<p>Chronic pain is a health problem that impacts at least 10% of the world population. Social support has beneficial effects for those who have chronic pain. Social support can be emotional, where a supporter is present, validating, and assuring; or instrumental, where a supporter provides services to address an imbalance in needs. Despite the benefits of social support, relatively little attention has been given to willingness to provide support to people with pain during transition to adulthood. The current study explored   gender differences and the role of attitudes towards emotional expression in young adults’ willingness to provide emotional and instrumental support to a virtual human peer with pain. Participants (N=234, mean age=20) viewed videos/vignettes of a male or female peer with pain and responded to questions about willingness to provide support and attitudes towards emotional expression. Female participants were more willing to provide support than male participants, F(1,218) = 27.37, p < 0.01, and participants were more willing to provide emotional support compared to instrumental support, F(1,218) = 6.72, p = 0.01. Attitudes towards emotional expression mediated the relationship between participant gender and emotional and instrumental support (total indirect effect = 0.05; 95% CI [.01-.12]; total indirect effect = 0.05; 95% CI [.01-.12]). There was not an interaction between participant and peer gender for emotional, P = 0.26, or instrumental, P = 0.47, support.</p> <p>The results suggest that women are more willing to provide emotional and instrumental support and that fewer negative attitudes about emotional expression help explain the relationship. The findings also suggest that the gender of the peer does not impact willingness to provide support.</p>

This thesis makes an inquiry into the literary translation and creation in the early twentieth-century China, particularly between the years 1900 and 1925. I combine the theoretical approaches of both translation studies and intertextuality studies to form the overall methodological framework that informs the discussions in the thesis. Although the modern transformation of Chinese literature has long been discussed and debated in various scholarly works, which often attribute the transformation to foreign influences and reconstruction of indigenous literary tradition, a theoretical language is urgently required to articulate the exact process of literary adaptation and appropriation. Rather than taking the concept of “influence” at face value, I probe the intricate process of influence by examining the way Chinese writers and translators creatively translated and intertextualized foreign literary works to construct new literary texts. The two modalities of literary production – translation and intertextuality – call for the approaches of translation studies and intertextuality studies, and only when both approaches are taken into account can a fuller understanding of the literary scene in the early years of twentieth-century China be obtained. I apply my methodology to the study of the transformation of emotional expressions which are most frequently found in love fiction. By combining translation and intertextuality, some Chinese writer-translators such as Bao Tianxiao and Zhou Shoujuan creatively translated foreign fiction, conveying emotions different from those intended by the original texts while at the same time introducing new modes of emotional expression to Chinese literature. Others, such as Su Manshu and Yu Dafu, borrowed foreign literary texts to construct their own literary creations, appropriating the emotions conveyed by the foreign texts. As a result of the vigorous adaptation and appropriation of Chinese writer-translators, new modes of emotional expression emerged in modern Chinese literature.

Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.

Writing about a personal traumatic event has been found to have psychological and physical health benefits. Focusing on traumatic memories in writing may be a form of exposure. In imagery exposure and trauma writing, greater physiological reactivity was predictive of better outcomes. Given the importance of physiological output in emotional processing, response training was developed and found to be effective in increasing appropriate physiological reactivity in imagery exposure. If response training amplifies physiological reactivity and the benefits of writing, the hypothesis that writing is a form of exposure would be strengthened, and training may be a valuable tool to improve the efficacy of psychotherapy approaches that use writing as a form of exposure. The present study examined whether response training enhances the benefits of trauma writing. In this study, participants wrote for 20 minutes on three occasions about a personal traumatic event (n = 113) or a trivial topic (n = 133) and received response imagery training (n = 79), stimulus imagery training (n = 84) or no training (n = 83). Heart rate and skin conductance were recorded in sessions one and three throughout a 10-minute baseline, writing, and a ten-minute recovery period. Self-reported trauma symptoms and emotion were assessed in each session. One month after completing the sessions, participants completed follow-up assessments of psychological and physical health outcomes. As predicted, trauma writing elicited greater physiological reactivity and self-reported trauma symptoms and emotion than neutral writing. Response training amplified physiological reactivity to trauma writing more than neutral writing, without amplifying levels of self-reported emotion or trauma symptoms. The physiological reactivity and self-reported emotion elicited by trauma writing habituated across sessions and response training enhanced these effects. Finally, increased heart rate predicted better outcomes for all trauma writers; however, response trained trauma writers who evidenced greater heart rate showed the greatest reductions in trauma, depression and physical illness symptoms at follow-up. These results support previous research which found that greater physiological reactivity was predictive of writing outcomes. The findings are the first to demonstrate that response training facilitates emotional processing and thus may be a beneficial adjunct to trauma writing.

