<p>Syftet med denna studie var att undersöka reliabiliteten i en metod för att observera affektuttryck, Stålforsmetoden. Stålforsmetoden fokuserar primärt på affektuttryck i ansiktet, och mer specifikt den första affekten som en patient uttrycker under en psykoterapisession (”överföringsaffekt”). Den teoretiska grunden är affektteori som utvecklats av Silvan Tomkins och Paul Ekman. Data har samlats in med strukturerad observation och analyseras kvantitativt. Interbedömarreliabilitet beräknades med Cohen’s Kappa och uppgick till K = 0,03, vilket innebär att det inte finns någon statistiskt säker överensstämmelse mellan bedömarna. Möjliga orsaker till avsaknaden av interbedömarreliabilitet såsom utbildningens utformning och omfattning samt operationaliseringen av observationsvariabeln diskuteras och förslag på framtida forskning lämnas.</p> / <p>The purpose of this study was to explore the reliability of a method for observing expressions of affect, “Stålforsmetoden”. Stålforsmetoden focuses primarily on facial expression of affect, and more precisely the first expression presented by a patient in a psychotherapy session (referred to as transference affect). The theoretical basis is affect theory as developed in the works of Silvan Tomkins and Paul Ekman respectively. Data has been collected through structured observation and analyzed quantitatively. Inter-rater reliability was calculated using Cohen’s Kappa and amounted to K = 0.03, which means that there was no significant agreement between raters. This result implies that the reliability of Stålforsmetoden in its present form is insufficient and that further development of the method is needed. Possible reasons for the absence of inter-rater reliability such as the adequacy of education and the operationalization of transference affect are discussed and suggestions for future research are presented.</p>

Syftet med denna studie var att undersöka reliabiliteten i en metod för att observera affektuttryck, Stålforsmetoden. Stålforsmetoden fokuserar primärt på affektuttryck i ansiktet, och mer specifikt den första affekten som en patient uttrycker under en psykoterapisession (”överföringsaffekt”). Den teoretiska grunden är affektteori som utvecklats av Silvan Tomkins och Paul Ekman. Data har samlats in med strukturerad observation och analyseras kvantitativt. Interbedömarreliabilitet beräknades med Cohen’s Kappa och uppgick till K = 0,03, vilket innebär att det inte finns någon statistiskt säker överensstämmelse mellan bedömarna. Möjliga orsaker till avsaknaden av interbedömarreliabilitet såsom utbildningens utformning och omfattning samt operationaliseringen av observationsvariabeln diskuteras och förslag på framtida forskning lämnas. / The purpose of this study was to explore the reliability of a method for observing expressions of affect, “Stålforsmetoden”. Stålforsmetoden focuses primarily on facial expression of affect, and more precisely the first expression presented by a patient in a psychotherapy session (referred to as transference affect). The theoretical basis is affect theory as developed in the works of Silvan Tomkins and Paul Ekman respectively. Data has been collected through structured observation and analyzed quantitatively. Inter-rater reliability was calculated using Cohen’s Kappa and amounted to K = 0.03, which means that there was no significant agreement between raters. This result implies that the reliability of Stålforsmetoden in its present form is insufficient and that further development of the method is needed. Possible reasons for the absence of inter-rater reliability such as the adequacy of education and the operationalization of transference affect are discussed and suggestions for future research are presented.

