in another study we looked at differences between and within inpatients with different kinds of mental disorders and a clinically healthy control group. The final chapter integrates findings and conclusions focusing on the problems assessing emotional intelligence with self-report questionnaires and ability tests. As social intelligence and emotional intelligence are conceptionally related possible areas of collaborative work are discussed. Furthermore, alternative ways of assessing emotional abilities are highlighted
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Andersson, Paulina. "Älskar, älskar inte : En studie om emotionell design från teori till praktik". Thesis, Högskolan i Gävle, Avdelningen för industriell ekonomi, industridesign och maskinteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36031.
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Detta examensarbete har gått ut på att utforska designbegreppet emotionell design i teori och praktik för att undersöka och exemplifiera hur emotionell design kan användas som ett strategiskt verktyg i syfte att förlänga produkters livslängd, och därmed dämpa konsumtionstakten av ekologiskt hållbarhetsmässiga skäl. Konsumtion är en vital del av den globala ekonomin, men med den höga konsumtionstakt vi idag håller så förbrukas jordens resurser i snabbare takt än de hinner återskapas. Många produkter ersätts långt innan deras tekniska livslängd är slut, vilket bidrar till växande avfallsmängder och överkonsumtion. Information har inhämtats genom teoretiska och kvalitativa studier, och två produktförslag som ska demonstrera hur emotionell design kan tillämpas i praktiken presenteras. Rapporten behandlar mervärdesskapande faktorer hos produkter, vilka har möjligheten att främja uppkomsten av emotionella band mellan användare och produkt, samt exemplifierar hur dessa faktorer kan se ut och verka i olika produkter. Rapporten behandlar även kort orsaker till förtida ersättande av produkter för att ge ledtrådar till vilka mekanismer som kan påverka användares beslut i ersättandeprocessen. Examensarbetet har även bidragit med ny kunskap inom emotionell design, i form av ytterligare identifierade mervärdesskapande faktorer, vilken kan vara till gagn för andra designers.This thesis has focused on exploring the concept of emotionally durable design in theory and practice to investigate and exemplify how emotionally durable design can be used as a strategic tool in order to prolong product lifetime, and thus slow down the rapid consumption rate for ecological sustainability reasons. Consumption is a vital part of the global economy, but with the rapid consumption rate we maintain today, the earth’s resources are consumed at a faster pace than they have time to recreate. Many products are replaced long before their technical lifetime has come to an end, which contributes to growing waste volumes and overconsumption. Information has been gathered through theoretical and qualitative studies, and two product proposals that demonstrate how emotionally durable design can be applied in practice are presented. The report processes value-adding factors in products, which have the potential to promote the emergence of emotional bonds between user and product, and exemplifies how these factors can look like and work in different products. The report also briefly addresses the causes of early replacement of products to provide clues as to what mechanisms may influence users’decisions in the replacement process. The thesis has also contributed new knowledge in emotionally durable design, in the form of additional identified value-adding factors, which may be of benefit to other designers.
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Blossom, Dudley. "Theoretical, methodological and analytical methods for exploring emotional episodes: Applications to consumption emotions and emotional satisfaction". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279998.
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Research in consumption behavior often assumes emotion to be an antecedent or consequence of consumption rather than an integral part of consumption as it occurs. Psychological approaches to emotion often magnify this issue by using a cognitive model focussed on emotion as an outcome. This paper proposes a conceptualization of emotion as a process and an integral part of the consumption experience, perhaps even the reason for the experience. The focus is not specifically on emotional outcomes and their subsequent impact on behavior but on the process by which we experience emotion in a consumption environment and how that process is affected by emotional antecedents and results in emotional outcomes. Using a process trace method, a means of understanding emotional experiences as they occur is presented. The model is tested using a multilevel analysis method that preserves the time series nature of process measures by modeling at both the individual and group levels.
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Doak, Jennifer Nicole. "The effect of character education on emotional intelligence". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
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Brink, Heleen Catharina Elizebeth. "Emotional experiences of professional nurses in a critical care unit of a private hospital in Gauteng : a casestudy / Heleen Catharina Elizebeth Brink". Thesis, North-West University, 2012. http://hdl.handle.net/10394/8656.
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The focus of this study was on the regulation and management of emotions among professional nurses in a critical care unit in a private hospital in Gauteng.
The aim of this project is to explore and describe the level of resilience of professional nurses, in this case specifically, critical care nurses. The background portrays a journey from emotions and emotional experiences as main focus. The main focus was transformed into sequential emotion regulation and management as precursors to emotional intelligence. An initial literature investigation into emotional intelligence among professional nurses in general indicated that: Much international and national research has been conducted on emotional intelligence among nurses; emotional intelligence is an essential aspect of nursing, as an emotion-laden profession; and emotional intelligence implies positive benefits for nurses. The purpose of this study was to enhance professional nurses‟ regulation and management of their emotions in a critical care unit in a private hospital in Gauteng in order to enhance the level of emotional intelligence.
Methodology: A qualitative, phenomenological research design was most suitable for this research that was also explorative, descriptive and contextual and within a case study strategy, combined with the use of interviews. C purposive sampling (Botma, et al., 2010:126) was used to select participants. ASE records included incident reports; organisational records of employee satisfaction, as well as documents that portrayed the care rendered in the unit. Participants were informed about the research by means of a PowerPoint presentation. The sample size was established once the research by saturation of data (Botma et al., 2010:200). Participants were informed about the research by means of a slideshow.
Conclusion
The results re-confirmed the existence of emotional labour in the critical care unit, as well as the different emotions experienced in the critical care unit. Results reflect the strain critical care nurses need to cope with, and the different ways they use to regulate these emotions and emotional experiences.Thesis (MCur)--North-West University, Potchefstroom Campus, 2013
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Kiewisz, Tomasz Jacek. "Emotional expressiveness, emotional ambivalence and emotional control and physical well-being". Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308568.
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Fernández, Kirszman Javier. "Digital interventions for emotion regulation in emotional disorders". Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14109.2021.679918.
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This dissertation describes a way of organising the ample existing evidence in the field of digital mental health. For that purpose the DIU framework is presented (D for dissemination, I for improvement and U for understanding). This framework is applied to the specific field of emotion regulation in emotional disorders. In that sense, it presents a description of the current psychopathological transformation in order to outline the role of emotion regulation (ER) as a transdiagnostic and transtheorical mechanism of change. A review of all the existing developments in each of the categories of the DIU framework are described. Each section presents novel empirical results that show how digital interventions may serve to improve ER in emotional disorders. These empirical contributions used a variety of research designs and statistical solutions depending on the different contexts in which the studies were conducted.Esta tesis describe una forma de organizar la evidencia existente en el campo de la salud mental digital. Para ello se presenta el marco DIU por sus siglas en inglés. Este marco se aplica al campo específico de la regulación emocional en los trastornos emocionales. En este sentido, se presenta una descripción de la transformación psicopatológica actual para describir el papel de la regulación emocional como mecanismo transdiagnóstico y transteórico de cambio. Se describe una revisión de todos los desarrollos existentes en cada una de las categorías del marco DIU. Cada sección presenta resultados empíricos novedosos que muestran cómo las intervenciones digitales pueden servir para mejorar la RE en los trastornos emocionales. Estas contribuciones empíricas utilizaron una variedad de diseños de investigación y soluciones estadísticas en función de los diferentes contextos en los que se realizaron los estudios.
