Background: Evidence from the employee perspective frequently suggests that unsupportive managerial relations present a considerable barrier to those with long-term health conditions (LTCs) both on their ability to sustain employment and manage their condition at work. However, little is empirically known about employers’ and managers’ experiences of supporting those with LTCs, or indeed about their perception of their supportive role in the social context of the workplace on which employees suggest they depend for workplace success. This presents a disparity in understanding the contribution of the management role in influencing the (re)entry process to employment for those with LTCs. This is important to explore in light of ongoing objectives by the UK Government to move people with LTCs off incapacity benefits and back into the labour force, as any successful return to work will largely be influenced by employers’ and managers’ readiness to support them. Method: A qualitative approach informed by Grounded Theory principles to guide data collection and analysis was taken for this 3½ year study (September 2009 to March 2013). 40 semi-structured in-depth interviews were conducted with employers and managers from a range of organisations in the North West of England and analysed thematically. Findings were interpreted in relation to a framework of sociological theories of emotion and work. Results: Regardless of industry type, sector and size or condition, several themes emerged which contributed to a sense of burden and tension for participants in supporting those with LTCs. These included discerning legitimacy and tangibility of conditions, having difficult conversations with employees and the influence of the employees’ personality on support. More significantly, all bar one participant typified their role as one of a difficult ‘balancing’ act of additional and often incompatible demands, pressures and feelings arising from managing a complex and emotive situation many considered non-normative to their everyday role. This was typified by feelings of conflict and emotional discomfort, interpreted as ambivalence, stemming from contradictions between and within the normative expectations of their social roles and appropriate feeling rules. For example between the obligations of the professional ‘public’ managerial role in providing value to the organisation, and philanthropic concerns for the welfare of the employee concomitant with their personal ‘private’ role as an individual. Interpreted from a combination of both spoken word and ‘unsaid’ gestures, is the emotion management conducted by managers to cope with negative feelings of ambivalence in a culture which favours rationality over emotionality. Conclusion: Overall, findings indicate that participants in this study concur with the employees’ perspective as to the importance of socially supportive managerial relations. However, it is theorised that managing the emotions of ambivalence serves to undermine manager’s capacity to translate intention to provide support into tangible action, and hence is reflected in the employee’s perception of unsupportive relations. It is suggested that this research could be used to inform the development of a potential intervention to support managers in their pivotal role in the return-to-work process, being beneficial for all stakeholders - the Government, employees and employers alike.

Social networking has become an integral part of daily communication and information sharing. Although researchers continue to explore the fields of social networking and emotion regulation separately, there is a lack of research bridging these areas of interest, particularly in the adolescent population. The purpose of this study was to examine the predictive relationship between the environmental and social variables of Facebook use, online social connectedness, and quality of parent-child relationship with adolescent emotion regulation. Fogel's social process theory of emotion provided the framework for this study and allowed for examination of the social networking environment. Research questions addressed independent variables of Facebook use, online social connectedness, and quality of parent-child relationship as well as interactions. Hypotheses were directed at different facets of emotion regulation including emotional control, emotional self-awareness, and situational responsiveness. A sample of 80 adolescents 13- to 18-years old was gathered through snowball sampling of Facebook groups and pages targeting parents of adolescents. Individual multiple regressions were used to examine prediction and interaction among variables. Results showed greater Facebook use predicted decreased emotional self-awareness and greater quality of parent-child relationship predicted improved emotional control in adolescents. The findings of this study promote positive social change by implicating the role of social networking use in predicting maladaptive adolescent emotional development and well-being. Future research will benefit from a larger sample size and include various social networking platforms along with gender and age-specific data.

No description available.

This thesis examines how and why young female athletes participate in the competitive organized sport of softball. Based on participant observation and interviews with coaches and players of Team Z, this study examines how parents and coaches influence females to participate in athletics through incentives and punishments. This thesis also examines the cultural assumptions about work that organized sports introduce to female athletes. Furthermore, the study discusses how parents and competitive sports organizations perpetuate the existence of male domination in sports and in society more generally.