Ce travail doctoral se propose d’étudier les dispositifs de prévention de la santé et de la sécurité au travail, mis en place au sein d’une grande entreprise française, au prisme de l’affectivité. Il est question d'appréhender comme communication affective lesdits dispositifs de prévention, mis en œuvre au titre de l’obligation générale de prévention des risques professionnels à laquelle l’employeur est tenu (article L. 4121-1 du Code du travail), étendue depuis 2008 à la prévention des risques psychosociaux. La communication dite affective s'apparente à un double mouvement de mobilisation et de codification des affects, qui tend à se retrouver au sein des dynamiques info-communicationnelles modernes médiées et médiatisées (Martin-Juchat, 2006). C'est à ce titre que nous envisageons la communication affective au cœur de la communication organisationnelle, se faisant media de sa culture affective. Dans le prolongement de travaux de recherche menés en sciences sociales, qui ont permis de dépasser une approche dualiste de l'affectivité (émotion versus cognition) et de ne plus penser les émotions hors du social et de ses cadres culturels (Halbwachs, 1947 ; Laflamme, 1995 ; Illouz, 2006 ; Fleury, 2007 ; Fernandez, Lézé et Marche, 2008), il s'agit ici d’axer notre regard sur le rôle normatif des dispositifs de communication dans la compréhension de la fonction sociale des émotions, au sein des organisations. Nous questionnons, dans notre thèse, les dynamiques de normalisation de la sémiotisation des émotions à l'œuvre au sein des dispositifs de prévention, afin de voir dans quelle mesure ils s’inscrivent dans des logiques de régulation des affects au travail. Pour ce faire, nous développons une approche communicationnelle des dispositifs de prévention de la santé et de la sécurité au travail, qui se fonde sur les apports conceptuels des SIC, alliant les travaux menés en ACO (approches communicationnelles des organisations, Bouillon, Bourdin et Loneux, 2007 ; Bouillon, 2013) à ceux touchant à la question de l'affectivité, conçue dans des dimensions communicationnelles (Martin-Juchat, 2008, 2014 ; Martin-Juchat et Staii, 2016). Nous nous appuyons ici sur les résultats d'une recherche-action menée sur plus d'une année au sein d'une grande entreprise française, nous permettant de mettre au jour la manière dont les stratégies et logiques communicationnelles des différents acteurs de la prévention participent de la construction des signes de l'émotion au sein des dispositifs de prévention. / This doctoral research will study the devices of health and safety prevention at work, within a french large company, in the prism of affectivity. We think the devices of health and safety prevention at work as an affective communication. These devices respond to the general obligation of professional risks prevention, in which the employer is kept (article L. 4121-1 of the Labor code), spread since 2008 to the prevention of psychosocial risks. The affective communication is a double movement of emotional solicitation and codification, in modern informational and communicational dynamics, via some techniques of mediation and mediatization (Martin-Juchat, 2006). We considered the affective communication within organizational communication, as media of its affective culture. In the same field of the researches lead in social sciences (Halbwachs, 1947 ; Laflamme, 1995 ; Illouz, 2006 ; Fleury, 2007 ; Fernandez, Lézé et Marche, 2008), which overcome a dualist approach of affectivity (emotion versus cognition) and are opposed to think of the emotions out of the social and the cultural frameworks, we focused here our work on the normative role of communicational devices in the understanding of social function of emotion, in the organizations. We questioned, in our thesis, the dynamics of normalisation in the "semiotisation" within the devices of prevention, in order to study how they operate through logics of emotional regulation at work. So, we develop a communicational approach about the devices of health and safety prevention at work, based on conceptual contributions in the field of communication studies, especially the researches on the ACO (Communicational Approaches of Organizations, Bouillon, Bourdin et Loneux, 2007 ; Bouillon, 2013) and the researches on the affectivity, based on communicational dimensions (Martin-Juchat, 2008, 2014 ; Martin-Juchat et Staii, 2016). We based our work on the results of an action-research conducted during more than a year within a french large company, which has permitted us to discover that communicational strategies and logics of the different actors of prevention are linked to the elaboration of signs of emotion in the devices of prevention.

