This article engages with audience perception of emotion in a physical theatre performance. Two primary, yet conflicting, scholarly discourses relating to how human beings perceive emotions in themselves and in others are discussed: Emotion as Humanly Congruent, and Emotion as Personally Unique. There are four expressive/behavioural domains through which humans perceive and observe emotion. These include: facial expressions; body attitude; breath and voice and speech. The perception of three emotions namely anger, fear and disgust are incorporated in this paper. This article discusses audience perception of the three mentioned emotions with reference to the four expressive/behavioural domains whilst highlighting the ways in which the two scholarly discourses are combined when perceiving emotion in theatre performances. Data was collected and discussed in relation to the two scholarly discourses to determine whether the audience members could perceive the three emotions portrayed in a physical theatre performance. Keywords: Physical Theatre; Emotion; Perception of Emotion; Audience Perception / Dissertation (MA (Drama))--University of Pretoria, 2020. / Drama / MA (Drama) / Unrestricted

Gender is a context by which males and females are socialized. Social stereotypes based on gender influence emotional expressions. This study examined the emotional expression and adjustment of male and female adolescents who have experienced military deployment. Group interviews were held and transcripts were analyzed for gender differences in frequency and adherence to social display rules. The relationship of emotional expression and adjustment was also analyzed. Findings support the existence of gender differences in frequency of emotional expression, specifically that males had lower frequency of emotional expression in the interview. However, this study did not support adherence to social display rules. Males and females in the study expressed emotions that were both typical and atypical of display rules. Gender differences in adjustment were not found in this study. Clinical implications, limitations to research, and future research suggestions are also given. / Master of Science

Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996). There are a variety of approaches to treating ODD that differ in their focus on parents, children, or both parent and child (Greene & Ablon, 2005; Kazdin, 2005). These treatments also target different underlying processes of oppositional behaviors, such as parenting behaviors and children's emotion regulation. Research suggests that parent emotion socialization practices may indirectly influence externalizing behaviors, such as those present in ODD, through children's emotion regulation abilities (Eisenberg, Cumberland, & Spinrad, 1998). The present study examines this mediation model in children diagnosed with ODD (n = 100; 58 boys) who received either Parent Management Training or Creative & Proactive Solutions. Findings indicate that families receiving CPS exhibited higher decreases in ODD symptoms than those receiving PMT. There was no evidence for an indirect effect of emotion socialization on symptoms of ODD through emotion regulation. Regarding direct effects, increases in emotion encouraging, emotion discouraging, and emotion regulation were associated with decreases in ODD symptoms, whereas increases in problem solving were associated with increases in ODD symptoms. There were also pre-treatment indicators of children's treatment response, such as parent's problem solving, children's emotional lability, and ADHD symptoms. These results indicate the importance of both emotion socialization and emotion regulation in treatment improvement, as well as factors that may contribute to treatment response. Treatment implications and future research directions are discussed. / Master of Science

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Better understanding difficulties in emotion regulation may help integrate a conceptualization for the etiology of a number of emotional disorders, such as depression or anxiety, and personality disorders. However, one deficit in extant literature has been in identifying a widely accepted measure in assessing problems with emotion regulation. A number of emotion regulation measures are currently used in the literature. Because each measure addresses regulation from a different perspective, the definition of emotion regulation remains unclear. Gratz and Roemer (2004) provide an integrated conceptualization for emotion regulation that accounts for the many ways in which emotions may affect the expression of psychological disorders. Gratz and Roemer constructed the Difficulties in Emotion Regulation Scale (DERS) to assess various areas in which one might experiences problems with emotion regulation. The DERS is a 36-item scale that has six factors related to emotion regulation: Awareness, Non-acceptance, Clarity, Impulsivity, Strategies, and Goals. The purpose of this study was to perform a confirmatory factor analysis on the DERS, and to examine its predictive validity for disorders that are associated with difficulties in emotion regulation. The data for this study was collected from part of a larger study on emotion regulation. Participants consisted of undergraduates at a rural mid-western university who completed a survey packet including the DERS, the Trait Meta-Mood Scale (TMMS) the Center for Epidemiological Studies Depression Scale (CESDS), and the Posttraumatic Stress Disorder Checklist (PCL). It hypothesized that a six factor solution would be found, validating the findings of Gratz and Roemer (2004). It was also expected that total DERS scores will be associated with CESDS and PCL scores, suggesting that participants who scored higher on these measures of depression and PTSD would also report difficulties with emotion regulation. The DERS factors were expected to be related to corresponding factors on the TMMS. Results indicated that although a 6-factor solution was supported, several modifications were needed to the original model in order to achieve acceptable goodness of fit index values. Additionally, a number of other suggestions for changes to the measure, including re-wording several of the items or the possible removal of the Awareness factor, are discussed.

