To Understand Is to Forgive: Learning a Simple Model of Appraisal Leads to Emotion Knowledge Transfer and Enhances Emotional Acceptance and Empathy

2019 ◽  
Vol 57 (2) ◽  
pp. 906-940 ◽  
Author(s):  
Ilya Lyashevsky ◽  
Melissa Cesarano ◽  
John Black
Keyword(s):  
Simple Model ◽  
Knowledge Transfer ◽  
High School Graduates ◽  
Emotional Reactions ◽  
Control Group ◽  
Emotion Knowledge ◽  
Social Emotional ◽  
Emotional Acceptance ◽  
System A ◽  
The Impact

Social emotional learning (SEL) is an increasingly important area of study that aims to develop skills critical for healthy social functioning. Despite SEL’s growing ubiquity, little attention has been paid to how to achieve SEL knowledge transfer. One promising approach is to teach a model of the emotion system. A randomized control study was conducted with a sample of U.S. high school graduates (n = 303) to test this SEL methodology. The impact of a 1-hour online intervention involving learning a simple model of appraisal was tested. As predicted, the experimental groups rated their own and others’ emotional reactions as significantly less blameworthy than the control group did, signaling emotion knowledge transfer and greater empathy and emotion acceptance. These results are discussed.

scholarly journals The Impact of Group Drumming on Social-Emotional Behavior in Low-Income Children

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Ping Ho ◽  
Jennie C. I. Tsao ◽  
Lian Bloch ◽  
Lonnie K. Zeltzer
Keyword(s):  
Youth Development ◽  
Low Income ◽  
School Counselor ◽  
Broad Band ◽  
Attention Problems ◽  
Emotional Behavior ◽  
Control Group ◽  
Social Emotional ◽  
Oppositional Defiant ◽  
The Impact

Low-income youth experience social-emotional problems linked to chronic stress that are exacerbated by lack of access to care. Drumming is a non-verbal, universal activity that builds upon a collectivistic aspect of diverse cultures and does not bear the stigma of therapy. A pretest-post-test non-equivalent control group design was used to assess the effects of 12 weeks of school counselor-led drumming on social-emotional behavior in two fifth-grade intervention classrooms versus two standard education control classrooms. The weekly intervention integrated rhythmic and group counseling activities to build skills, such as emotion management, focus and listening. The Teacher’s Report Form was used to assess each of 101 participants (n= 54 experimental,n= 47 control, 90% Latino, 53.5% female, mean age 10.5 years, range 10–12 years). There was 100% retention. ANOVA testing showed that intervention classrooms improved significantly compared to the control group in broad-band scales (total problems (P< .01), internalizing problems (P< .02)), narrow-band syndrome scales (withdrawn/depression (P< .02), attention problems (P< .01), inattention subscale (P< .001)), Diagnostic and Statistical Manual of Mental Disorders-oriented scales (anxiety problems (P< .01), attention deficit/hyperactivity problems (P< .01), inattention subscale (P< .001), oppositional defiant problems (P< .03)), and other scales (post-traumatic stress problems (P< .01), sluggish cognitive tempo (P< .001)). Participation in group drumming led to significant improvements in multiple domains of social-emotional behavior. This sustainable intervention can foster positive youth development and increase student-counselor interaction. These findings underscore the potential value of the arts as a therapeutic tool.

scholarly journals Aggressiveness, instability and social-emotional education in an inclusive environment

Comunicar ◽  
2021 ◽  
Vol 29 (66) ◽  
pp. 45-55
Author(s):  
Ana-M. Tur-Porcar ◽  
Anna Llorca-Mestre ◽  
Vicenta Mestre-Escrivá
Keyword(s):  
Public Schools ◽  
Control Group ◽  
Social Emotional ◽  
Emotional Instability ◽  
Inclusive Schools ◽  
Post Test ◽  
Educación Primaria ◽  
The Impact ◽  
Experimental Group ◽  
Emotional Education

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further. En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

scholarly journals The Impact of Psycho-Education on in Vitro Fertilisation Treatment Efficiency