Les individus ont une forte propension à communiquer leurs émotions, mais les malades chroniques éprouvent des difficultés quant au partage social des émotions (PSE), et ceci, en lien avec la perception de réponses sociales négatives. Par le biais de 3 études l’examen du (non) PSE chez les patients atteints du VIH/SIDA en République Dominicaine a été visé. L’étude 1 a voulu vérifier si dans cette culture les pratiques à cet égard étaient semblables à celles démontrées auparavant. 306 participants ont répondu à un questionnaire. Comme attendu, les taux, délais et récurrence du PSE se sont avérés superposables à ceux retrouvés ailleurs. L’étude 2 a comparé le PSE chez les patients atteints du VIH/SIDA avec celui des patients atteints d’une autre maladie chronique. 104 patients (35 VIH/SIDA, 35 diabète, 34 cancer) ont répondu à un questionnaire. Notre hypothèse a été validée : les patients atteints du VIH/SIDA s’abstiennent du PSE significativement. Ils ont ainsi rapporté éprouver plus de honte et de culpabilité et une forte appréhension des réponses sociales négatives. L’étude 3 a ciblée la question: pourquoi retrouve-on le non-PSE chez les personnes atteintes du VIH/SIDA et quelles sont ses conséquences? 101 patients sous ARV ont répondu à un questionnaire. Le non-PSE est en partie prédit par la perception de la stigmatisation et aucune conséquence du non-PSE n’a été trouvée. Il s’est avéré que la perception de la qualité du PSE est à l’origine des conséquences positives associées à la verbalisation émotionnelle. Ces résultats soulèvent le rôle joué par la qualité du PSE et pourraient justifier des interventions ciblées sur la honte et la culpabilité chez ces patients. / Laypersons are quite inclined to communicate their emotional experiences. Yet, previous studies have shown that patients living with a chronic illness have difficulties in the social sharing of emotions (SSE) linked to the perception of negative social responses. The present dissertation has intended to examine the (non) SSE in HIV/AIDS patients living in the Dominican Republic. Three field studies were conducted. Study 1 aimed to verify if the SSE takes place in the dominican cultural context as it has been showed in other studies. 306 participants answered a questionnaire, and as hypothesized, rates, initiation and extent of SSE were consistent with previous results. Study 2 aimed to compare HIV/AIDS to other chronic illness patients regarding SSE. 104 patients (35 HIV/AIDS, 35 diabetes and 34 cancer) responded to a questionnaire. Our main hypothesis was confirmed: HIV/AIDS patients’ SSE scores were significantly lower. Furthermore, these patients reported higher feelings of shame and guilt, and greater fears concerning others’ negative responses. Study 3 intended to answer one main question: why this non-SSE in HIV/AIDS patients and what would be its consequences? 101 patients under ARV answered a questionnaire. Non-SSE was partially predicted by perceived stigma and no consequences of non-SSE were found. However, results showed that the perception of the quality of SSE was a significant predictor of the positive consequences linked to emotional expression. Our results highlight the importance of the qualitative aspect of SSE and could lead to future research on interventions aiming the expression of shame and guilt in these patients.