Att behöva hantera andra människors emotioner samtidigt som arbetaren förväntades kunna reglera sina egna emotioner i arbetet kunde i många arbetssituationer upplevas som påfrestande. Syftet med studien var att undersöka hur det är för anställda att arbeta med människor som befinner sig i utsatta situationer. Forskningsstudien tittade även närmare på emotionell påverkan och interaktion i den professionella arbetsrollen. Studien var kvalitativ där 10 personer intervjuades semistrukturerat. Det empiriska materialet analyserades med hjälp av tematisk analysmetod. Studiens resultat visade att en känslomässig konflikt uppstod i arbetssituationer där den anställda upplevde känslor som ofta inte kunde uppvisas utåt på grund av att en bestämd interaktion och uppträdandeform ingick i arbetsrollen. Effekten blev att arbetaren endast visade upp sina känslor på en ytlig nivå (surface acting) utan att ta del av känslan på djupet. Ytterligare resultat var att arbetaren förväntades se på arbetssituationer utifrån ett större perspektiv. Detta skedde på sättet att arbetaren ska kunna sätta sig in i andra människors känslor. Exempelvis genom att lyssna, ta emot och bekräfta. Detta kunde upplevas som emotionellt ansträngande i längden. En majoritet kunde känna en utmattning när de kom hem från sitt arbete, men ingen utbrändhet har visats i den här studien. / Having to deal with other people's emotions at the same time as the worker was expected to be able to regulate their own emotions at work could in many work situations be perceived as stressful. The purpose of the study was to investigate what it is like for employees to work with people who are in vulnerable situations. The research study also looked more closely at emotional impact and interaction in the professional work role. The study was qualitative where 10 people were interviewed in a semi-structured way. The empirical material was analyzed using a thematic analysis method. The results of the study showed that a feeling of conflict arose in work situations where the employee experienced emotions that often could not be expressed outwards due to a determined interaction and form of behavior being included in the work role. The effect became that the worker only showed their feelings on a superficial level (surface acting) without taking part in the feeling in depth. An additional result was that the worker was expected to look at work situations from a larger perspective. This was done in the way that the worker should be able to understand other people's feelings. For example, by listening, receiving and confirming. This could be experienced as emotionally exhausting in the long run. A majority could feel exhausted when they came home from work, but no burnout has been shown in this study.

In human service professions, professionals are expected to respond to and manage not only the emotions of others, but also their own. Due to the negative effects of poor emotion management, it is relevant for social workers to gain a better understanding of the role of emotions in their work. This is to strengthen their readiness to act and counteract the risk of emotional fatigue. The purpose of this study is to understand and describe how social workers are emotionally affected by their work. Furthermore, the study aims to examine how strategies are used by social workers to handle emotions. Data collection has been conducted through semi-structured interviews with eight social workers from different municipalities. The results show that the work requires strong emotional commitment by social workers, and they must show restraint regarding their own feelings at work. Furthermore, the results show the importance of managing the emotions that arise so that it does not ultimately lead to emotional fatigue and sick leave.