Programa de Doctorat en Psicologia
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Xiao, He. "The Relationship between Emotional Intelligence and Emotion Regulation". Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29816.
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The thesis examines the relationship between emotional intelligence (EI) traits (capacities people have) and emotion regulation processes (things people do) in two studies: a meta-analysis (Study 1) and a cross-sectional study (Study 2). This research is important for understanding the mechanisms by which EI produces positive outcomes. Emotion regulation can either be intrinsic (regulating one’s own emotions) or extrinsic (regulating others’ emotions). Study 1 estimates the associations of intrinsic emotion regulation processes with each of the three EI streams (ability EI, self-rated EI, and mixed EI), comparing the lower-level branches of ability EI (i.e., emotion perception, use, understanding, and management). Study 2 looks at the associations between ability EI and extrinsic emotion regulation. Chapter 1 introduces background theory on EI and emotion regulation. Chapter 2 presents a meta-analysis (n = 67 studies, k = 618 effects) on EI and intrinsic emotion regulation. Chapter 3 presents a cross-sectional study (N = 178) on EI and extrinsic emotion regulation. Chapter 4 discusses the overall meaning of results. Results indicated that: 1) emotionally intelligent people tend to regulate their own emotions by either solving the problems (direct situation modification and seeking help) or changing their mindset towards the emotional situations (positive reappraisal); 2) emotionally intelligent people tend to use processes that involve high engagement with others’ emotions (reappraisal, receptive listening, and valuing) but not processes that involve low engagement with others’ emotions (downward comparison and expressive suppression); and 3) the test formats and theoretical models of EI measures significantly affect the correlations between EI and intrinsic/extrinsic emotion regulation. This thesis contributed to our understandings of associations between EI and emotion regulation, as well as the moderating effects of EI stream and EI branch.
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Stapleton, Clare Marie. "The Use of Emotions in Social Work Practice". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15807.
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This thesis explores the explicit and implicit use of emotions in social work practice and the ways in which social workers’ emotions interact with formal theory and practice to create knowledge for practice. It describes the practices of 10 expert social workers with extensive experience in working in relationship-oriented models. The social workers live and work in three Australian cities. The descriptions of their practices are drawn from indepth interviews with the social workers. Interpretative phenomenological analysis was used to guide the research inquiry. Findings from the study were interpreted using the social work practice theory of relationship-based social work and the sociological theories of the emotional self and emotional labour. The findings are presented in three chapters exploring four major themes: • Descriptions of social work practice, including participants’ understandings of the theoretical and practice frames that inform their work, and the credentialing of their expertise in social work practice. • Participants’ expressed views on the place of emotions in accountable and ethical social work practice, plus their descriptions of the ways they work with emotions in practice. • Participants’ understandings of their emotional self and its influence on the ways in which they implement their practice. • Participants’ descriptions of the characteristics of their emotional labour, including the ways their emotions and emotional self interact with theory and ethics to create the labour of social work practice. The study revisits a central concern in the social work literature — the place of emotions and tacit forms of knowledge in expert practice. It concludes, from a practitioner perspective, that emotions and emotive knowledge hold a central position in practice. The findings have implications for understanding what constitutes useful and necessary knowledge for practice, as well as suggesting new perspectives on the training and supervision of social workers on emotion and its use in practice. The findings suggest that an ability to work competently and intelligently with emotions, including making use of the knowledge gleaned from one’s own emotions in explicit and conscious ways, is part of expert social work practice.
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Callow, Lauren May. "Emotional Literacy in Female Offenders". Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1675.
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The BarOn EQ-i model of emotional intelligence and Factor 1 of Hare’s Psychopathy Checklist-Revised: Screening Version were used to assess emotional literacy and callous-unemotional traits in sixty female offenders. Findings suggest that female offenders show significant emotional literacy deficits compared to the normal population especially in areas of empathy, social responsibility and interpersonal relationships. This association was examined further in relation to criminal history variables; seriousness and chronicity. Emotional literacy was predictive of criminal history, but not offender type. Contrary to expectations, callous-unemotional traits only showed a few relations to emotional literacy namely, significant correlations between PCL: SV Factor 1 score and aspects of problem solving. Violent offenders with high callous-unemotional traits showed significantly more emotional literacy deficits than non-violent offenders with high callous-unemotional traits, especially in interpersonal and adaptability emotional literacy areas. Interestingly those that demonstrated suicidal ideation regardless of offence type showed the poorest emotional literacy abilities and were more likely to show higher levels of callous-unemotional traits. The implications and recommendations for future research as well as the limitations of the study are discussed.
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Kittel, Rebekka, Anne Brauhardt i Anja Hilbert. "Cognitive and emotional functioning in BED". International Journal of Eating Disorders (2015) 48, 6, S. 535-554, 2015. https://ul.qucosa.de/id/qucosa%3A14776.
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Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking.
Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review.
Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking.
Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.
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Sundberg, Helena, i Maria Svanström. "Emotionell kompetens : om möjligheter till utveckling och betydelse för ett effektivt ledarskap". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17143.
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Purpose of the study was to illustrate how emotional competence can be important for leadership and to explore the possibility of improving emotion perception ability after training. Participants in this study were 40 managers, divided into control and experimental group, within public administration. The participants implemented a data-based emotion perception test, which were done twice at every occasion, with intervention consisting of information or education between test- and retest. The result showed a clear improvement after intervention, in which no difference was found between control and experimental group, which has been discussed on the basis of the likelihood of a training effect occurred between test-retest. Conclusions about emotional competence or leadership ability could not be drawn from the results of the emotion perception test. The possibility of development of emotion perception ability is however worthy of consideration in the planning of leadership training as well as in the recruitment of managers.Studiens syfte var att belysa hur emotionell kompetens kan ha betydelse för ledarskapet samt att undersöka möjligheten till förbättring av emotionsperceptionsförmågan efter utbildning. Deltagarna i denna studie var 40 chefer, fördelade i kontroll- och experimentgrupp, inom offentlig förvaltning. Deltagarna genomförde ett databaserat emotionsperceptionstest, som gjordes två gånger vid varje tillfälle, med intervention bestående av information eller utbildning mellan före- och eftertest. Resultatet visade en tydlig förbättring efter intervention, där ingen skillnad fanns mellan kontroll- och experimentgrupp, vilket har diskuterats utifrån sannolikheten att en träningseffekt uppstått mellan före- och eftertest. Slutsatser om emotionell kompetens eller ledarskapsförmåga kunde inte göras utifrån resultatet av emotionsperceptionstestet. Möjligheten till utveckling av emotionsperceptionsförmågan är dock värd att beakta vid planering av ledarskapsutbildningar samt vid rekrytering av chefer.
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Sloan, Robin J. S. "Emotional avatars : choreographing emotional facial expression animation". Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/2363eb4a-2eba-4f94-979f-77b0d6586e94.
