This dissertation consists of two essays that discuss the influence of embarrassment on consumers. In the first essay, I examine consumers’ coping responses to embarrassment in a meta-analytic review. In essay two, I utilize an experimental approach to investigate the impact of embarrassing encounters on unrelated consumers who merely observe the situation. In the first essay, the meta-analysis is guided by findings in the literature that demonstrate embarrassment can both promote and detract from consumer well-being. However, despite being investigated for decades, little is known about how consumers cope with embarrassing situations, and when and why consumers respond in positive and negative ways. The meta-analysis draws on the transactional framework of appraisals and coping to analyze the extant literature, construing positive responses as problem-focused coping, and negative responses as emotion-focused coping. I examine both situational and trait factor moderators to explain variance in these divergent outcomes and to resolve competing findings. A meta-analysis of 93 independent samples (N = 24,051) revealed that embarrassment leads to both problem-focused coping (r = 0.21), which can promote consumer well-being, and emotion-focused coping (r = 0.23), which can detract from consumer well-being. The relationship between embarrassment and emotion-focused coping was particularly strong in emotionally intense situations that were out of a transgressor’s control, for female consumers, and for consumers with an individualist orientation. The relationship between embarrassment and problem-focused coping was particularly strong in emotionally intense situations for male and young consumers. The second essay investigates the influence of embarrassing situations on neutral observers of the situation. The extant literature suggests that a consumer who commits a social transgression will experience embarrassment if real or imagined others are present to witness the transgression. However, the parallel embarrassment experienced, in turn, by those observers lacks a theoretical account, since observers have committed no transgression and are not the subject of appraisal by others. I label this phenomenon observer embarrassment, and introduce perspective taking as the underlying process that leads to observer embarrassment. Across six studies, I use physiological, behavioral, and self-report measures to validate the presence of observer embarrassment, as well as the underlying perspective-taking mechanism. Specifically, the results demonstrate that observers are more likely to experience embarrassment when they imagine themselves as the transgressor (versus experience empathy for the transgressor), something more likely to occur when the observer and actor share a common identity. Thus, observer embarrassment is not an empathetic response to witnessing a social transgression, but rather an experience parallel to personal embarrassment of others.

Genetic susceptibility test results have been found to cause differences in coping behavior following testing for the APOE-ε4 gene, associated with Alzheimer's disease. Coping behaviors differ within the first 12 months of testing. Currently, no studies have been conducted beyond the first 12 months comparing positive (P) and negative (N) groups or how sex relates to coping behavior based on positive test results. Based on the theory of primary and secondary control, and theory of stress, appraisal, and coping this study compared differences in coping strategies based on genetic test results and between sexes with positive test results beyond the first 12 months. Participants (n = 280) were selected who had undergone testing for the APOE-ε4 gene 12 or more months prior to the study and had a relative diagnosed with AD. Coping strategies were measured using the Brief COPE scale. Independent measures t test results were significant, indicating differences in coping between P and N groups. The P group reported significantly higher levels of cognitive and emotional coping strategies than did the N group 12 or more months after receiving test results. These findings were consistent with previous studies that produced significances in cognitive and emotional coping strategies between groups in the first 12 months. The findings were non significant for cognitive and emotional coping strategies for sex in the positive group. This study contributes to social change by informing impact decision making by individuals with positive test results for the APOE-ε4 gene in making financial changes, life styles changes, and family and work adjustments affecting their community and society.

Thesis (Ph.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 86-94) and index.

Thesis (Ed. D.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains p. vii, 109 p. Includes abstract. Includes vita. Bibliography: p. 91-99.

The objective of this study was to describe the experiences of hearing children as they cope with having a sibling with deafness. From a constructivist point of view, this research process is seen as socially constructing a reality or realities, with the researcher included in, rather than outside the borders of his or her own research. Semi-structured and unstructured interviews were conducted with the subjects. These interviews were aimed at obtaining information regarding the subject’s experience of the stressor of having a sibling with deafness. The participants reported limited family interaction. Although most siblings say that they have good relationships with their siblings with deafness, their primary feelings indicate that there are aspects of having a sibling with deafness that can be challenging. The participants described experiencing a variety of feelings which include the following: frustration, loneliness, anger, affection, resentment and pity. The results of this study have shown that the siblings of children with deafness, need more professional support in terms of coping with the disability and its consequences. Siblings need guidance on active coping responses in coping with the stressor of having a sibling with deafness. / Dissertation (Magister Artium (Counselling Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