Researchers and consultants alike agree that coaching is a stressful job and coaches are not well-equipped to handle the stress (Frey, 2007; Giges et al., 2004). Furthermore, coaches themselves admit they are not always able to shield their athletes from their stress and may even transfer it to their athletes (Olusoga et al., 2010). Mindfulness training has been shown to increase well-being, namely by reducing stress and burnout, while increasing emotional regulation, attention, and satisfaction, among other benefits (Baer, 2003; Chiesa & Serretti, 2009). The Mindfulness Training for Coaches (MTC) program has shown promise as an intervention to increase well-being and reduce stress in coaches (Longshore & Sachs, 2015). The current study aimed to replicate the positive impacts on well-being of the MTC as well as determine if athletes of MTC-trained coaches also benefit. Sixteen Division I and III collegiate coaches attended an initial MTC training session, with eight coaches going on to complete the program. Pre- and Post- measures of mindfulness, emotion regulation, coaching issues, and coaching behavior were taken at the start and end of training. State measures of stress, sport emotion, and mindfulness were taken bi-weekly. Coaches who completed the training were also interviewed about their experiences following the training, while those who dropped out completed a follow-up survey. Thirty-four DI and III athletes completed pre-test measures of satisfaction, burnout, and coaching behavior, with 11 responding at post-test. Repeated-measures ANOVAs were conducted and results showed that coaches who completed the MTC had significantly improved trait emotion regulation, while also reporting generally stable emotions, improved curiosity and decentering, and significantly less perceived stress throughout the training. In contrast, sport mindfulness, coaching issues stress, and coaching behaviors did not see significant change. Interviews revealed two categories (Program Process and Program Experience), four concepts (Motivation and adherence, Mechanics, Outcomes, Impacts) and multiple themes for each concept. Coaches who dropped out after the initial session did not significantly differ from completed training coaches at the start of the MTC. Follow-up surveys revealed one category (Program Involvement) with three concepts (Motivation and adherence, Mechanics, and Experience) and multiple themes. Limitations, including small sample size and lack of a control group, were discussed, along with recommendations for researchers and practitioners, as well as future directions. The current study suggests that the MTC program is an effective intervention to help coaches manage their emotions, reduce stress, and positively impact their coaching and life. / Kinesiology

This dissertation is a conversation analytic examination of recurrent practices of interaction in medicalemergency calls. The study expands the analytical focus in past research on emergency calls betweenemergency call operators and callers to pre-hospital emergency care interaction on the phone betweennurses, physicians and callers. The investigation is based on ethnographic fieldwork in a Swedish emergencycontrol centre. The data used for the study consists primarily of audio recordings of medical emergency calls.Fundamental procedures in medical emergency calls examined in the dissertation are: (1) questioning; (2)emotion management; (3) risk management and (4) instruction giving. Emergency call-takers ask questions toelicit descriptions by callers of what is happening and to manage symptoms of patients to help keep them safeuntil ambulance crews arrive. In the questioning practice about acutely ill or injured patients call-takers usemainly yes-no questions and clarify problems by questioning callers making a distinction between defined andundefined problems. The analysis reveals four core types of emotion management practices: (1) call-takerskeep themselves calm when managing callers’ social displays of emotions; (2) promising ambulanceassistance; (3) providing problem solving presentations including emergency response measures to concernsof callers, and (4) emphasising the positive to create hope for callers. Call-takers use seven key procedures tomanage risk in medical emergency calls: (1) risk listening through active listening after actual and possiblerisks; (2) risk questioning; (3) risk identification; (4) risk monitoring; (5) risk assessment; (6) making decisionsabout elicited risk and (7) risk reduction. Instruction giving using directives and recommendations isaccomplished by call-takers in four main ways: (1) acute flow maintaining instruction giving when callers areprocedurally out of line; (2) measure oriented instructions for patient care and emergency responsemanagement; (3) organisational response instructions and (4) summarising instruction giving. Callers routinelyacknowledge risk identifications and follow instructions delivered by call-takers to examine statuses and lifesigns of patients such as breathing, movement and pulse, and perform basic first aid and emergency responsemeasures.The findings generated from this study will be useful in emergency call-taker training in carrying out interactiveprocedures in medical emergency calls and add to the larger research programmes on on-telephoneinteraction between professionals and citizen callers. This is an essential book for pre-hospital emergency careproviders and institutional interaction researchers and students. / <p>At the Faculty of Social Sciences in the subject of Sociology</p>