PRILOZI ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 211-216 ◽  
Author(s):  
Jana Belevska
Keyword(s):  
Intervention Group ◽  
Emotional Reactions ◽  
In Vitro Fertilisation ◽  
Control Group ◽  
Vitro Fertilization ◽  
Severity Of Depression ◽  
Spss Software ◽  
The Impact ◽  
Fertilisation Treatment

Abstract Aim: The aim of the study was to examine the efficiency of psycho-education of candidates for the IVF in stress, anxiety and depression decreasing, and the impact of the psycho educative techniques on the successfulness of the treatment. Method: A random sample of 64 candidates for IVF treatment is divided in two groups: control group without psycho-education (32 candidates) and intervention group of 32 candidates included in psycho-education. Depression, anxiety and stress scale (DASS) was used as a psychometric test. It’s a multiple choice, self-reported inventory for measuring the levels of stress, anxiety and severity of depression. For statistic evaluation SPSS software was used. Results: The study shows that the intervention group included in psycho-education has a signifycantly lower scores on stress (t = 3.201, p < 0.05) and anxiety (t = 2.311, p < 0.05). The scale of depression did not show differences in the two compared groups. However, the success of the IVF treatment is more common among candidates that were included in psycho-education. Conclusion: In our country, psycho-education of candidates for in vitro fertilization is not systematically integrated in the treatment. The study showed the efficiency of psycho-education in anxiety and stress decreasing, as well as significant impact in the successfulness of the treatment. It was pointed out that psychological support of candidates for IVF is important for the lessening of the negative emotional reactions of candidates as well as for the successfulness of the treatment.

Physiological importance of system A-mediated amino acid transport to rat fetal development

2002 ◽  
Vol 282 (1) ◽  
pp. C153-C160 ◽  
Author(s):  
Stuart Cramer ◽  
Mark Beveridge ◽  
Michael Kilberg ◽  
Donald Novak
Keyword(s):  
Amino Acids ◽  
Amino Acid ◽  
Fetal Growth ◽  
Growth And Development ◽  
Amino Acid Transporter ◽  
Fetal Weight ◽  
Control Group ◽  
System A ◽  
Acid Transporter ◽  
The Impact

Fetal growth and development are dependent on the delivery of amino acids from maternal amino acid pools to the fetal blood. This is accomplished via transfer across the apical and basal plasma membrane of the placental syncytiotrophoblast. The aim of this study was to determine whether inhibition of system A (amino acid transporter) was associated with a decrease in fetal weight in the rat. System A is a ubiquitous Na+-dependent amino acid transporter that actively transports small zwitterionic amino acids. In brief, system A was inhibited by infusing a nonmetabolizable synthetic amino acid analog, 2-(methylamino)isobutyric acid from days 7–20 of gestation. On day 20, the rats were killed and tissues (maternal liver, fetuses, and placentas) were collected for analysis. The degree of system A inhibition was determined, as was the impact of said inhibition on fetal and maternal weights, system A-mediated placental transport, and placental system A-mediated transporter expression. Our results suggest that when system A is inhibited, fetal weight is diminished [control group: −3.55 ± 0.04 g ( n = 113), experimental group: −3.29 ± 0.04 g ( n = 128)], implying an integral role for system A transport in fetal growth and development in the rat.

Passport to the future: Boosting academic outcomes and citizenship through urban debate

2021 ◽  
Vol 20 (1) ◽  
pp. 17-36
Author(s):  
Joseph N Patten ◽  
Stephen J Chapman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Control Group ◽  
Sat Scores ◽  
Average Growth ◽  
Grade Point ◽  
9Th Grade ◽  
12Th Grade ◽  
Urban Debate ◽  
The Impact

This study examines the impact of a university-high school debate mentoring program on educational outcomes of high school graduates attending a racially segregated school in New Jersey, USA. Evidence shows that from 2011 to 2018, participants had stronger grade point average growth, higher cumulative grade point averages, and higher SAT scores relative to non-debating graduates. The sample ( N = 275) consists of 55 high school graduates who competed on the debate team and a control group of 220 non-debating graduates. Findings indicate debate graduates experienced a 0.81 GPA growth (2.5–3.31) from 9th grade to 12th grade while non-debate graduates exhibited a markedly lower 0.10 GPA growth (2.2–2.3). Debaters scored higher on particular sections of the SAT exam and overall SAT scores. The study provides evidence of the potential efficacy of debate team membership on student outcomes.

