“Seeking Privacy Makes Me Feel Bad?”: An Exploratory Study Examining Emotional Impact on Use of Privacy-Enhancing Features

2020 ◽  
pp. 600-617
Author(s):  
Hsiao-Ying Huang ◽  
Masooda Bashir
Keyword(s):  
Exploratory Study ◽  
Emotional Impact

“I Honestly Would Not Have Known What to Do”: An Exploratory Study of Perspectives on Client Suicide Among Vocational Rehabilitation Support Staff

2017 ◽  
Vol 80 (3) ◽  
pp. 458-475 ◽  
Author(s):  
Emily M. Lund ◽  
Jared C. Schultz ◽  
Katie B. Thomas ◽  
Michael R. Nadorff ◽  
Christina M. Sias ◽  
...  
Keyword(s):  
Vocational Rehabilitation ◽  
Exploratory Study ◽  
People With Disabilities ◽  
Support Staff ◽  
Emotional Impact ◽  
Client Suicide ◽  
High Prevalence ◽  
Suicide Training ◽  
And Training ◽  
Do So

Despite the high prevalence of suicide both overall and among people with disabilities in particular, little research has explored suicide in the context of the vocational rehabilitation (VR) system or in counseling support staff in general. We analyzed the responses of 14 VR support staff who responded to an open-ended qualitative prompt regarding their experiences with suicide training and competency. Key themes included a perceived lack of and desire for more training regarding suicide, seeking and receiving suicide training outside of VR, and a perceived lack of resources for working with suicidal clients. Responses also underscored the heavy emotional impact of working with these clients, especially when one feels unprepared to do so. These results suggest that it is important to provide VR support staff with resources and training for addressing suicide in their client populations.

Perceptions of the Significant Other of the Effects of Psychodynamic Psychotherapy

1996 ◽  
Vol 168 (1) ◽  
pp. 87-93 ◽  
Author(s):  
Jane Roberts
Keyword(s):  
Family Relationships ◽  
Exploratory Study ◽  
Psychodynamic Psychotherapy ◽  
Extended Family ◽  
Structured Interview ◽  
Emotional Impact ◽  
Individual Psychotherapy ◽  
Significant Other ◽  
The Impact ◽  
The Relationship

BackgroundClinical practice suggests that partners of psychotherapy patients often have powerful feelings about the therapy and therapist. The repercussions of psychotherapy on those close to the patient are rarely considered. A small exploratory study was therefore conducted.MethodAll patients who had completed at least two months of weekly psychodynamic psychotherapy in 1990 at an out-patient unit of a psychiatric hospital (n = 35) and had a partner with whom they were living at the time of starting therapy (n = 23) were contacted. Eight gave permission for their partner to be contacted directly. All eight partners agreed to participate in a semi-structured interview exploring their perceptions of the effects of the therapy on a number of family relationships. The impact of the process of the study was also investigated by means of a questionnaire sent to all partners some weeks after the interview.ResultsConsiderable changes were perceived to have taken place in association with therapy affecting not only the relationship between the couple but also their parenting relationship, the children, and at times members of the extended family. Partners' views about the direction of such changes seemed to influence other perceptions about the therapy.ConclusionsThe repercussions of individual psychotherapy may well spread extensively within a family. This further blurs the boundary between individual and family therapy, both theoretically and clinically. Research procedures are themselves a major intervention and may have a considerable emotional impact on participants.

The emotional impact of medical error on Portuguese medical residents - An exploratory study

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Mota ◽  
A Moreira de Sousa ◽  
L Ribeiro
Keyword(s):  
Health Professional ◽  
Medical Error ◽  
Exploratory Study ◽  
Unmet Need ◽  
Psychological Support ◽  
Medical Residents ◽  
Emotional Impact ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
The Impact

Abstract Background The consequences of the medical error on patients are unquestionable. However, the emotional impact on the health professional that made the error is usually devastating and usually neglected. The present study aimed to study the perception and experiences in a sample of medical residents regarding the emotional impact of the medical error in a clinician. Methods A cross-sectional and exploratory study analyzed a sample of 264 Portuguese residents. A survey with multiple-choice questions was created, taking into account the available scientific literature on this topic. The survey was then shared online within the mailing lists and social groups of Portuguese medical residents. The responses were collected between 14th-29th February 2020. Descriptive and logistic regression analyses were carried out using R 3.6.1 and Rstudio 1.2.5033. Results 48,1% of the residents mentioned that at a certain point in their careers, they made a medical error. 98,4% of them had indirect contact (e.g., discussions with colleagues) with scenarios where a medical error could or was made. The residents that made a medical error had mainly feelings of guilt (85,8%), anxiety (73,2%), and frustration (64.6%). 93,7% of the clinicians that made a medical error reported more caution and the implementation of preventive measures in their future practice. 16,5% of them thought about leaving the medical profession. The odds for a medical error are 2,44 higher (95% CI 1,49-4,02) in the later phase of medical residency. Conclusions Although international literature describes the impact of medical error on the clinician, there is no published research on this theme in Portugal. The results allowed us to explore the emotional impact of these events and underline the unmet need for psychological support for the health professional. This exploratory study may serve as support for other research studies on this matter with a more robust methodology and a bigger sample size. Key messages Medical error is frequent and has an emotional impact on medical residents. Need for further research in Portugal and the creation of programs for psychological support.

scholarly journals Feeling Left Out: Underserved Audiences in Science Communication

2020 ◽  
Vol 8 (1) ◽  
pp. 164-176 ◽  
Author(s):  
Christian Humm ◽  
Philipp Schrögel ◽  
Annette Leßmöllmann
Keyword(s):  
Focus Groups ◽  
Exploratory Study ◽  
Science Communication ◽  
Language Skills ◽  
The Other ◽  
Emotional Impact ◽  
Detailed Composition ◽  
Communication Practices ◽  
The One ◽  
Deliberative Processes

Science communication only reaches certain segments of society. Various underserved audiences are detached from it and feel left out, which is a challenge for democratic societies that build on informed participation in deliberative processes. While only recently researchers and practitioners have addressed the question on the detailed composition of the not reached groups, even less is known about the emotional impact on underserved audiences: feelings and emotions can play an important role in how science communication is received, and “feeling left out” can be an important aspect of exclusion. In this exploratory study, we provide insights from interviews and focus groups with three different underserved audiences in Germany. We found that on the one hand, material exclusion factors such as available infrastructure or financial means as well as specifically attributable factors such as language skills, are influencing the audience composition of science communication. On the other hand, emotional exclusion factors such as fear, habitual distance, and self- as well as outside-perception also play an important role. Therefore, simply addressing material aspects can only be part of establishing more inclusive science communication practices. Rather, being aware of emotions and feelings can serve as a point of leverage for science communication in reaching out to underserved audiences.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective

Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

2010 ◽  
Vol 57 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Melanie K. T. Takarangi ◽  
Deryn Strange
Keyword(s):  
Well Being ◽  
The Other ◽  
Personal Perspective ◽  
Emotional Impact ◽  
Potential Mechanism ◽  
Negative Experiences ◽  
Negative Memory ◽  
The Relationship ◽  
Negative Memories ◽  
Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

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