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As a universal element of human nature, the experience, expression, and perception of emotions permeate our daily lives. Many emotions are thought to be basic and common to all humanity, irrespective of social or cultural background. Of these emotions, the corresponding facial expressions of a select few are known to be truly universal, in that they can be identified by most observers without the need for training. Facial expressions of emotion are subsequently used as a method of communication, whether through close face-to-face contact, or the use of emoticons online and in mobile texting. Facial expressions are fundamental to acting for stage and screen, and to animation for film and computer games. Expressions of emotion have been the subject of intense experimentation in psychology and computer science research, both in terms of their naturalistic appearance and the virtual replication of facial movements. From this work much is known about expression universality, anatomy, psychology, and synthesis. Beyond the realm of scientific research, animation practitioners have scrutinised facial expressions and developed an artistic understanding of movement and performance. However, despite the ubiquitous quality of facial expressions in life and research, our understanding of how to produce synthetic, dynamic imitations of emotional expressions which are perceptually valid remains somewhat limited. The research covered in this thesis sought to unite an artistic understanding of expression animation with scientific approaches to facial expression assessment. Acting as both an animation practitioner and as a scientific researcher, the author set out to investigate emotional facial expression dynamics, with the particular aim of identifying spatio-temporal configurations of animated expressions that not only satisfied artistic judgement, but which also stood up to empirical assessment. These configurations became known as emotional expression choreographies. The final work presented in this thesis covers the performative, practice-led research into emotional expression choreography, the results of empirical experimentation (where choreographed animations were assessed by observers), and the findings of qualitative studies (which painted a more detailed picture of the potential context of choreographed expressions). The holistic evaluation of expression animation from these three epistemological perspectives indicated that emotional expressions can indeed be choreographed in order to create refined performances which have empirically measurable effects on observers, and which may be contextualised by the phenomenological interpretations of both student animators and general audiences.
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Knoetze, Johannalie Susanna. "An emotional awareness program for children in middle childhood, for utilization in the educational system". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25598.
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This study’s contribution to knowledge is the contextualizing of emotional awareness as a prerequisite for becoming emotionally intelligent, and developing a program to educate emotional awareness, as a developmental ability, within the educational system. Emotional intelligence is a familiar and widely recognized term, but is in fundamental nature more of a broad and overreaching outcome, rather than an ability. This research focused on children in the middle childhood developmental phase and how emotional awareness can be taught to them. An Emotional Awareness Program (EA Program) was developed and implemented within the classroom context and its effectiveness was evaluated to determine whether the EA Program did have an influence on emotional vocabulary, emotional expression and the general level of emotional awareness displayed by the learners. Being emotionally aware, benefits children on different levels of their functioning. Various authors, as cited in this study, conclude that relationships, self-esteem, academic performance, independent functioning and self expression all benefit from the development of emotional awareness. Entering the school setting is often the child’s first move into relationships with peers and adults other than family members. Learners spend most of their waking lives, during their middle childhood, in school. Many aspects necessary for emotional education may be found within the school environment. These consist of peer relationships, empathy for others, problem-solving, developing a regard for the feelings of others and coping with difficult situations or emotions. A child suffering physical and emotional abuse, neglect, trauma or insufficient stimulation presents neurological deterioration in neurons (the “building blocks” of the brain). Diminished brain functioning may result in anger, emotional episodes and disruptive behaviour as methods of emotional expression in some learners. Neurological damage, suffered in this manner, can be reversed via the intervention of a caring adult. This interaction stimulates healthy neurons, and causes them to migrate to the area that suffered damage, thus illustrating the immense role educators are required to play in the future development and restoration of neurological health of some learners. The educational system is ideally positioned to deal with children from a holistic perspective by addressing not only their cognitive and physical needs, but also their emotional and subsequent social needs. Furthermore, the development of the emotional awareness of educators will equip them with the necessary insight into the emotional needs of learners. It is anticipated that emotional awareness will benefit learners in general and have a positive ripple effect on schools and communities as a whole. The study found that the Gestalt approach is best suited for the research study, as it presupposes that the child is “a whole and complex being”; and considers, as a backdrop, the child’s development regarding awareness and the influence that this has on their progress. It was noted from the study that this viewpoint is not always the point of departure of the current school set-up. This investigation was executed using a quantitative research approach, with a structured method of inquiry. This consisted of the formulation of a specific and constant hypothesis, a predetermined research process and a standardized questionnaire. The researcher wanted to measure the effectiveness of an EA program on specific variables such as the learners’ ability to: - be in contact with their emotions;
- discriminate between different emotions;
- verbalize and take ownership of their emotions;
Thesis (DPhil)--University of Pretoria, 2012.
Social Work and Criminology
unrestricted
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Tran, Tuan Quoc. "Emotion and the central executive : inhibiting irrelevant emotional materials /". Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.
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Mulholland, Paula Claire. "Childhood emotional maltreatment and its impact on emotion regulation". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/8141.
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An aim of this research was to gain prevalence rates of emotional abuse (EA) and emotional neglect (EN) in a community based adolescent sample. This exploratory research also attempted to determine the impact of EA, EN and a combination of the two (emotional maltreatment; EM) on adolescent’s emotion regulation (ER). The impact of temperament, gender and age was also considered, along with the adolescent’s subsequent quality of life ratings. Method: A total of 540 adolescents (mean age 14 years) were recruited through their secondary schools, and completed the following questionnaires: the EN and EA subtests of the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1994); the Early Adolescent Temperament Questionnaire – Short Form (EATQ – SF; Ellis & Rothbart, 1999); the Basic Emotions Scale (BES; Power, 2006); the Regulation of Emotions Questionnaire (REQ; Phillips & Power, 2007) and the Kid Screen -10 item Health Questionnaire for Children and Young People (Ravens-Sieberer et al., 2005). Results: Prevalence rates of EA and EN were reported. Differences were detected between EA and EN in terms of how they affect experiences of basic emotions and how they impact on ER, even after controlling for temperament. Only EA was associated with aggression, whereas both EA and EN were associated with depressive mood and reduced quality of life. Conclusions: EA and EN are different maltreatment experiences which have different detrimental effects on the individual, therefore requiring different interventions.
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Walther, Mireille, i Anja Hilbert. "Emotional openness in overweight and normal-weight adolescents". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-206041.
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Obesity is common in adolescence and associated with medical complications. As maladaptive emotional processing is assumed to influence obesity, this research investigated emotional openness (EO), a general model of emotional processing, in normal-weight versus overweight adolescents, with consideration of gender differences, in order to determine whether a particular EO profile is characteristic of overweight adolescents. This research also explored the psychometric characteristics of the Dimensions of Openness to Emotions Questionnaire (DOE-20), a comprehensive multifactorial instrument that assesses emotional processing. The DOE-20 and the Positive and Negative Affect Schedule (PANAS) short form were completed by 160 adolescents (mean age: 14.36 ± 0.61 years), 39 of which were overweight. A multivariate analysis of variance showed no difference with respect to overweight status, but better ability to recognize and regulate emotions in boys than girls. The original five-factor structure of the DOE-20 was confirmed by confirmatory factor analysis; however, internal consistency was modest. As this research did not replicate the EO profile previously found in obese adults, we discuss the adequacy of the DOE-20 to evaluate EO in adolescents as well as the ability of the construct of EO to assess emotional processing in obesity. Further research should examine the links between EO, problematic eating behaviors, and obesity.
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Aare, Therese, i Weronica Wernh. "Emotionella upplevelser och emotionsreglering i samband med en nedskärningsprocess". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12223.
