scholarly journals Your suffering is also mine: Older and younger couples’ responses to the partner’s upsetting memory

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1060-1060
Author(s):  
Jared Isaac Cortez ◽  
Stephanie J Wilson ◽  
M Rosie Shrout ◽  
Janice Kiecolt-Glaser
Keyword(s):  
Older Adults ◽  
Marital Conflict ◽  
Perspective Taking ◽  
Married Couples ◽  
Well Being ◽  
Emotional Intensity ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Suffering ◽  
Aging Theories

Abstract Aging theories posit that older adults maximize their well-being by regulating their emotions and investing in their closest relationships. Most research has examined these mechanisms using study confederates rather than close dyads. The existing work on couples has focused on marital conflict; none has examined responses to the spouse’s emotional suffering. To address this, 107 married couples ages 40-86 listened to their partner disclose an upsetting personal memory. Afterward, listeners rated their own and their partner’s emotions and perspective-taking; observers reliably coded listeners’ engagement and disclosers’ emotional intensity. Aging theories offer competing predictions: older listeners may disengage from their partner’s disclosure to avoid experiencing negative emotions. Alternatively, older adults may be more engaged and thus more reactive, given the increased investment in their close relationships. Findings showed that older listeners rated their disclosing partner as less sad compared to younger counterparts (p < .05). However, this effect was attenuated (p = .077) by observed emotional intensity, as older disclosers exhibited less intense emotions. There were no age differences in listeners’ own reactivity, perspective-taking, or observed engagement. Taken together, older adults disclosed with less emotional intensity, consistent with theory. By contrast, older listeners’ ratings were validated by external coders, not driven by positivity biases. Further, older listeners were no more or less engaged or reactive to their spouse’s disclosure than younger listeners. This study highlights a context wherein social and emotional motivations are at odds. Teasing these motivations apart will help us to better understand how social-emotional processes develop across adulthood.

Empathy in context: Socioeconomic status as a moderator of the link between empathic accuracy and well-being in married couples

2021 ◽  
pp. 026540752199075
Author(s):  
Emily F. Hittner ◽  
Claudia M. Haase
Keyword(s):  
Socioeconomic Status ◽  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Marital Satisfaction ◽  
Negative Affect ◽  
Marital Conflict ◽  
Married Couples ◽  
Well Being ◽  
Empathic Accuracy ◽  
Low Levels

The present laboratory-based study investigated socioeconomic status (SES) as a moderator of the association between empathic accuracy and well-being among married couples from diverse socioeconomic backgrounds. Empathic accuracy was measured using a performance-based measure of empathic accuracy for one’s spouse’s negative emotions during a marital conflict conversation. Aspects of well-being included well-being (i.e., positive affect, life satisfaction), ill-being (i.e., negative affect, anxiety symptoms, depressive symptoms), and marital satisfaction. SES was measured using a composite score of income and education. Findings showed that SES moderated associations between empathic accuracy and well-being. Empathic accuracy was beneficial (for well-being and ill-being) or not harmful (for marital satisfaction) at low levels of SES. In contrast, empathic accuracy was not beneficial (for well-being and ill-being) or harmful (for marital satisfaction) at high levels of SES. Results were robust (controlled for age, gender, and race). Findings are discussed in light of interdependence vs. independence in low- vs. high-SES contexts and highlight the importance of socioeconomic context in determining whether empathic accuracy benefits well-being or not.

The Communicated Perspective-Taking Rating System and links to well-being in marital conflict

2017 ◽  
Vol 24 (1) ◽  
pp. 185-202 ◽  
Author(s):  
JODY KOENIG KELLAS ◽  
KRISTEN CARR ◽  
HALEY KRANSTUBER HORSTMAN ◽  
DAVID DILILLO
Keyword(s):  
Marital Conflict ◽  
Perspective Taking ◽  
Well Being ◽  
Rating System

Cyberbullying and the Gifted: Considerations for Social and Emotional Development

2018 ◽  
Vol 41 (3) ◽  
pp. 130-135 ◽  
Author(s):  
Bronwyn MacFarlane ◽  
Keri Mina
Keyword(s):  
Well Being ◽  
Emotional Awareness ◽  
High Ability ◽  
Social Emotional ◽  
Online Bullying ◽  
Social And Emotional ◽  
Targeted Instruction ◽  
Use Of Technology ◽  
Teachers And Parents ◽  
High Ability Students

