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Emotions remain notably underexplored in both criminology and prisons research. This thesis sets out to address this problem by centralizing the importance of emotions in prison: especially the way prisoners express and regulate their affective states. To collect the data, 25 male and 25 female prisoners were 'shadowed', observed and interviewed across two prisons (HMP Send and HMP Ranby). Based on these findings, this thesis describes the emotional world of prisoners and their various 'affective' strategies. The three substantive chapters reveal the textured layers and various emotional states experienced by prisoners: first, at the level of the self (psychological); second, as existing between groups (social emotions); and, third, in relation to the physical environment (spatial). An individual substantive chapter is dedicated to each of these three levels of analysis. A primary finding was the prevalence of a wide range of 'emotion management' strategies among prisoners. One such strategy was emotion suppression, which was extremely salient among both men and women. While this emotion suppression was, in part, a product of pre-prison experiences it was also strongly influenced by institutional practices. Importantly, there was a strong correlation between prisoners who suppressed emotions and who were subsequently involved in violence (towards others, or inflicted upon themselves). A second key finding was the wide range of emotions that exist within, and are shaped by, different prison spaces-previous accounts have described prison as emotionally sterile, or characterised by anxiety and fear but this study develops the idea that prisons have an 'emotional geography' or affective 'map'. The study findings have implications for the 'emotional survivability' of our prisons; the need to open legitimate channels for emotional expression; and designing prisoners that are supportive, safe and secure establishments for prisoners to live in.

This paper follows the process of the authors using deep game design as means of expression by making a game that models the authors experience of anger suppression. It will be based on theories of psychology to define what suppressed emotions are. It also includes other game design theories that are different from Deep Games discovered in the books Art of Game Design and Game Design Workshop. The ideas of preproduction are looked at briefly.  Subsequently, the game is tested iteratively through qualitative interviews with the purpose of studying how the players identify the metaphors in the game. The development process is documented through three iterations, where each iteration is broken down into the technical aspect, the metaphors, the results of the playtests, the findings, and then a short discussion. The authors find four aspects on how to apply deep game design, and three different understandings of their metaphors by the players. / Den här avhandlingen följer författarnas process att göra ett deep game som ett sätt att utrycka sig om undertryckt ilska. Den kommer till största del grunda sig på teorier om psykologi för att definiera vad undertryckta känslor är. Avhandlingen innehåller även andra speldesignsteorier som skiljer sig ifrån Deep Games som beskrivs i böckerna Art of Game Design och Game Design Workshop. Idéerna från förproduktionen undersöks kort.  Därefter testas spelet iterativt genom kvalitativa intervjuer med syfte att studera hur spelarna identifierar metaforerna i spelet. Sedan undersöks idéerna som skapades under förproduktionen. Utvecklingsprocessen dokumenteras genom tre iterationer, varje iteration bryts ned till dess tekniska delar, metaforer, resultat av speltest, samt en kort diskussion.   Författarna identifierar fyra aspekter på hur man använder deep game design och att spelarna har tre olika förståelser av deras metaforer.

En la presente investigación se buscó establecer una relación entre la regulación emocional y la expresividad emocional, así como realizar correlaciones y comparaciones entre las variables de estudio y demográficas. Para ello, se evaluaron a 163 docentes del género femenino, tanto profesoras como auxiliares, con una media de 33 años de edad, que ejercían en diez diferentes jardines de educación inicial privados de Lima. Se utilizó el Cuestionario de Autorregulación Emocional (ERQ-P), el cual mide dos estrategias, la reevaluación cognitiva y la supresión emocional. Además, se aplicó el Cuestionario de Expresividad de Berkeley (BEQ) para medir la expresividad emocional, que abarca la expresión de emociones positivas, negativas y la fuerza del impulso. Se comprobó que sí existe una relación significativa entre la reevaluación cognitiva y la expresividad positiva, demostrando así la hipótesis principal. Además, se encontró una correlación negativa entre dicha estrategia y la edad de los niños a cargo, así como también se hallaron diferencias significativas al realizar comparaciones entre la muestra, obteniendo que el grupo de las docentes que son madres, y las del cargo de profesoras, expresan más emociones positivas. Es de gran valor el rol de las docentes para el aprendizaje de la regulación y la expresión emocional en los niños, resultando necesario que las mismas logren regularse adecuadamente, ya que cumplen de modelos en dicho aprendizaje observacional. Finalmente, se señalan las limitaciones del estudio, como lo fue descartar la supresión por baja confiabilidad, y las implicancias prácticas en la labor y formación docente. / The present investigation intended to establish a relation between emotion regulation and emotional expressivity in private Pre-School teachers and helpers of Lima, as well as correlate and compare the study and demographic variables. Therefore, 163 female teachers and helpers from ten different Pre-Schools were measured, and the mean age was 33 years old. There are two main regulation strategies, cognitive reappraisal and emotional suppression. On the other hand, emotional expressivity covers positive expressivity, negative expressivity, and impulse strength. These variables were measured with the Emotion Regulation Questionnaire and the Berkeley Expressivity Questionnaire. Results showed that cognitive reappraisal correlated positively with positive expressivity, demonstrating the main hypothesis. Also, this strategy correlated negatively with children’s age, and as of the comparisons, there were significant differences between teachers and helpers, and between mothers and non-mothers, regarding positive expressivity. Since teachers and helpers play the valuable part of being models in children’s learning process of regulation skills, it is crucial they manage to regulate their own emotions adequately, given its impact on their socioemotional development. At last, limitations and future implications are mentioned, so as the removal of emotional suppression due to low reliability, and the practical implications of this study regards the work, training and education of teachers and helpers. / Tesis

In human-to-human contexts, display rules provide an empirically sound construct to explain intercultural differences in emotional expressivity. A very prominent finding in this regard is that cultures rooted in collectivism—such as China, South Korea, or Japan—uphold norms of emotional suppression, contrasting with ideals of unfiltered self-expression found in several Western societies. However, other studies have shown that collectivistic cultures do not actually disregard the whole spectrum of emotional expression, but simply prefer displays of socially engaging emotions (e.g., trust, shame) over the more disengaging expressions favored by the West (e.g., pride, anger). Inspired by the constant advancement of affective technology, this study investigates if such cultural factors also influence how people experience being read by emotion-sensitive computers. In a laboratory experiment, we introduce 47 Chinese and 42 German participants to emotion recognition software, claiming that it would analyze their facial micro-expressions during a brief cognitive task. As we actually present standardized results (reporting either socially engaging or disengaging emotions), we manipulate participants' impression of having matched or violated culturally established display rules in a between-subject design. First, we observe a main effect of culture on the cardiovascular response to the digital recognition procedure: Whereas Chinese participants quickly return to their initial heart rate, German participants remain longer in an agitated state. A potential explanation for this—East Asians might be less stressed by sophisticated technology than people with a Western socialization—concurs with recent literature, highlighting different human uniqueness concepts across cultural borders. Indeed, while we find no cultural difference in subjective evaluations of the emotion-sensitive computer, a mediation analysis reveals a significant indirect effect from culture over perceived human likeness of the technology to its attractiveness. At the same time, violations of cultural display rules remain mostly irrelevant for participants' reaction; thus, we argue that inter-human norms for appropriate facial expressions might be loosened if faces are read by computers, at least in settings that are not associated with any social consequence.