The Therapist’s Reaction to a Patient’s Suicide

Crisis ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 99-105 ◽  
Author(s):  
Friedrich Martin Wurst ◽  
Isabella Kunz ◽  
Gregory Skipper ◽  
Manfred Wolfersdorf ◽  
Karl H. Beine ◽  
...  
Keyword(s):  
Emotional Responses ◽  
Well Being ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Analog Scale ◽  
General Hospitals ◽  
Item Questionnaire ◽  
Retrospective Nature ◽  
The Impact ◽  
Over Time

Background: A substantial proportion of therapists experience the loss of a patient to suicide at some point during their professional life. Aims: To assess (1) the impact of a patient’s suicide on therapists distress and well-being over time, (2) which factors contribute to the reaction, and (3) which subgroup might need special interventions in the aftermath of suicide. Methods: A 63-item questionnaire was sent to all 185 Psychiatric Clinics at General Hospitals in Germany. The emotional reaction of therapists to patient’s suicide was measured immediately, after 2 weeks, and after 6 months. Results: Three out of ten therapists suffer from severe distress after a patients’ suicide. The item “overall distress” immediately after the suicide predicts emotional reactions and changes in behavior. The emotional responses immediately after the suicide explained 43.5% of the variance of total distress in a regression analysis. Limitations: The retrospective nature of the study is its primary limitation. Conclusions: Our data suggest that identifying the severely distressed subgroup could be done using a visual analog scale for overall distress. As a consequence, more specific and intensified help could be provided to these professionals.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

A Newspaper’s Effect on the Strength of Automatic Associations in Memory

2012 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Florian Arendt
Keyword(s):  
Treatment Group ◽  
Term Effect ◽  
Control Group ◽  
Implicit Measure ◽  
Short Term ◽  
Short Term Treatment ◽  
Short Term Effect ◽  
Automatic Associations ◽  
Foreign Nationality ◽  
The Impact

A test was done to see if reading a newspaper which consistently overrepresents foreigners as criminals strengthens the automatic association between foreign country and criminal in memory (i.e., implicit cultivation). Further, an investigation was done to find out if reading articles from the same newspaper produces a short-term effect on the same measure and if (1) emotionalization of the newspaper texts, (2) emotional reactions of the reader (indicated by arousal), and (3) attributed text credibility moderate the short-term treatment effect. Eighty-five participants were assigned to one of three experimental conditions. Participants in the control group received short factual crime texts, where the nationality of the offender was not mentioned. Participants in the factual treatment group received the same texts, but the foreign nationality was mentioned. Participants in the emotionalized treatment group received emotionalized articles (i.e., texts which are high in vividness and frequency) covering the same crimes, with the foreign nationality mentioned. Supporting empirical evidence for implicit cultivation and a short-term effect was found. However, only emotionalized articles produced a short-term effect on the strength of the automatic association, indicating that newspaper texts must have a minimum of stimulus intensity to overcome an effect threshold. There were no moderating effects of arousal or credibility pertaining to the impact on the implicit measure. However, credibility moderated the short-term effect on a first-order judgment (i.e., estimated frequency of foreigners of all criminals). This indicates that a newspaper’s effect on the strength of automatic associations is relatively independent from processes of propositional reasoning.

Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program

2018 ◽  
Vol 10 (2) ◽  
pp. 20204
Author(s):  
Laetitia Idier ◽  
Aurélie Untas ◽  
Nicole Rascle ◽  
Michèle Koleck ◽  
Maider Aguirrezabal ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Vascular Access ◽  
Educational Program ◽  
Psychological State ◽  
Control Group ◽  
Dialysis Patients ◽  
Emotional Change ◽  
The Impact ◽  
Experimental Group

Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.

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