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The aim of this study was to investigate emotions and emotion regulation of a downsizing in an industrial company. The sample consisted of persons who had experienced a downsizing but have kept the employment, within a same position or being transferred to another one. Data consisted of two focus group interviews, analysed by an inductive thematic analysis. The results have indicated that emotional reactions changed over time as well the emotional regulation did during the different phases. The groups differed in emotional reaction related to the time of decision regarding the retention of employment. One conclusion is that fast and accurate information during the different phases of a downsizing process may lead to more positive emotional reactions, which in consequence may result in a positive experience of the reduction process as a whole. The confidence in management increased across the time, due to its decisiveness during the process of downsizing.Syftet med studien var att undersöka individers emotionella upplevelser och emotionsreglering i samband med nedskärningsprocess på ett industriföretag. Urvalet bestod av individer som varit med om en nedskärningsprocess och fått behålla sin anställning, antingen på samma tjänst eller blivit omflyttade till annan tjänst. Data samlades in genom fokusgruppsintervjuer och analyserades med induktiv tematisk analys. Resultatet indikerar att de emotionella upplevelserna av nedskärningsprocessen förändrades över tid liksom emotionsregleringen vid de olika faserna i processen. Resultaten från de olika grupperna vad gäller emotionell reaktion skiljer sig åt framförallt vid tidpunkten för beslut om behållande av anställning. En slutsats är att snabb och tydlig information i samband med nedskärningsprocessens olika faser leder till mer positiva emotionella upplevelser, vilket bidrog till att nedskärningsprocessen som helhet upplevdes som positiv. Företagsledningens agerande, som visade på handlingskraft, ledde till ett ökat förtroende för företagsledningen.
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Kneeland, Elizabeth Tepe. "Emotion Malleability Beliefs| Implications for Emotional Experiences, Emotion Regulation, Psychopathology, and Treatment". Thesis, Yale University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13851894.
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Emotion dysregulation, or difficulties regulating one's emotions, has been increasingly identified as a transdiagnostic factor that can increase risk for and maintain a wide range of psychiatric disorders (Fernandez, Jazaieri, & Gross, 2016). Emotion malleability beliefs represent a potent psychological factor that relates to emotion regulation and, relatedly, holds important clinical implications for our conceptualizations of and treatment for a range of psychiatric disorders. The current dissertation includes one literature review and four empirical investigations that used an array of methodological approaches and possess different clinical and theoretical emphases to deepen and broaden the established influence of emotion malleability beliefs on emotion regulation and mental health.
Chapter 2 provides a theoretical model and discussion of how emotion malleability beliefs could aid in our understanding of several clinical disorders and could be harnessed to enhance motivation for and engagement in psychological treatment. The study described in Chapter 3 is an experimental investigation in which we demonstrate that emotion malleability beliefs can be experimentally manipulated and such an induction can exert a significant influence on individuals' state emotion regulation when coping with unwanted negative affect. The study presented in Chapter 4 consists of a longitudinal investigation that examines how emotion malleability beliefs relate to emotional experiences, emotion regulation, and clinical symptoms in first-year college students. The investigation included as Chapter 5 is of a daily diary study that elucidates how emotion malleability beliefs are tied to daily emotional experiences and emotion regulation as currently depressed individuals. Finally, the experimental study described in Chapter 6 clarifies how beliefs about emotion's malleability relate to treatment willingness, perceptions of agency over depression, and beliefs regarding prognosis. Overall, the work presented in this dissertation complement and extend past work on the role of emotion malleability beliefs in how individuals navigate their emotional worlds and cope with unwanted emotional experiences with the ultimate goal of promoting psychological adjustment and attenuating psychological distress. Future directions for theoretical and empirical work in this domain are presented in Chapter 7.
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Straker, Karla M. "Emotionate: Emotional awareness in the design of digital channel engagements". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95790/1/Karla_Straker_Thesis.pdf.
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The emergence of new technologies has revolutionised the way companies interact, engage and build relationships with customers. 'Emotionate' is a process to provide innovative business solutions through an awareness of customer emotions. This is done by gaining customer insights, understanding business requirements and knowing technical possibilities. This thesis is a meta-disciplinary study, examining customer emotions and experiences in the design of digital channel engagements. Outcomes of this research provide implications for industry by explaining how a process of collecting and analysing customers' emotions can lead to designing successful digital channel engagements.
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Turß, Michaela. "Emotional understanding". Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2013. http://dx.doi.org/10.18452/16836.
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Im Rahmen des Leistungsansatzes von emotionaler Intelligenz sehen Mayer und Salovey (1997) Emotionsverstaendnis als Voraussetzung für Emotionsregulation. Es sollte nützlich sein zu wissen, wie man sich in bestimmten Situationen fühlen wird. Zur Messung werden unter anderem Vignetten eingesetzt, in denen Emotionen für hypothetische Situationen vorhergesagt werden. Im Gegensatz dazu postulieren Gilbert und Wilson (2003) charakteristische Fehler bei affektiven Vorhersagen, die motivational günstig sind. In der vorliegenden Arbeit wird die Akkuratheit emotionaler Vorhersagen im natürlichen Umfeld untersucht, um dessen adaptiven Wert zu beurteilen. Zunächst sollten Beamtenanwärter ihre Emotionen in einer bedeutenden Testsituation vorhersagen (N=143). Dann wurden studentische Arbeitsgruppen (180 Mitglieder in 43 Gruppen) gebeten, Gefühle zwischen den Mitgliedern zu prognostizieren (Zuneigung, Zufriedenheit mit der Zusammenarbeit, Freude und Ärger). Akkuratheit wurde als geringer Bias (euklidische Distanz) und hohe Korrespondenz (Profilkorrelation) definiert. Das Round Robin Design der zweiten Studie ermöglichte die Varianzzerlegung der Akkuratheit nach Cronbach (1955). In beiden Studien ist ein niedriger Bias adaptiv in Hinblick auf harte Kriterien, auch inkrementell über Intelligenz und Persönlichkeit hinaus. Bias hing teilweise mit Allgemeinwissen zusammen, aber nicht mit Intelligenz. Zusammenhänge zu emotionaler Intelligenz waren inkonsistent. Die Akkuratheit als Korrespondenz ist theoretisch interessant aber deutlich weniger reliabel. Auf Gruppenebene konnte die Korrespondenz Kriterien vorhersagen, aber es zeigte sich keine inkrementelle Validität. Zukünftige Forschung sollte sich auf spezifische Situationen und spezifische Emotionen konzentrieren sowie die Prozesse untersuchen, die emotionalen Vorhersagen zugrunde liegen.In the ability model of emotional intelligence by Mayer and Salovey (1997), emotional understanding is a prerequisite for emotion regulation. Knowing which emotions occur in which situations should be beneficial and adaptive. One of the subtests for emotional understanding asks for likely emotional reactions in hypothetical situations. In contrast, Gilbert and Wilson (2003) argue that characteristic biases in affective forecasting are adaptive. The current thesis aims to measure accuracy of emotional predictions in a natural setting and examines its adaptive value. In the anxiety study, public officials were asked to predict future emotions in an important test (N=143). The second study focused on freshman student work-groups (N=180 in 43 groups). Group members predicted interpersonal feelings for each other (affection, satisfaction with the collaboration, fun, and anger). In both studies, accuracy of emotional predictions is defined as low bias (i.e. Euclidean distance) and high correspondence (i.e. profile correlation). The round robin design in the work-group study also allows to decompose accuracy following Cronbach (1955). In both studies, a low bias was adaptive in terms of strong criteria, also incrementally over and above intelligence and personality alone. Accuracy was partly related to general knowledge but not to intelligence. Associations to emotional intelligence were inconsistent. Accuracy as correspondence is theoretically interesting but much less reliable. There is some evidence for its adaptive value on a group level but no indication of incremental validity. Future research should focus on specific situations and specific emotions. Also, processes underlying affective forecasts should be evaluated in detail.