A emoção é tema presente em diversas áreas do conhecimento, dentre elas, a Psicologia do Desenvolvimento, na qual Henri Wallon se destaca. Em sua teoria, a expressão emocional é elemento central nos primeiros meses de vida, e propiciaria a constituição do vínculo entre o bebê e os parceiros de interação. A revisão de literatura mostrou diferentes perspectivas teóricas e metodológicas que têm explorado o tema das emoções, cujos resultados, de forma geral, têm apontado a alta capacidade comunicativa e interativa dos bebês a partir das expressões emocionais. No entanto, esses estudos focalizam as expressões faciais, particularmente as positivas, como o sorriso; sendo a maioria realizada em laboratórios, com delineamento transversal e análise quantitativa. Assim, este trabalho tem como objetivo acompanhar as manifestações e o processo de transformação das expressões emocionais de desprazer de um bebê durante o seu primeiro ano de vida, contemplando as diversas formas de manifestação das emoções - faciais, vocais e corporais. As vídeo-gravações utilizadas estão arquivadas no Banco de Imagens do CINDEDI, e são de um bebê que foi filmado em sua residência desde a primeira semana de vida até os doze meses. As gravações foram feitas semanalmente no primeiro semestre e quinzenalmente no segundo, com duração aproximada de uma hora cada. Para a construção do corpus de análise, realizou-se um mapeamento das expressões emocionais de desprazer do bebê e das ações dos parceiros de interação. As categorias para observação e registro dividiram-se em expressões faciais, corporais, vocais e olhar. Para os parceiros de interação, além destas, adicionaram-se as ações direcionadas ao bebê. Para a análise desse material dividiu-se o primeiro ano de vida em quatro trimestres, e selecionou-se um episódio de interação para cada período. A análise possibilitou observar que desde a primeira semana de vida o bebê manifesta articuladamente as expressões faciais, vocais e corporais, para comunicar ao outro o seu incômodo. Nos primeiros dois meses de vida, todas as expressões apresentaram valores aproximados de manifestação, mas a partir do terceiro mês, observa-se que a expressão facial apresenta frequências consideravelmente mais baixas do que as vocais e corporais, as quais permanecem em evidência durante todo o primeiro ano. Além disso, a articulação entre as expressões não é aleatória, mas apresenta uma sequência específica, intensificando a manifestação de incômodo ou irritação do bebê: inicia com o movimento corporal, adiciona-se a expressão vocal e, por fim, a facial, sendo que o choro (vocal e facial) é o último recurso utilizado para exprimir o descontentamento. Os parceiros de interação buscam atender e acalmar o bebê através de diversas ações, que também vão se modificando ao longo do tempo, mas a fala constitui o principal recurso. Assim, as expressões do bebê e as ações dos parceiros estão articuladas de tal maneira que as transformações das manifestações emocionais tornam-se cirscunscritas ao contexto e às relações construídas, evidenciando os processos de regulação e atribuição de significado para as expressões de desprazer. Discute-se, portanto, a emoção constituída por um processo biologicamente cultural, e as práticas educativas compondo a matriz social da qual emergem as manifestações emocionais, circunscrevendo as possibilidades de expressão do bebê. / Emotion is a theme that is present in various fields of knowledge, including developmental psychology, from which Henri Wallon acknowledged. In his theory, emotional expression is as a central theme, understood as constituting of the bond between the baby and her interactional partners in the early months of life. A literature review showed various theoretical and methodological perspectives that have been exploring emotions as a theme. The results of these studies have generally shown the great communicational and interactive capacity of babies through their emotional expressions. However, these studies focus facial expressions, particularly positive ones like the smile. Most researches are carried in laboratories, with a transversal design and quantitative analysis. Thus, the present study aims at following the manifestations and the process of transformation of emotional expressions of displeasure in a baby during her first year of life, contemplating various forms of emotional manifestation - facial, vocal and bodily expressions. The video recordings that were used are part of CINDEDIs Image bank and the baby was recorded at home from her first week of life until her twelfth month. The recordings were made weekly during her first six months of life, and bi-weekly in the next semester, with an approximate duration of one hour each. For the construction of the corpus of analysis, a mapping of both the babys emotional expressions of displeasure and her interactional partners action was carried out. The categories for observation and registry were defined as facial, bodily, vocal and looking expressions. For the interactional partners, another category was added to these, namely, the actions directed towards the baby. For the analysis of this material, the first year was divided into four trimesters and an episode of interaction for each period was selected. The analysis enabled the observation that since her first weeks of life, the baby articulately manifests her facial, vocal and bodily expressions to communicate her unease. In her first two months of life, all of her expressions presented similar count of manifestation, but from the third month on, it is noted that the facial expressions are shown with a considerably lower frequency than the vocal and bodily ones, which are evident throughout the whole first year. Moreover, the articulation among the expressions is not random, but it presents a specific sequence that deepens the manifestation of the babys unease or irritancy: it starts with body movements, to which the vocal expression is added and, finally, the facial expressions. Crying (which is a vocal and facial expression) is the last resource applied in order to express displeasure. The interactional partners seek to respond to the baby and to calm her down through various actions that also change with time, though talking is always their main resource. Thus, the babys expressions and her interactional partners actions are articulated in such a manner that the transformations of emotional manifestations become circumscribed both to the context and to the relationships, which highlights processes of regulation and meaning attribution to expressions of displeasure. It is thus discussed the constitution of emotion by a biologically cultural process, and the educational practices that constitute the social matrix from which these emotional manifestations arise, circumscribing the babys possibilities of expression.