The use of technology can promote learning, higher-order thinking, deeper understanding, collaboration, and student engagement. But if unchecked and unfacilitated, online cyberbullying can become an impediment to learning and threaten young people’s sense of well-being. Cyberbullying is a type of youth aggression that teachers and parents must consider how to integrate technology for educational purposes and decrease online bullying scenarios with targeted instruction and strategies in an online culture. This article examines cyberbullying and relevant concerns to educating high-ability students. Motivation will be discussed with suggestions, resources, and considerations for working with high-ability young people in developing their social–emotional awareness and strategies for addressing bullying.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals Effectiveness of Marital Couple Interventions on Marital Conflict: a Systematic Review and Meta-analysis of Experimental Studies

2021 ◽  
Author(s):  
Likawunt Samuel Samuel ◽  
Getu Degu Alene
Keyword(s):  
Systematic Review ◽  
Marital Conflict ◽  
Couple Therapy ◽  
Marital Therapy ◽  
Meta Analysis ◽  
Intervention Group ◽  
Experimental Studies ◽  
Married Couples ◽  
Well Being ◽  
Risk Of Bias

Abstract Background: Marital life is an important social institution that greatly influences the health and well-being of individuals and the entire society. Inherently, marriage is a complex phenomenon that the risks for marital instability are ubiquitous including social upheavals, stay home order due to Coronavirus Disease 2019 (COVID 19). Several studies have been proposed different interventions to optimize the quality of marital life. However, problems related to marital conflict are getting worse and there are uncertainties about the effectiveness of the interventions. Thus, the current systematic review was aimed at examining the effectiveness of interventions in reducing a variety of aspects of marital conflict among the cohort of married couples.Methods: Randomized controlled trial (RCT) and Qazi experimental studies describing the effectiveness of marital couple interventions published over the last 10 years were retrieved from six electronic databases using different search terms, Medical subject heading (MeSH) terms “Marital therapy”, “Couple therapy”, or “Marital couple therapy” included in this study. The risk of bias in individual studies assessed based on the Cochrane Risk of Bias Tool. The effectiveness of the interventions was examined by comparing the intervention group with those who did not receive the intervention. Results: A total of 14, 536 records are searched from 6 databases, and eleven of these studies are included in the final systematic review and meta-analysis. Overall, the included studies were identified to have a low risk of bias and a substantial level of heterogeneity (I2 =96%). The meta-analysis confirmed that marital couple’s interventions significantly improved marital conflict among distressed couples (Pooled effect size, -1.71, [-2.93, -0.49])Conclusions: This finding indicated that marital couples’ interventions effectively reduce marital conflict among a cohort of married couples. Thus, marital counselors and educators are strongly suggested to compile and use the interventions outline in this study. Funding: There is no source of funding, that, the authors have no competing interests to declare. Systematic review registration: This study is registered as PROSPERO: CRD42020218280

scholarly journals Adaptation of “Sociotropy—Self-Sufficience” Questionnaire for Russian Sample on Middle Adults and Ageing People

2021 ◽  
Vol 14 (3) ◽  
pp. 217-233
Author(s):  
O.Y. Strizhitskaya ◽  
M.D. Petrash ◽  
I.R. Murtazina ◽  
G.A. Vartanyan
Keyword(s):  
Older Adults ◽  
Age Groups ◽  
Well Being ◽  
General Factor ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
Independent Analysis ◽  
Males And Females ◽  
Confirmatory Analysis ◽  
Psychometric Validity

Present paper describes that adaptation of a questionnaire on the sociotropy or own assumptions and goals. Paper presents the results of the psychometric validity of the Russian adaptation of the Questionnaire for middle and older adults. Participants were adults aged 35-75 (N=358; M= 49,27; SD = 11,08; 75,5 % — females). Our adaptation was based on a New Zealand version of the “Socitropy/ Autonomy scale” by A. Beck. To check the criterial validity we used “Differential questionnaire of loneliness experiences”, “Social and emotional loneliness scales for middle and older adults”, “Psychological well-being scale by C. Ryff”. The results of the exploratory and confirmatory analysis identified four subscales: “Social non-confidence”, “Dependence on other’s opinion”, “Affiliation” and “Independence”. Psychometric tests proved that all identified scales had internal consistency, and form a general factor. Final confirmatory analysis showed that four scales are comparatively independent. Analysis of the results in age and sex groups showed that the questionnaire maintained its consistency in age groups (middle adulthood, later adulthood, aging) as well as for males and females. Thus, our results revealed that our adaptation could be used on adults and older adults in Russia.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

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