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O'Kearney, Richard, i n/a. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder". Griffith University. School of Applied Psychology, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050831.145059.
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Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.
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O'Kearney, Richard. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366816.
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Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
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Kralj, S. (Sara). "Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence". Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042303.
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Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of others and being able to regulate own emotions facilitates the highest developmental levels of emotional intelligence. Therefore this work employs emotional intelligence and self-aware emotion regulation as concepts of interchangeable meaning.
The developmental courses of emotion and cognition are inter-related to an extent at which it is unrealistic to categorize them into separate developmental processes. This thesis focuses on multilevel interplay between emotion and cognition in the course of their development. The theories by LeDoux and Levental are integrated to provide a comprehensive theory of interplay between emotion and cognition in children’s development.
While consensus exists about emotional and cognitive development exerting influence over enhancement of emotional intelligence, there is little evidence of how exactly the enhancement is enabled. The structural overview of the emotion-cognition interplay aims at filling the literature gap by recognizing processes which may account for the development of emotional intelligence in children.
This thesis provides implications for the development of emotional intelligence by integrating the levels of emotional awareness model with model of emotional intelligence as an ability. Increasingly more complex mental representations of past events with emotional content enable advancement of emotional awareness. Therefore processing of emotional information shifts from implicit to explicit which enables employment of cognitive function when dealing with emotional information.
As a result of acquired ability of reasoning about emotions child is not only aware of own emotions and emotions of others, but is also able to regulate own emotions according to specific social situations. Self-aware emotion regulation is thereof possible result of cognitive-emotional development and a facilitator for highest levels of emotional intelligence in children.
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Bohné, Gunnar. "Emotions at play : gaining emotional knowledge using a video game". Thesis, Uppsala universitet, Människa-datorinteraktion, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232370.
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The use of video games for teaching children different subjects is commonly believed to be a good approach. In general has learning theme for these games focused on traditionally subject, such as math or biology. Important as they can be for education, other softer aspects can also be considered important for the children and education. One such aspect is emotions and the role it has on a social level. However, it is not much research showing how to use emotions in a learning game. In this thesis, I examine how children perceive and use emotions as they play a game specially designed for teaching emotions. The game utilises emotions in a new design that let the player interact with cartoon animals in different scenarios. I report findings based on a sample of thirty-three (33) preschool children, and six (6) parents who took part in the study. Data was collected using a qualitative method in a two step procedure with observation of play and follow up interviews in the first step, followed by video recordings of play and demonstrations using cuddly pets in the second step. Using an ecological framework for analysis and theory from the field of emotional intelligence, I show that children playing this game can perceive emotions expressed in the game. I also show that it is possible to play this particular game without the need to involve emotions. Children do not learn emotions from playing the game. These results carries important implication for the design of learning games as it illuminates that learning can come from possible sources other than the gameplay.Det finns en spridd uppfattning att videospel kan fungera som lärandespel för barn. Generelltsätt har denna uppfattning stöd i skolan och det finns därför även en önskan att producera spel som kan användas till att undervisa traditionella kärnämnen, exempelvis matematik eller biologi. Dessa ämnen är betydelsefulla att bemästra, dock finns även andra mer mjuka aspekter som kan ha en avgörande betydelse för barnets lärande. En sådan aspekt gäller den viktiga betydelse som känslor har i ett socialt sammanhang. I denna uppsats undersöker jag hur barn uppfattar och använder känslor då barnen spelar ett spel som är designat enkom för detta syfte. Spelet utnyttjar en design som låter spelaren interagera med tecknade djur i skilda scenarion. Jag redovisar resultat som baseras på ett urval av trettiotre (33) förskolebarn och sex (6) föräldrar. De material som samlades in bygger på en kvalitativ datainsamlingsmetod som är uppbyggd i två steg. I steg ett samlades data in genom observationer samt uppföljande intervjuer. I steg två genomfördes sedan observationer följt av demonstrationer då barnen använde gosedjur. Jag visar, genom att applicera ett ekologiskt ramverk samt teori kring emotionell intelligens, att barnen kan uppfatta känslor som manifesteras i ett videospel. Jag visar också att spe- let kan spelas genom en slumpmässig interaktion där barnen inte behöver använda känslor för att föra spelet framåt, och jag konkluderar därför att det är möjligt att barnen inte lär sig känslor som en följd av själva spelandet.
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Engelbrektsson, Hilda. "Dream emotions and their relationship to next-day waking emotional reactivity and regulation : An online study". Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20132.
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Emotions are a central part of our lives and the ability to effectively regulate them is central to well-being. Although a lot of research shows the beneficial role of sleep on emotional reactivity and regulation, little is known about how dream emotions relate to emotional reactivity and regulation. The current study investigated how dreams with high vs low levels of self-rated negative dream affect related to next-day waking emotional reactivity and regulation. Participants kept a home dream diary until reporting dreams on five days. They also reported dream and wake emotions and performed an online emotional reactivity and regulation task. Opposing predictions were derived from the continuity hypothesis and from the emotion regulation theories of dreaming. However, no significant differences were found between emotional reactivity and regulation on mornings following dreams with high vs low negative affect. Thus, no support was provided for the direct predictions made from the two theories. Nevertheless, morning wake affect differed significantly as a function of dream emotions. Specifically, participants reported significantly higher levels of positive emotions on mornings after a dream low, rather than high, in negative affect. Similarly, wake morning negative affect was higher following dreams high, rather than low, in negative affect. Thus, the results support a form of affective continuity between dreams and morning wakefulness.
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Kazak, Sevil. "An Investigation Of The Relationship Between The Tendencies Of Efl Instructors To Use The Emotional Intelligence Skills And Their Attitudes Towards The Teaching Of Emotional Intelligence Skills In Efl Classes". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611435/index.pdf.
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This study aimed to investigate the relationship between the tendency of English as a Foreign Language (EFL) instructors to use the emotional intelligence (EQ) skills and their attitudes towards the teaching of EQ skills in EFL classes. The quantitative data were collected through a demographic inventory and two questionnaires. In the quantitative data gathering process, 140 EFL instructors working at Atilim University, BaSkent University, Bogaziçi University and Erciyes University participated. In order for an in-depth interpretation of the questionnaire results, semi-structured interviews were held with 10 EFL instructors. The results of the study revealed that there is a relationship between the tendency of EFL instructors to use the interpersonal skills and their classroom applications related to the teaching of these skills in EFL classes. The tendency of EFL instructors to use the intrapersonal, interpersonal, adaptability and general mood skills were also found to correlate with their beliefs related to the teaching of these skills in EFL classes. Another outstanding finding of the study is that the tendency of EFL instructors&rsquo
to teach EQ skills is lower than both their tendency to use EQ skills and their tendency to believe that EI skills should be taught in EFL classes. Furthermore, the analysis of the demographic information along with the questionnaire results revealed a correlation between the tendency of EFL instructors to teach EQ skills in their classes and their gender, workload and the type of the institution they work. The results also revealed that there is a relationship between the beliefs of EFL instructors related to the teaching of EQ skills in EFL classes and their workload.