Alzheimer's Disease and Related Disorders (ADRD) are a major public health problems. Major sources of care provision are family members in the community and these ADRD caregivers encounter a variety of stressor. Currently there continues to be a need to develop and test Internet based interventions designed to reduce stress for caregivers for persons with ADRD. The web-based Structured Written Emotional Expressions (SWEE) was developed to manage ADRD caregivers stress related to caregiving experiences through writing about their thoughts and feelings. However, differences between provided services by researchers (the web-based SWEE) and the desired services of ADRD caregivers could be a barrier to ADRD caregivers' acceptance and use of the web-based SWEE. The purpose of this study was to assess the acceptability of implementing a web-based nursing intervention for ADRD caregivers and to describe participants' experiences in using the website to understand ADRD caregivers' website usage. An experimental design was used to determine whether the web-based SWEE helped to manage ADRD caregivers' stress through writing interventions. In addition, the UTAUT model was employed for a theoretical framework to explain and predict the web-based SWEE usage behavior by ADRD caregivers. The Finding Meaning Through Caregiving Scale (FMTCS) was used to evaluate finding-meaning related to caregiving experiences as a mediator between performance expectancy and behavioral intention to use in the UTAUT model. Furthermore, the web-based research methods were assessed throughout the web-based SWEE implementing process. Both web-based and paper-based methods were used for recruiting potential participants. Most people who contacted the researcher were recruited by the web-based method. Structural Equation Modeling (SEM) was used for test ADRD caregivers' acceptability of the web-based SWEE and direct content analysis was used for describing participants' experiences in using the web-based SWEE. Fifty people completed the study out of the 90 people who enrolled. Of these 50 participants, 31 completed the study as intended and on schedule. The research showed a good model fit with a Chi-square value (df=43) of 57.191 (p>0.05). The findings showed that performance expectancy had a significant effect on participants' behavioral intention to use (β=0.620, p<0.01) and that effort expectancy also affected the behavioral intention to use the web-based SWEE (β=0.293, p<0.01). Performance expectancy showed stronger effects than effort expectancy. This model explained 52% of variance in behavioral intention to use. However, the effects of facilitating conditions on actual usage and effects of behavioral intention to use on actual usage were not supported by this research. The finding-meaning measure did not show a significant mediating effect on the relationship between performance expectancy and behavioral intention to use. Findings suggested that recruitment methods which use the Internet were an effective way to find potential study participants. Regardless of the topic, the writing intervention helped ADRD caregivers to express stress related to caregiving experiences. In addition, the perceived usefulness of this nursing intervention (performance expectancy) and the perceived ease of use (effort expectancy) were two important constructs which predicted and explained the acceptance of the web-based SWEE by ADRD caregivers. Finally, even though the UATAUT model was only partially supported by a good model fit, this study's findings showed the potential of the UTAUT model for providing health consumer information systems in nursing.

