Can hurt feelings make people angry?

2013 ◽  
Author(s):  
Eka Fitriyani ◽  
Desma Husni ◽  
Rita Susanti ◽  
Mirra Noor Milla ◽  
Hidayat
Keyword(s):  
2015 ◽  
Vol 46 (6) ◽  
pp. 785-810 ◽  
Author(s):  
Rachel M. McLaren ◽  
Andrew C. High

Although the supportive communication people receive from others during stressful times can be helpful, it can also result in negative outcomes. One explanation for these different effects might be how closely the support people receive matches their desires. This study extends optimal matching theory and examines how the discrepancy between the support people want and what they receive (called support gaps) corresponds with hurt feelings, perceived negative relational consequences, and esteem improvement. People can either receive less support than the desire (i.e., be under-benefited) or receive more support than they desire (i.e., be over-benefited), and these different types of support gaps produce distinct patterns of results. Specifically, action-facilitating support, which includes informational and tangible support, and nurturant support, which includes emotional, esteem, and network support, were studied. Results showed that being over-benefited in informational support and being under-benefited in emotional and esteem support is hurtful, and hurt corresponded with negative relational consequences and reduced esteem improvement. Implications for research on support gaps and hurt feelings are discussed.


2021 ◽  
pp. 31-49
Author(s):  
George Sher

This chapter examines the connections between thought and harm from an ex ante perspective. It asks whether the antecedent risk that a given belief, attitude, or fantasy will have a harmful impact on another is ever high enough to render that thought impermissible. The kinds of harms that are discussed include the frustration of others’ private desires, the infliction of offense and hurt feelings, and various forms of economic and physical damage. The chapter’s conclusion is that while the risks that are posed by some thoughts approach the permissibility threshold, none actually crosses the line.


Author(s):  
Peggy D. Bennett
Keyword(s):  

Teachers fix things. We face a myriad of fixings daily. We unscramble misunderstandings, clarify errors, and soothe hurt feelings. We don’t always get it right, but we so often try. Our compassion and love for students seep into our responses to them. We want them to be happy, comfortable, and at ease. But sometimes we witness their dis- ease. They are angry, hurt, disappointed. They pout. All these reactions are normal parts of growing and living. But what do we do about them? How do we make it better? How can we fix the upset? We know we can be compassionate about students’ feelings. Yet sometimes it is the “letting go of fixing” that can challenge us. Can we be strong enough to allow others to be upset? Can we let anger, disappointment, or frustration run its course rather than try to alleviate it? Can we know whether it is time to inter­vene or let it be? When others are out of sorts, we sometimes need to allow them simply to experience it. Important growth develops for us all when we realize, “I’ll be okay. I’m just going to be angry [hurt, disappointed] for a while.” Allowing others to be upset is not the same as ignoring their troubles. Compassion and assistance are perennial foundations of being a teacher. We can be kind as we allow others to be upset. They can feel the bad feelings and live through them. They can learn that their hurt is temporary. They can learn that they will bounce back, and when they do, we’ll be right there to help them move along.


Author(s):  
Rosemary S. L. Mills ◽  
Caroline C. Piotrowski
Keyword(s):  

Hurt Feelings ◽  
2012 ◽  
pp. 297-318
Author(s):  
Luciano LAbate
Keyword(s):  

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