Cette recherche en théorie sociale trouve sa source dans un problème classique livré notamment par la pensée de Hobbes, celui de la possibilité de l’ordre social – l’ordre social étant ici conçu comme une situation sociale où les membres d’un groupe parviennent à vivre ensemble de manière relativement pacifique. Elle se penche, plus précisément, sur des théories qui, bien qu’issues de traditions de pensée très différentes, proposent une même formulation critique et restrictive de ce problème : ces théories infirment l’idée que cet ordre (ou du moins toute situation d’ordre social) pourrait être produit de manière intentionnelle et invitent ainsi à envisager des mécanismes de production non intentionnelle de ce dernier. Cette enquête ne prétend nullement réaliser un panorama exhaustif des différentes pensées ou théories qui ont pu défendre cette hypothèse de l’ordre spontané. Elle s’attache avant tout, en s’appuyant sur les théories de B. Spinoza, B. Pascal, A. Smith, É. Durkheim, F. A. von Hayek et N. Luhmann, à établir les termes d’un débat au sein de cette perspective. Elle dégage pour ce faire les prémisses théoriques qui, chez ces auteurs, conditionnent des types spécifiques d’analyse des mécanismes d’auto-organisation. Ce travail dégage notamment deux courants adverses au sein de ces théories. Le premier, dans lequel on inclut les projets d’Hayek et de Luhmann, défend, en se fondant sur le constat d’une spécificité des sociétés modernes, l’hypothèse que leur ordre ne peut pas reposer, ou du moins pas essentiellement, sur un contrôle social exercé sur l’individu. Le second, dans lequel s’inscrivent les pensées de Durkheim, Smith, Pascal et Spinoza, met en exergue ce que nous nommons le « problème des passions », et soutient au contraire l’idée que ce contrôle constitue une condition essentielle de cet ordre. Tandis que le premier courant insiste sur la nature cognitive des mécanismes de production non intentionnelle d’ordre, le second souligne leur dimension affective. / The starting point of this investigation in social theory is the observation of strong affinities that very different and somehow rival theories have with each other. These theories investigate the problem of social order, namely « how is it possible for human beings to live with each other in a relative peaceful situation? ». Furthermore, they all maintain that this order cannot emerge but unintentionally. The present research aims at setting the terms of a debate among these approaches and focuses in this respect on the theories of Baruch Spinoza, Blaise Pascal, Adam Smith, Émile Durkheim, Friedrich August von Hayek and Niklas Luhmann. Their respective approaches to self-organizing mechanisms rest on correspondingly various theoretical assumptions. Our purpose is to point out these assumptions. For instance, Hayek and Luhmann’s theories on the one hand and those of Spinoza, Pascal, Smith and Durkheim on the other strongly differ regarding their conception of the conditions of social order: while the former, on account of the specificities of modern societies, assume that their social order cannot essentially rest on a social control, the latter argue that passions, by misleading human beings, make this social control an essential condition of peaceful living together.

Made available in DSpace on 2016-04-28T20:38:04Z (GMT). No. of bitstreams: 1 Wanda Rogeria Campos de Lima Assis.pdf: 18823938 bytes, checksum: 0c8f9dc56011233df3de402457525e9f (MD5) Previous issue date: 2012-03-12 / This study was conducted in Delfim Moreira (MG) in the area of healthcare, done in an exploratory and descriptive manner, addressed in the form of qualitative research through a vision of social constructionism. The main objective of this study was to analyze the contribution of Program: Re-defining Family Origins of the Healthcare Professional (PRORFOPS) in the theoretical aggregation and the redefinition of professional healthcare practices belonging to the multidisciplinary team from Basic Health Unit (UBS). A total of 15 professionals participated in this project with an emphasis on the intergenerational aspects of family interactions and affective communication. Its specific objectives were: to gain an understanding of families in their interconnected systems, the intergenerational relationships, the affective communication; the process of individualism expanding one s perception of "self" in a relational construct, the potential of the group and their own strengthening; the relevance of themes discussed in the view of these professionals. The following instruments were used: Life Stories, Genograms, Memory Booklets and Questionnaires. The data was analyzed using qualitative tools for Content Analysis, indicating an integration of individual speech within the interconnected systems, and a shift of this same speech towards a relational understanding of self, sensitizing the participants to co-responsibility in familial and social relations / Esse estudo foi realizado em Delfim Moreira (MG), na área de saúde e trata-se de uma pesquisa de campo, de caráter exploratório-descritiva, abordada sob a forma de pesquisa qualitativa dentro de uma visão do Construcionismo Social. O objetivo maior desse estudo foi analisar a contribuição do Programa de Ressignificação da Família de Origem do Profissional de Saúde (PRORFOPS) na complementação teórica e ressignificação da prática de profissionais da saúde pertencentes à equipe multidisciplinar da Unidade Básica de Saúde (UBS). Participaram desse projeto 15 profissionais dando-se ênfase aos aspectos intergeracionais das interações familiares e comunicação afetiva. Seus objetivos específicos foram: a compreensão das famílias atendidas enquanto sistemas interconectados, a Intergeracionalidade, a comunicação afetiva; o processo de individuação ampliando a percepção do si mesmo em construção relacional, as potencialidades do grupo de trabalho e seu fortalecimento; a pertinência dos temas trabalhados, segundo a visão desses profissionais. Utilizou-se dos seguintes instrumentos: Histórias de Vida, Genograma, Livreto de Memórias e Questionários. Os dados obtidos foram analisados com ferramentas qualitativas de Análise de Conteúdo. Essa análise apontou para uma integração do discurso individual com o dos sistemas interligados, e um deslocamento deste mesmo discurso para uma compreensão do eu relacional, sensibilizando o participante para a co-responsabilidade relacional, familiar, social

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.