The purpose of the present study was to investigate the roles of basic personality traits, schema coping responses, and toxic childhood experiences on antisocial, borderline, and psychopathic characteristics. Considering the gap in the literature regarding the community samples, the present study also included a non-criminal, besides the criminal sample, in order to observe the differences among the associated variables related to the characteristics of suggested personality disorders. In this way, it was aimed to obtain a general idea about the protective factors from offending. Consequently, the non-criminal sample consisted of 146 participants (78 females and 68 males) and the criminal sample included 131 participants (42 females and 89 males. Data was collected through a demographic form and a package of inventories. In general, the results yielded that a dysfunctional family environment, whether traumatic or non-traumatic seems to play a crucial role in the development of characteristics of personality disorders. Moreover, basic personality traits and coping responses are also observed to affect the behavioral presentation of these characteristics. The findings of the present study is generally in line with the literature suggesting that, dimensional approach to personality disorders, by revealing the sub-clinical features and providing a deeper focus to the underlying dynamics in each personality disorder, have several implications in both clinical and forensic area. The results, as well as their implications and limitations, are discussed with reference to the recent literature. Finally, suggestions for further research are mentioned.

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In South Africa the extraordinary high levels of violence and crime, escalating execution and killings of police officers, large number of murders, hijacking, robberies and shootings have created an unusually dangerous and stressful working environment for the members of the South African Police Services (SAPS). An overview of the literature on the nature of work in the SAPS indicates that these working conditions might have a detrimental effect on the coping resources and sense of coherence of police officers. This study aimed to explore and describe the coping resources and sense of coherence of male police officers in the SAPS. It employed a quantitative exploratory descriptive research design, making use of non-probability convenience sampling. The sample consisted of 70 male police officers who have been in the service of the SAPS for at least two years. All police officers that were included in the sample were also shift workers defined by the SAPS as police officers who work unsociable hours and who are likely to be exposed to violence, risks, danger, and traumatic situations. A further inclusion criterion was that the police officers must not be subjected to possible relocation or transfer as stipulated in Resolution 7/2002. The Coping Resources Inventory (CRI) was employed to identify the coping resources used by the participants and the Sense of Coherence Questionnaire (SOC- 29) was utilised as a measure of the participants’ sense of coherence. A biographical questionnaire collated important demographic and background information. The data was analysed by computing descriptive statistics. To examine the relationship between the sense of coherence and coping resources of the participants, a multiple correlation xv between the total score of the SOC-29 and the subscales of the CRI was conducted. Following this, a Pearson product-moment correlation coefficient was utilised to intercorrelate the total score of the SOC-29 and the individual subscales of the CRI. The results of the present study indicated the followings: The SOC-29 revealed relatively low scores for the current sample. Results on the CRI revealed low average scores for both the total and all five scales. The correlational analysis revealed a significant positive relationship between the two measures for the current sample.

An overview of recent literature and research indicates that stress in teaching is now a wellrecognised phenomenon. More specifically, research has found special education to be more demanding than mainstream education. However, in comparison with the literature on mainstream education, both South African and international research relating to special education do not occupy prominent status in the literature. This study thus aims to explore and describe the coping orientation and resources of teachers educating learners with intellectual disabilities. The sample consisted of 59 special education teachers (49 females and 10 males) in the Nelson Mandela Metropole who educate learners with intellectual disabilities. The special education teachers who agreed to participate in the study were requested to complete a biographical questionnaire, Antonovsky’s Orientation to Life Questionnaire (SOC-29) and Hammer and Marting’s Coping Resources Inventory (CRI). An exploratory, descriptive design was utilised in this study. The data for this study was analysed by using descriptive and correlation statistics. The Pearson Product-Moment Correlation Coefficient was utilized in order to explore and describe the relationship between the sense of coherence and the coping resources of the sample. Key findings include the following: Results from the SOC-29 revealed fairly high mean scores for the current sample. Results from the CRI indicated average mean scores on both the total coping resources scale and all five subscales. Significant positive relationships were found to exist between the SOC-29 and the CRI for the current sample. Significant positive relationships were also found between the SOC-29 score and some of the subscale scores of the CRI for the current sample. In general, the findings of the present study reveal a need for further research on special education teachers. The focus should not only be limited to the pathogenic orientation, but should include more salutogenic approaches to better assist special education teachers to more effectively cope with their challenging work environment.

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