Letters to the Editor

PEDIATRICS ◽  
1966 ◽  
Vol 37 (3) ◽  
pp. 533-534
Author(s):  
CLARENCE H. WEBB
Keyword(s):  
Emotional Responses ◽  
Self Esteem ◽  
Domestic Animals ◽  
Allergic Reactions ◽  
Letters To The Editor ◽  
Previous Communication

Dr. Horowitz' letter and the previous communication from Dr. Hugh Carithers Padiatrics 37:386, 1966) are welcome because of the added facets which they introduce to the fascinating topic of the interaction between children and their pets, as well as other domestic animals. My brief commentary was concerned largely with the prehistoric and historic association of man and his animal domestics, with a few remarks concerning shared infections; whole volumes could additionally be written about allergic reactions, emotional responses, the value of pets in training children in areas of responsibility and self-esteem, fears, myths, and legends.

Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies

2018 ◽  
Vol 16 (4) ◽  
pp. 421-435 ◽  
Author(s):  
Shelley Stagg Peterson ◽  
Alison Altidor-Brooks
Keyword(s):  
Emotional Responses ◽  
Primary Teachers ◽  
Self Esteem ◽  
Social Knowledge ◽  
Language And Literacy ◽  
Specific Language ◽  
Video Recordings ◽  
Language Strategies ◽  
Play Group ◽  
Support Students

The goal of this study is to inform teachers’ practice by identifying specific language strategies that young children use in their play and suggesting ways that teachers can build on our findings to support students’ language and literacy. Deductive analyses of video-recordings of 5-year old children playing at the sand center revealed that children used cohesive strategies, such as repetitions and conjunctions, to tie together the ideas from one speaker to the next, in order to maintain the flow of the play. Children also used facework strategies, such as complimenting peers, softening regulatory language with words such as “just,” and showing interest in others’ activities. These strategies helped children to build relationships with peers and enhance their positive self-esteem as members of the play group. Children used language primarily for imaginative purposes, in addition to communicating information, regulating others’ behavior, and expressing their individuality and emotional responses to activities at the sand center. Primary teachers may find these results useful for guiding assessment of children’s knowledge of and flexibility in using linguistic and semiotic resources to achieve social purposes and to create cohesive narratives in informal interactions.

The Relationship Between the Motivation to Commit Infidelity and Negative Affect and Self-Esteem: How Cheating in Romance Might Signal Positive Well-Being in Adolescents

2020 ◽  
pp. 003329412097394
Author(s):  
Ana M. Beltrán-Morillas ◽  
María Alonso-Ferres ◽  
Marta Garrido-Macías ◽  
Laura Villanueva-Moya ◽  
M. Dolores Sánchez-Hernández ◽  
...  
Keyword(s):  
Negative Affect ◽  
Romantic Relationships ◽  
Personal Growth ◽  
Emotional Responses ◽  
Well Being ◽  
Self Esteem ◽  
Correlational Study ◽  
Psychological Well Being ◽  
The Relationship

Infidelity occurs in adult romantic relationships quite often; however, little is known about this relational phenomenon in the adolescent stage, despite its being a surprisingly common behavior. Through a correlational study, we set out to examine how the various documented motivations to engage in an act of infidelity are associated with negative emotional responses, self-esteem, and psychological well-being. In a sample of Spanish adolescents ( N = 346 [ Mage = 15.71, SD = 1.27; range from 13 to 19]), results showed that committing an act of infidelity due to sexual or emotional dissatisfaction (vs. neglect and anger) is related to higher levels of psychological well-being by undermining negative affect, thereby increasing the levels of self-esteem. The discussion of the findings emphasizes that infidelity could favor adolescents’ personal growth, because of the need to explore new sensations and feelings that arise during this period.

scholarly journals Infrared Thermography in the Study of Animals’ Emotional Responses: A Critical Review

Animals ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. 2510 ◽  
Author(s):  
Tiziano Travain ◽  
Paola Valsecchi
Keyword(s):  
Blood Flow ◽  
Infrared Thermography ◽  
Critical Review ◽  
Physiological Responses ◽  
Emotional Responses ◽  
Domestic Animals ◽  
Emotional Reactions ◽  
Important Research ◽  
Research Topics ◽  
As Stress

Whether animals have emotions was historically a long-lasting question but, today, nobody disputes that they do. However, how to assess them and how to guarantee animals their welfare have become important research topics in the last 20 years. Infrared thermography (IRT) is a method to record the electromagnetic radiation emitted by bodies. It can indirectly assess sympathetic and parasympathetic activity via the modification of temperature of different body areas, caused by different phenomena such as stress-induced hyperthermia or variation in blood flow. Compared to other emotional activation assessment methods, IRT has the advantage of being noninvasive, allowing use without the risk of influencing animals’ behavior or physiological responses. This review describes general principles of IRT functioning, as well as its applications in studies regarding emotional reactions of domestic animals, with a brief section dedicated to the experiments on wildlife; it analyzes potentialities and possible flaws, confronting the results obtained in different taxa, and discusses further opportunities for IRT in studies about animal emotions.

Further Ultrastructural Observations on Metastatic Nodules of Human Breast Cancer

1968 ◽  
Vol 26 ◽  
pp. 224-225
Author(s):  
John L. Swedo ◽  
R. W. Talley ◽  
John H. L. Watson
Keyword(s):  
Breast Cancer ◽  
Human Breast Cancer ◽  
Estrogen Therapy ◽  
Specimen Preparation ◽  
Human Breast ◽  
Autophagic Vacuoles ◽  
Previous Communication ◽  
Linear Profiles ◽  
Metastatic Nodule

Since the report, which described the ultrastructure of a metastatic nodule of human breast cancer after estrogen therapy, additional ultrastructural observations, including some which are correlative with pertinent findings in the literature concerning mycoplasmas, have been recorded concerning the same subject. Specimen preparation was identical to that in.The mitochondria possessed few cristae, and were deteriorated and vacuolated. They often contained particulates and fibrous structures, sometimes arranged in spindle-shaped bundles, Fig. 1. Another apparent aberration was the occurrence, Fig. 2 (arrows) of linear profiles of what seems to be SER, which lie between layers of RER, and are often recognizably continuous with them.It was noted that the structure of the round bodies, interpreted as within autophagic vacuoles in the previous communication, and of vesicular bodies, described morphologically closely resembled those of some mycoplasmas. Specifically, they simulated or reflected the various stages of replication reported for mycoplasmas grown on solid nutrient. Based on this observation, they are referred to here as “mycoplasma-like” structures, in anticipation of confirmatory evidence from investigations now in progress.

Letters to the Editor

1972 ◽  
Vol 3 (3) ◽  
pp. 38-39
Author(s):  
Jean L. Anderson ◽  
Clara B. Weir ◽  
Marvin Schnur
Keyword(s):  
Letters To The Editor

Letters to the Editor

1974 ◽  
Vol 5 (3) ◽  
pp. 180-181
Author(s):  
T. E. Borton ◽  
Mary K. White
Keyword(s):  
Letters To The Editor

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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