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Becker, William J. "SHARED DISPLAY RULES AND EMOTIONAL LABOR IN WORK TEAMS". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194198.
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Emotions are an important part of the workplace. Emotional labor describes the monitoring and management of one's emotions at work. Employees perform emotional labor in response to explicit and perceived display rules for emotional expressions in the workplace. While compliance with these rules is generally beneficial for the organization, it may be detrimental to employee well-being.This study proposes a process model of emotional labor that extends from display rules to job attitudes and behaviors. It is unique in that it investigates display rules and emotional labor at the group level of analysis. It also includes coworkers as well as customers as targets of emotional labor. Display rule commitment is proposed as an important moderator between emotional labor and important individual job attitudes and behaviors that may account for previously mixed findings in the literature.The hypotheses of this study received general support. Specifically, group level display rules and emotional labor were viable constructs that had important consequences for job outcomes. Display rule commitment was an important predictor of job attitudes and behaviors and moderated the relationship between group level surface acting and emotional exhaustion. In addition, group level emotional labor showed a significant effect on a number of important job outcomes. It also moderated the relationship between individual level emotional labor and job attitudes and behaviors. These findings provide several promising new insights and directions for emotional labor research.
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Barger, Patricia B. "TOWARDS EXPLAINING EMOTIONAL LABOR: THE ROLE OF EMOTIONAL DISCREPANCIES". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1161882333.
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Geretti, Riccardo, i Arne Mahnken. "The Emotional Side of Innovation : The Role of Leader’s Emotional Intelligence in influencing Innovation Implementation". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74650.
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Today’s organizations struggle to remain competitive within the contemporary turbulent business environment and are therefore demanded to develop and implement new working processes. Organizations, although striving for innovation, frequently fail to fully benefit from them due to implementation failures. An often-disregarded issue is the entanglement of emotions during this phase. Thus, this thesis aims to investigate how innovation implementation is related to emotions, addressing it towards the team’s working climate and leader’s emotional intelligence. For this purpose, we employ a conceptual research approach to build an integrated conceptual model that, by proposing hypotheses and propositions, may serve as a starting point for future empirical studies. With this model, we suggest that leaders with higher levels of emotional intelligence, by the mindful management of emotions, can consciously influence the emotional contagion process and therefore affect the team climate. By establishing a climate for innovation characterized by a team vision, participative safety, task orientation and support for innovation, emotionally intelligent leaders can thus positively influence innovation implementation. The thesis does thereby contribute to an understanding of the factors that affect innovation implementation within teams.
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Butler, Lucy Marie. "Paternal depression, expressed emotion and child emotional and behavioural problems". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3698.
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Few studies currently exist which examine expressed emotion in depressed fathers, despite considerable evidence linking expressed emotion and depression in mothers. These findings are important as they indicate that mothers’ depressed mood is associated with an increase in child-directed critical comments and a decrease in positive comments, which have been linked to poorer child emotional and behavioural outcomes. There are limited findings exploring how depressed mood may impact fathers’ expressed emotion, and how this is in turn may impact upon the child. This paper reports findings from part of a longitudinal study examining fathers with depression in the postnatal period. The aim of this study was to determine whether child emotional and behavioural problems at age 2 years were associated with increased critical comments and decreased positive comments made by fathers (N = 143). It was predicted that fathers who were depressed when their child was 3 months or 12 months old would make more critical comments and fewer positive comments about their children at age 24 months, and that fathers’ critical comments would predict child emotional and behavioural problems at 24 months. Fathers’ depression at 12 months was found to be significantly related to child emotional and behavioural problems at 24 months. The children of fathers who made more positive comments had fewer reported emotional and behavioural difficulties at 24 months. Fathers’ positive comments were found to remain stable from 12 months to 24 months. There were no significant relationships found between fathers’ depression and the frequency of positive or critical comments. This study has implications for increasing fathers’ child-directed positive comments in order to prevent the development of child emotional and behavioural difficulties.
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Patni, Rachana. "Emotional fools and dangerous robots : postcolonial engagements with emotion management". Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5561.
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This thesis examines the context and practices of emotion management for National workers in International Non-Governmental Organizations (INGOs) through a study of national workers recruited into disaster intervention in India. The research draws on postcolonial theory and problematizes current work exploring the implications of race and intersectionality within emotion management. The data collection strategy involved a narrative-based semi-structured interview process with a view to surfacing social and discursive constructions. The interpretation comprised of three levels of reading that included explication, explanation and exploration based reading using postcolonial and poststructural-feminist theories. Results highlight the dominance of neoliberal practices in INGOs and explain how these practices foreground various colonial continuities in the ways in which INGOs respond to disasters. Neoliberal practices inform and impact on the emotion management of National workers as they create a masculine and instrumental emotion regime where emotions and compassion are seen as dispensable. The colonial continuities on which neoliberalism draws, have an impact on the relationships between National and Expatriate workers. These relationships become ‘emotional encounters’ based on asymmetries that disadvantage the former. This understanding paves the way for proposing changes in contemporary disaster management practices. In this context the emotion management of National workers is a complex performance. These complex performances are linked to the postcolonial concepts of mimicry, sly-civility and hybridity and to the operation of power through desires and subjectivity. Through this context based interpretation, emotion management and theorising can be extended in useful ways. In particular, I go beyond the normative nature of much current theorising. In doing so I am able to consider emotion management as an ‘embodied emotional performance’ that places additional stress on stigmatised identities. This formulation helps break down the binaries that inform our current conceptualisation of emotion management such as emotion work and emotional labour; surface and deep acting; real and fake emotions; felt and expressed emotions. It also blurs the distinction between emotional labour and aesthetic labour. Further, it helps identify different forms of resistance to neoliberal dictates about the role of emotions in organizations. This allows for the recognition that embodied emotional performances enable conformity as well as creative resistance against emotion norms in organizations.
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Simoes, Matos Saraiva A. C. "Motion and emotion : how emotional stimuli influence the motor system". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1541232/.