<p>In this essay, I want to achieve an accessible and applicable entrance to Alexander Technique as a method for learning to use the body in such a way as to allow emotional expression in music. It is necessary to see the real need of Alexander Technique for the active musician, and therefore important components of music-making will be presented. These components are presented from an Alexander-perspective in order to produce a clear picture of the method of application.The prerequisite for emotional expression in music is musicians and music listeners with the ability to generate, and respond after emotional impressions. Alexander Technique provides an approach to make it easier for musicians, especially guitarists, to express emotions in a performance situation.After years of practice and obtaining musical knowledge and practical skills at the instrument, it is common that muscle tension and ingrained patterns contribute to limited expression. Muscle tensions arising from pressured situations such as auditions, competitions and concerts. Repetitive movements contribute to this, and lays the foundation for an insufficient technique. It is clear that traditional learning methods need to be complemented with an approach that treats body awareness as an essential part of musical performances. The notion that the use of the body affects mental states is now a truism, and one can see an opening towards new approaches that facilitate learning as well as performance of musical works. The emotional expression is in focus here, and this study deals with musical production based on the philosophy that music should be driven by decisions involving emotional expression.</p>

Music is a powerful and reliable means to stimulate the percept of both intense pleasantness and unpleasantness in the perceiver. However, everyone’s social experiences with music suggest that the same music piece may elicit a very different valence percept in different individuals. A comparison of music from different historical periods suggests that enculturation modulates the valence percept of intervals and harmonies, and thus possibly also of relatively basic feature extraction processes. Strikingly, it is still largely unknown how much the valence percept is dependent on physical properties of the stimulus and thus mediated by a universal perceptual mechanism, and how much it is dependent on cultural imprinting. The current thesis investigates the neurophysiology of the valence percept, and the modulating influence of culture on several distinguishable sub-processes of music processing, so-called functional modules of music processing, engaged in the mediation of the valence percept. / Musik eignet sich besonders gut, um sowohl intensive Angenehmheit/Lust und Unangenehmheit/Unlust (siehe auch Wundt, 1896), so genannte Valenzperzepte, im Zuhörer hervorzurufen. Jedoch kann derselbe musikalische Stimulus sehr unterschiedliche Valenzperzepte in verschiedenen Zuhörern hervorrufen, was nahe legt, dass das durch Musik vermittelte Valenzperzept zumindest teilweise durch kulturelle Prägung moduliert wird. Ein Vergleich von Musik verschiedener historischer Perioden legt ebenfalls nahe, dass kulturelle Prägung das Valenzperzept des Hörers bei der Wahrnehmung von Intervallen und Harmonien moduliert. Wichtigerweise ist es nach wie vor weitgehend unbekannt, inwiefern das Valenzperzept von physikalischen Eigenschaften des Stimulus (z.B. Rauhigkeit) abhängt - und daher auf einem universellen perzeptiven Mechanismus basiert - oder wie sehr es abhängt von kultureller Prägung. Die vorliegende Dissertation untersucht die Neurophysiologie des Valenzperzepts, sowie den modulierenden Einfluss von Kultur auf mehrere funktionelle Module der Musikwahrnehmung (voneinander unterscheidbare Subprozesse der Musikwahrnehmung), die bei der Entstehung des Valenzperzepts beteiligt sind.

This thesis investigates the effect of emotional facial expressions of a virtual character on people&rsquo / s performance for interactive digital tasks. The basic and universal emotions are used in the study. Facial expressions of these emotions are created according to the Facial Action Coding System (FACS), which is a system that describes facial movements in the face. The patterns of cooccurences of Action Units (descriptions of facial movements defined in FACS) for basic emotions are also implemented into emotional facial expressions with regard to findings of the studies in the literature. A study was conducted to validate the recognition of emotion specific facial expressions that are built by Poser software. To investigate the effect of emotional facial expressions on people&rsquo / s performance for digital interactive tasks in a virtual environment, a digital interactive application created by Unity software was used in the final study of the thesis.