Many investigators have documented that lack of emotional intelligence (EI) in professional nursing correlates with patient dissatisfaction, negative patient outcomes, and litigation. However, much less information is available to nurse educators for an effective instructional strategy to increase EI skills, specifically emotion understanding and management (the most influential branches of EI) in nursing students. Grounded in the theory of EI and the theory of simulation, the purpose of this quantitative quasi experimental study was to introduce educational technology as a useful strategy for influencing EI in a convenience sample of 88 second semester students in a baccalaureate program. Research questions for the study examined the treatment (human patient simulators, stressful situational scenarios, and role playing) for changing EI skill levels. Repeated measures, within factors analysis of variance was used to test for a relationship between the variables at three time periods during a semester. Key results for emotion understanding were significant with small effect, F(1.973, 171.686) = 7.526, p = .001, partial ω2 = .047. Key findings for emotion management were significant with medium effect, F(1.827, 158.965) = 9.981, p < .0005, ω2 = .063. However, conclusions were mixed for influence, as the instructional strategy resulted in negative EI learning (consistent decreased gain) for most participants. By weeding out irrelevancies, this study contributes to current nursing research and informs nursing educators of the need to continue the search for an effective strategy for teaching emotion understanding and management skills in nursing curricula.

Tyrimo tikslas – tirti ir analizuoti paauglių emocijų pažinimo, emocijų valdymo bei psichologinių ir socialinių sunkumų sąsajas. Tyrime dalyvavo 212 paauglių (98 vaikinai ir 114 merginos, iš jų 96 – kaimo gyventojai, 116 – miesto), nuo 14 m. iki 17 m. Naudotos metodikos – Jaunuolio savęs vertinimo klausimynas (YSR 11/18), Emocijų pažinimo klausimynas (Emotion Awareness Questionnaire, EAQ-30) bei Jaunuolių emocijų valdymo skalė (Juvenile Emotion Management Scale, JEMS). Rezultatai: Paauglių emocijų pažinimo, jų valdymo ir emocinių sunkumų sąsajos: nerimastingumas, depresiškumas, užsisklendimas bei somatiniai skundai yra susiję su blogu emocijų skyrimu ir verbalizacija bei emocijų fizine išraiška; blogesnis emocijų atskleidimas kitiems susijęs su didesniu paauglių depresiškumu, nerimastingumu bei užsisklendimu; geresnis kitų žmonių emocijų supratimas yra statistiškai reikšmingai susijęs su somatiniais skundais, o geresnė emocijų analizė – su užsisklendimu; nerimastingumas, depresiškumas siejasi su blogesniu tinkamu socialiniu reagavimu, netinkamų jausmų supratimu bei prastesne pagalba kitiems; paauglių netinkamų jausmų supratimas susijęs su didesniais somatiniais skundais. Emocijų pažinimas, jų valdymas ir elgesio sunkumų sąsajos: paauglių blogesnė emocijų fizinė išraiška bei emocijų skyrimas siejasi su taisyklių laužymu bei agresyvumu. Prastesnė emocijų verbalizacija susijusi su taisyklių laužymu, o blogas kitų žmonių emocijų pažinimas susijęs su agresyviu elgesiu; blogesnis... [toliau žr. visą tekstą] / Objective – explore and analyze the relationship between emotion awareness, emotion management and psychological and social problems of adolescents. Participants - 212 adolescents (98 male and 114 female, 96 – countryside, 116 – city), 14 - 17 years old. Measurement – Youth Self-Report (YSR 11/18), Emotion Awareness Questionnaire (EAQ-30,) and Juvenile Emotion Management Scale (JEMS). Results: The relationship between emotion awareness, emotion management and emotional problems of adolescents: anxiety, depression and somatic complaints are related to worse differentiating emotions skills, verbal sharing of emotions, and bodily awareness skills; worse not hiding emotions skills are related to higher rates on anxiety, depression and withdrawal; better attending to others’ emotions skills have a statistically significant relationship with somatic complaints, o better analysis of emotion skills – with withdrawal; anxiety, depression is related to worse less appropriate feelings to a given social setting skills, acknowledge an inappropriate feelings and worse acting helpfully to others; worse acknowledge an inappropriate feelings is relates to more somatic complaints. The relationship between emotion awareness, emotion management and behavior problems of adolescents: worse bodily awareness skills and differentiating emotions skills are related to rule-breaking behavior and aggressive behavior. Worse verbal sharing of emotions skills are related to rule-breaking behavior and worse... [to full text]