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This thesis examines the interaction between emotional stimuli and motor processes. Emotions are thought to be intimately linked to action, often triggering specific biases that automatically guide our behaviour for successful interaction. For example, emotional behaviour is influenced in a very specific way by two opposing appetitive and defensive motivational systems that trigger specific actions. Appetitive stimuli trigger approach, whereas aversive stimuli trigger avoidance, freezing or attack. These approachavoidance tendencies are likely to interact with and bias various motor processes, such as action selection, planning and execution, revealing a privileged relationship between emotion and motor processes. However, this interaction remains poorly understood. Investigating how emotional tendencies influence different motor processes will further our understanding of how emotions influence actions. To this end, five experiments were conducted. Experiment One examined how approach-avoidance actions are selected. Experiment Two investigated how emotional cues in the environment bias and prepare for action to anticipated emotional stimuli. Experiment Three evaluated the effect of approachavoidance tendencies on action execution and motor planning. Experiment Four assessed whether tendencies also influence our ability to suppress action execution. Finally, Experiment Five investigated whether updating of actions in response to emotional changes in the environment are influenced by response tendencies. Overall, this thesis found that approach-avoidance tendencies influence the selection of actions via a combination of topdown, goal-directed processes, and bottom-up, automatic processes. Predisposed tendencies did not influence any other motor process. Instead, positive and negative stimuli influenced action planning, execution and inhibition. Thus, motor processes are differentially influenced by approach-avoidance tendencies and emotional valence. This thesis demonstrates an intimate relationship between emotional stimuli and the motor system that appears to be influenced by both top-down and bottom-up mechanisms.
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Baldwin, Carol May. "The voice of emotion: Acoustic properties of six emotional expressions". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184337.
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Studies in the perceptual identification of emotional states suggested that listeners seemed to depend on a limited set of vocal cues to distinguish among emotions. Linguistics and speech science literatures have indicated that this small set of cues included intensity, fundamental frequency, and temporal properties such as speech rate and duration. Little research has been done, however, to validate these cues in the production of emotional speech, or to determine if specific dimensions of each cue are associated with the production of a particular emotion for a variety of speakers. This study addressed deficiencies in understanding of the acoustical properties of duration and intensity as components of emotional speech by means of speech science instrumentation. Acoustic data were conveyed in a brief sentence spoken by twelve English speaking adult male and female subjects, half with dramatic training, and half without such training. Simulated expressions included: happiness, surprise, sadness, fear, anger, and disgust. The study demonstrated that the acoustic property of mean intensity served as an important cue for a vocal taxonomy. Overall duration was rejected as an element for a general taxonomy due to interactions involving gender and role. Findings suggested a gender-related taxonomy, however, based on differences in the ways in which men and women use the duration cue in their emotional expressions. Results also indicated that speaker training may influence greater use of the duration cue in expressions of emotion, particularly for male actors. Discussion of these results provided linkages to (1) practical management of emotional interactions in clinical and interpersonal environments, (2) implications for differences in the ways in which males and females may be socialized to express emotions, and (3) guidelines for future perceptual studies of emotional sensitivity.
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Westwell, Nikki. "Autobiographical memory, emotional intelligence, emotion focusing and depression in children". Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/autobiographical-memory-emotional-intelligence-emotion-focusing-and-depression-in-children(7bb7083c-464b-419c-8a31-a39e4d381070).html.
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The link between overgeneral autobiographical memory (ANI) and depression has been well established in adults and in limited research on adolescents. Major theories propose that overgeneral AM is a consequence of childhood trauma, serving to minimise negative affect associated with aversive memories. The body of research in the area tends to support the premise that overgeneral ANI function as a short-term protective factor against memories of distressing experiences. However, in tile longer term, it may interact with other mechanisms such as rumination, social problem solving and working memory capacity, resulting in Vulnerability to depression. Understanding the developmental course of overgeneral AM in people Suffering from depression is important in the design and implementation of interventions for both children and adults suffering with depressed mood. This large-scale research project reviewed and critically evaluated studies on autobiographical memory across the lifespan in the context of the models of AM such as the Affect Regulation Hypothesis and Working Memory Capacity theories of Williams (1996). The aim of the current study was to explore the relationships between measures of AM, depressed mood, emotional intelligence and a new paradigm known as emotion focusing, in a non-clinical sample of 58 primary school age children. No statistically significant relationships were found between the constructs and children categorised as high and low in depression did not differ significantly on any of the measures suggesting that overgeneral AM may not be associated with depression in this age group. An analysis of effect sizes indicated that more depressed children may become increasingly reliant on an overgeneral retrieval style with age. This finding is potentially clinically meaningful and worthy of discussion. Limitations of the research and directions for future investigation, particularly those including longitudinal designs, are discussed. In addition, the theoretical and clinical implications of these findings are discussed.
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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.
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Witkowski, Gregory. "The Effect of Emotionally Validating and Invalidating Responses on Emotional Self-Efficacy". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3646.
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The power of abuse, either in childhood or in adulthood, is clear in many cases. Yet certain types of abuse are harder to detect and understand. Emotional invalidation is one type of abuse that is characterized by an incongruence or minimization of another person's emotions. This experimental study explored effects of emotional invalidation and emotional validation on people's level of emotional self-efficacy. Participants (n = 230) were recruited through Quest Mindshare using a survey created through SurveyMonkey, and randomly placed into 3 groups. All participants were given a survey that asked them to choose how certain pictures made them feel. In the experimental groups, experimenter feedback was either validating or invalidating. Following the survey, a measure of emotional self-efficacy was measured through the Emotional Self-Efficacy Scale (ESES). An ANCOVA research design was used in order to determine if differences in participant's ESES scores existed between the 3 groups, while controlling for age. The results revealed that the group receiving the invalidating feedback scored significantly lower than did the control group on the ESES score. This finding supports previous research completed with emotional invalidation and involves an aspect of communication that pertains to many different settings and interpersonal relationships including, but not limited to, teachers and students, family members, and friends. This study also has positive social change implications in the mental health field by illuminating the role of invalidating feedback on emotional self-efficacy, a finding which may inform clinicians' work to bolster mental health in all individuals.
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Bullock, James N. "Design Principles for Emotional Durability". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103850.
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Boakes, Jolee Alison. "The role of specific emotions in affective priming effects". University of Western Australia. Graduate School of Education, 2010. http://theses.library.uwa.edu.au/adt-WU2010.0116.
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[Truncated abstract] The finding that less time is needed to evaluate the valence of a target when it is preceded by a prime of the same valence, as opposed to one of the opposite valence, has become known as the affective priming effect. The research reported here investigated a new model of the mechanisms underlying affective priming effects, which focuses on the role of specific emotions within global valence categories. Specifically, this model stipulates that when presented with a stimulus that elicits particular emotions, the area of the brain corresponding to that emotion is automatically stimulated. This in turn will produce a diffuse activation of meaning nodes that are associated with that emotion. This emotion-based priming model departs from previous spreading activation accounts of affective priming, as it suggests that the facilitation effects observed in such studies may be due primarily to spreading activation via emotion-congruent, rather than valence-congruent, nodes. The overarching goal of the empirical research programme reported here was to test predictions based on this model. In three studies, facilitation effects ascribable to specific emotion-based congruence (e.g., fear-fear) were compared with those ascribable to global valence-based congruence (e.g., negative-negative) alone (i.e., in the absence of emotion-based congruence). Participants made valence judgements on targets which represented one of five basic human emotions: one positive (happy) and four negative (disgust, fear, sad, and anger). ... The fundamental design elements were the same across all three studies: the only difference was in the stimulus format of the prime-target pairs: emotion-laden scenes were used in Study One; facial expressions in Study Two; and emotion-laden words in Study Three. Results showed that, in comparison to the neutral and incongruent baselines, there were significant emotion-based priming effects across all stimulus formats. This result was also consistent across all of the negative emotions employed. Significant valence-based priming effects were, however, also obtained in each of the three studies, although these effects were more inconsistent than those obtained for emotion-based priming. That is, reaction times were significantly shorter on valence-congruent than on neutral and incongruent baseline trials, but only for a portion of the tests performed across the three studies. In Studies One and Two, reaction times were consistently shorter for emotion-congruent prime-target pairs than for valence-congruent prime-target pairs. This trend was absent in Study Three, in which word stimuli were used. These results indicate that while reaction times were facilitated, albeit inconsistently, for valence-congruent prime-target pairs, they were facilitated significantly further for emotion-congruent pairs when picture-based stimuli were used. The emotion-based and valence-based priming effects obtained across the three studies are discussed in terms of three competing theories: (i) spreading activation via global valence nodes, (ii) spreading activation via emotion centres, and (iii) expectancy-based processes. A dual-process hypothesis of affective priming is then proposed. The plausibility of the hypothesis is then explored through a synthesis and re-examination of results reported in previous affective priming research. Directions for future research to elaborate and extend on this work are discussed.