Existing evidence has linked individual differences in emotion reaction intensity to both enhanced and decreased psychological well-being. We propose that this contradiction is related to methodological shortcomings in some existing research. We present a novel emotion reactivity task capable of addressing these methodological shortcomings by continuously measuring the subjective intensity of individual emotion episodes with high temporal resolution. Four studies were conducted (total n = 499). In Studies 1, 2, and 4, participants continuously reported their emotions while viewing objectively pleasant or unpleasant images. Thousands of reaction intensities were coded using algorithms developed for this purpose. We expected that people showing more intense emotion reactions, regardless of valence, would report greater subjective well-being in the lab and in daily life. One reason that such situationally-congruent reactions might be beneficial is that that they enable more flexible situationally-appropriate behavior. In Study 3, participants were asked to rate their emotional responses to pleasant and unpleasant images. Following this, people choose a location for their Self avatar within a computerized environment that included one image of each valence. We expected that the tendency to report intense emotion responses to these images would predict both adaptive location choice and subjective well-being. Results confirmed most major hypotheses: more intense reactions to both positive and negative stimuli were predictive of greater subjective well-being in the lab and in daily life, and analogous reactivity patterns were associated with more flexible, adaptive avatar placement. The results suggest that a key feature of maladaptive emotion generation systems (and lower well-being) may not be overly intense reactions as has been suggested, but a failure to flexibly adapt emotion output to match changing circumstances.

In comparison to their non-maltreated peers, adult survivors of child maltreatment experience more social and emotional maladjustment; however, survivors can be resilient when they have adequate psychological and social resources to cope with abuse sequelae. Similarly, stress and health studies have shown that social support schemas are stress buffers that attenuate negatively-valenced emotional reactivity. As a result of interpersonal problems, however, some individuals might interpret current relationships more negatively and expect little support in the future. Young women (ages ranging from 18 to 23) with histories of child maltreatment were administered a harassment task while their cardiac activity, emotional states, and stress appraisals were assessed. Before the stressor, the women were randomly assigned to either of two schema priming conditions: thinking and writing about a supportive person (social support schema condition) or a casual acquaintance (control condition). In comparison to women in the control condition, women in the support condition evidenced less state anger and heart rate variability (i.e., rMSSD) reactivity in response to the laboratory stressor; however, the support schema and reactivity relationship did not vary significantly between women with high versus low interpersonal problems. The support schema and state anger reactivity relationship was fully mediated by primary stress appraisals (e.g., feeling challenged and feeling intimidated), but not secondary stress appraisal (e.g., feeling in control). These findings suggest that there are nuances in the relationship between support schema and reactivity. Clinical and research implications are discussed. / Ph. D.

This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an emotion-eliciting task. This research helps to bridge the divide between cognitive and emotional aspects of children's self-regulation by integrating how cognitive private speech strategies may be used to regulate emotion. Preschool-aged children (n = 116) completed a frustration task. Emotional expressions (anger and sadness), emotion regulation strategies (distraction and self-comforting behaviors), persistence (latency to quit and duration of on-task behavior), and children's private speech were coded. Whereas higher levels of nonfacilitative task-relevant private speech were associated with higher levels of both sadness and anger, social speech was positively associated with sadness, and inaudible muttering was positively associated with anger. Private speech, specifically vocalizations and task-irrelevant private speech, was also positively associated with the regulation strategies of self-comforting and distraction. Facilitative task-relevant private speech, however, was negatively associated with distraction. Finally, higher levels of social speech were associated with less persistence, while higher levels of facilitative task-relevant private speech was associated with more persistence. Findings from this study support the idea that private speech can have a regulatory effect during frustrating situations that children experience. Private speech occurred alongside emotions and regulation strategies in meaningful ways. Including measures of private speech in future studies on emotion regulation will add more detail and depth to researchers' understanding of children's regulatory abilities. In the future, interventions could be created to encourage children's use of private speech to enhance their emotion regulatory abilities. / Master of Science

Det är en nödvändighet att aktivt använda sig av sin empatiförmåga i mötet med klienter,detta för att skapa kontakt med klienten och för att kunna leva sig in i dennes känslor.Empati är därför en förutsättning för att kunna ge klienten den hjälp och det stöd sombehövs. Samtidigt kan flera klienters berättelser om traumatiska händelser leda till attsamtalsrådgivaren tänjer sig längre än vad som är nyttigt och till slut inte orkar släppa innågon mer drabbad människa.I denna studie undersöks vad det är som gör att socionomer kan vara empatiska utan att blinedtyngda av samtalet med klienter/patienter som befinner sig i svåra situationer. Genom attintervjua fyra socionomer och sedan bearbeta empirin med metoden Grundad teori, bildadesen modell med en tillhörande teori som svarar på syftesfrågan: Engagemang väcker stödsom med erfarenheten leder till insikt och medvetenhet som skapar empatisk närhet ochemotionell distans i samtalet, vilket i sin tur upprätthåller engagemanget.

Contemporary cognitive theory recognizes several dissociable learning systems that are critical in understanding different patterns of performance. Rule Based learning is mediated predominantly by the frontal lobe and is available to conscious control. Here executive function and working memory develop verbalizable rules guided by corrective feedback. Procedural learning is based on integrating non-verbal information from multiple sources and is predominantly mediated by the striatum. Here habitual stimulus-response associations develop using corrective feedback. Perceptual Representation learning is based on passive familiarity predominantly mediated by the visual cortex. Here learning is not guided by on conscious evaluations or feedback. Age-related deficits in learning have been well documented, however dissociable learning systems approaches demonstrated the greatest declines occur in feedback-driven learning. In the face of declines, older adults maintain several well-persevered aspects of cognition. For example, older adults sometimes show enhanced processing of positive emotionally arousing stimuli, but this positivity bias reverses when cognitive control resources are limited becoming a negativity bias. Unlike previous work that explores emotional stimuli directly, the goal of Chapters 1 and 2 is to use emotional feedback to improve learning outcomes. In addition, older adults have a performance advantage over younger adults in perceptual representation learning in the absence of feedback. This suggests that the processes that underlie this mode of learning are relatively intact, however it is unclear what these processes are and how they contribute to performance. The dissociable memory systems that underlie rule based and perceptual representation learning demonstrate asymmetric age-related declines that may be driving these differences. Chapter 3 explores age-related changes processes during learning. Chapter 3 also highlights a younger adult deficit in perceptual representation learning. Generating rules depends on narrow attention to features, and perceptual representations depend on broad attention to the whole stimulus. Task-irrelevant emotional primes influence the scope of attention where negative arousal narrows and positive arousal broadens, which likely affects rule based and perceptual representation learning systems differently. Chapter 4 explores how task-irrelevant emotional primes influence attention and interact with learning system to enhance performance in younger adults. / text