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Hultin, Maria. "Emotional Intelligence : The Three Major Theories in the Field". Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5231.
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Emotional intelligence (EI) is a term that has several definitions and theories. Three major views in the field of EI will be presented and discussed in this thesis, furthermore some practical implications for the research. There will also be a brief overview of the two fields of emotion and intelligence research, from where the concept of EI has emerged. The first view presented is Mayer and Salovey‟s four-branch model of EI, measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (the MSCEIT). The second view is the Bar-On model of emotional-social intelligence, closely related to the Emotional Quotient Inventory (the EQ-i). The third view is Goleman and colleagues‟ model of EI, which is measured with the Emotional Competence Inventory (the ECI). These different views of EI will be discussed in terms of ability-models and mixed-models, where the first model presented is referred to as an ability-model of EI and the following two models are seen as mixed-models of EI.
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Gabriel, Allison Stephanie. "Emotional Labor Within a Performance Episode: Understanding When and Why Employees Change Between Emotion Regulation Techniques with Customers". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1366556957.
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Knight, Charlotte. "Soft skills for hard work : an exploration of the efficacy of the emotional literacy of practitioners working within the National Offender Management Service (NOMS) with high risk offenders". Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/9890.
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This study seeks to explore ways in which the emotional content of probation intervention with offenders is central to practitioner/offender relationships, but constitutes a discourse that has been largely silenced within an organisation that favours a business orientated model. Questions addressed within this thesis relate to how practitioners understand, regulate and work with emotion; how the organisational 'silence' on the subject is maintained and reinforced; the costs of this silencing and how practitioners endeavour to surmount it in their daily working practices. The term 'emotional literacy' (Killick 2006) captures the phenomenon of 'emotion work' or the 'soft skills' that many practitioners use in pursuit of the 'hard work' of assessing, managing and enabling change in offenders. It is a qualitative study which has used a thematic analysis to explore the concept of emotional literacy in probation practice. The study is informed by a theoretically eclectic approach and uses Layder's theories of social domain (Layder 2006), and of interpersonal control (Layder 2004), as frameworks for analysis. Findings from the research demonstrate that the practice of emotional literacy is significantly affected by organisational and contextual constraints. The tensions inherent for practitioners in holding emotionally conflicting and ambivalent positions in their practice with offenders are illustrated. There is evidence that practitioners predominantly exercise interpersonal emotional control through benign means. However, some concerns were highlighted by respondents of the risk of more collusive, manipulative or even repressive means of interpersonal control being deployed. It is argued that in the absence of training and support in the area of emotions and emotion management, most of this 'underground' emotional work is subjective, idiosyncratic, undervalued and largely unnoticed by the organisation. It is further argued, that the silencing of the discourse imposes a burden on workers, providing them with few opportunities to explore the implications of their emotions in practice, and limiting the effectiveness of the organisation in enabling offenders to change. The research also reveals some gender implications. An argument is developed for the explicit building of emotional resources within the organisation to sustain the development, enhancement and support of emotional literacy in the workforce, and for an increased profile to be afforded these 'soft skills' in policy debates.
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Walther, Mireille, i Anja Hilbert. "Emotional openness, problematic eating behaviours, and overweight in adolescents". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-206051.
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Overweight, a common health condition in adolescence, has been linked with difficulties in emotional processing. This study investigates associations between emotional processing, conceptualised through the model of Emotional Openness (EO), problematic eating behaviours, including Eating in the Absence of Hunger and disinhibited eating, and overweight in adolescents. Several self-report instruments were completed by 160 youngsters (mean age: 14.36 ± 0.61 years) from the community, including 39 overweight and obese adolescents (24.5%). In girls, bootstrap analyses supported a mediating effect of restrained eating on the relation between three EO dimensions and body mass index percentile, in particular the communication of emotions, the cognitive-conceptual representation of emotions, and the perception of bodily indicator of emotions. No mediating effect was found in boys. These results have important implications for psychological weight management interventions, as they underline the relevance of work on emotional processing in order to reduce problematic eating behaviours.
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Nilsson, Peter. "Empathy and emotions : on the notion of empathy as emotional sharing". Doctoral thesis, Umeå University, Philosophy and Linguistics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-75.
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The topic of this study is a notion of empathy that is common in philosophy and in the behavioral sciences. It is here referred to as ‘the notion of empathy as emotional sharing’, and it is characterized in terms of three ideas. If a person, S, has empathy with respect to an emotion of another person, O, then (i) S experiences an emotion that is similar to an emotion that O is currently having, (ii) S’s emotion is caused, in a particular way, by the state of O or by S’s entertaining an idea of the state or situation of O, and (iii) S experiences this emotion in a way that does not entail that S is in the corresponding emotional state. The aim of the study is to clarify this notion of empathy by clarifying these three ideas and by tracing the history of their development in philosophy.
The study consists of two parts. Part one contains a short and selective account of the history in Western philosophy of the notion of empathy as emotional sharing. In chapter 2 Spinoza’s theory of imitation of affects and Hume’s theory of sympathy are presented. It is argued that these theories only exemplify the second idea characteristic of the notion of empathy as emotional sharing. Chapter 3 contains presentations of Adam Smith’s theory of sympathy, and Schopenhauer’s theory of compassion. These theories are shown to exemplify the second and the third idea. In chapter 4 there are presentations of Edith Stein’s description of Einfühlung, and Max Scheler’s account of empathy and fellow-feeling. It is shown that these accounts contain explicit specifications of the third idea, and it is argued that they also exemplify the second idea.
In part two, the three ideas are further clarified and the notion of empathy as emotional sharing is defined. Chapter 5 contains a discussion of the main contemporary philosophical analyses of empathy. Three different views are distinguished: one that construes empathetic emotions as emotional states, one that construes them as imagined emotions, and one that construes them as off-line emotions. The first two views are criticized and rejected. The third is accepted and further developed in chapter 6, which contains a general analysis of the emotions. A distinction is made between two ways of experiencing an emotion, and it is argued that it is possible to have the affective experience characteristic of a particular kind of emotional state without being in that kind of state. In chapter 7, a definition of ‘empathy’ is proposed. This definition contains specifications of the three ideas characteristic of the notion of empathy as emotional sharing, and it shows both how the empathizer’s emotion resembles the emotion of the empathee, and how this emotion is caused and experienced.