Kiekvienas savaip suprantame meną. Menas mus supa visur ir visada. Mes visi iš prigimties esame kūrėjai, tik kiekvienas į grožio kūrimą įneša savo didesnę ar mažesnę dalelę. Aš tikiuosi į savo darbų kolekciją įnešti šiokį tokį indėlį kuriant meną. Mano baigiamojo darbo tema: „Užmarštis“. Darbų tikslas išlaikyti tiesiogines prisiminimų, emocijų sąsajas, prilyginat užmarščiai. Daiktai - geri ar blogi – vis tiek bus užmiršti, kaip ir žmonės. Baigiamasis darbas susideda iš dviejų dalių: teorinio aprašo ir praktinio kūrybinio darbo. Teorinėje dalyje pateikta teorinė analizė, darbo eiga, ieškojimų kelias, atlikimo technikos ir praktinis pritaikymas pedagoginiame darbe. Praktinę kūrybinę dalį sudaro trijų darbų kolekcija: asambliažai ant faneros (100x120 cm), atlikti mišria technika, tapybos technika aliejiniais dažais. Šis asambliažas – tapybos darbų ciklas - nėra skirtas konkrečiai aplinkai. Darbai gali būti eksponuojami parodinėse erdvėse ir visuomeninės paskirties interjere. / Each of us understands art in different way. Something what let people to see other side of life. As we know art is all around us. We are all born to be an artist, but everyone brings into beauty creation his little or big part. I also hope to bring my contribution into creating art. My thesis topic: "Oblivion". Works to maintain direct links between emotional memories associated with the disappearance. Good or bad stuff will still be forgotten, as people. The final work consists of two parts: theoretical and practical description of the creative work. The theoretical section presents the theoretical analysis, workflow, searching their way, technique and practical application of the pedagogical work. The practical part consists of three creative collection of works (100x120 cm) had a mixed assemblage - painting techniques with oil paint on plywood. This assemblage - the cycle of paintings is not intended for a specific environment. Works can be exhibited: hall public spaces and interiors.

Mokyklose ypač aktuali ir problemiška tema yra mokinių, turinčių elgesio ir emocijų sutrikimus/ sunkumus, ugdymas. Mokytojai ir tėvai susidūrę su vaikų neadekvačiu elgesiu, labiliomis emocijomis, nedėmesingumu, padidintu aktyvumu, impulsyvumu dažnai neranda tinkamų pagalbos būdų, nežino kaip elgtis tam tikrose situacijose, nes tokie mokiniai trikdo mokymo procesą ir aplinkiniams pridaro daug rūpesčių. Tyrimo objektas: elgesio ir emocijų sutrikimų/ sunkumų turinčių paauglių ugdymosi patirtys. Tyrimo tikslas: išnagrinėti elgesio ir emocijų sutrikimų/ sunkumų turinčių paauglių ugdymosi ypatumus. Remiantis teorine mokslinės literatūros analize, apibrėžti elgesio ir emocijų sutrikimų/ sunkumų sampratą, priežastis, bendravimo ir mokymosi problemas, šiuolaikinę ugdymosi sampratą, elgesio ir emocijų sutrikimų/ sunkumų, turintiems paaugliams teikiamą pagalbą ir ugdymosi ypatumus. Tiriant pedagogų nuomonę apie mokinių, turinčių elgesio ir emocijų sutrikimų/sunkumų, ugdymosi procesą buvo taikomas kiekybinis tyrimas, atlikta anketinė apklausa, kurioje dalyvavo 106 Rokiškio miesto ir rajono ugdymo įstaigose dirbantys pedagogai, specialistai. Įvertinant mokinių požiūrį į mokyklą, mokymąsi, bendravimą su mokytojais ir bendraamžiais buvo taikomas kiekybinis tyrimas, atlikta anketinė apklausa mokiniams, kurioje dalyvavo 122 Rokiškio miesto ir rajono ugdymo įstaigose besimokantys mokiniai, turintys elgesio ir emocijų sutrikimų/ sunkumų. / In schools, especially relevant and problematic topic is education of students having behavioural and emotional disorders/difficulties. Teachers and parents, being confronted with children’s inadequate behaviour, labile emotions, inattentiveness, increased activeness, impulsiveness, often don’t find proper ways of help, don’t know how to act in certain situations as such students disturb educational process and make troubles for the people round about. Research object: educational experiences of the adolescents having behavioural and emotional disorders/difficulties. Research aim: to analyze educational peculiarities of the adolescents having behavioural and emotional disorders/difficulties. With reference to the analysis of theoretical non-fiction, to define the conception of behavioural and emotional disorder, reasons, problems of communication and learning, modern educational conception, to reveal the help rendered and educational peculiarities of the adolescents having behavioural and emotional disorders/difficulties. During the study of pedagogues’ opinion about the educational process of the students having behavioural and emotional disorders/difficulties, quantitative study was accomplished, a questionnaire was performed in which participated 106 pedagogues and specialists working in Rokiškis city and region educational institutions. During the assessment of students’ attitude towards school, learning, communication with teachers and peers, quantitative... [to full text]

Facial expressions can be reliable markers of emotion, and represent an important source of social information. Consequently, the ability to judge facial expressions accurately is essential for successful interpersonal interactions. Anorexia nervosa (AN) is an eating disorder in which social difficulties are common. Past research has suggested that facial emotion recognition may be disturbed in AN, although the precise nature of this disturbance is unclear. The current study aimed to further investigate emotion recognition in AN by comparing 12 women with AN to 21 women who were constitutionally thin (CT) on the Facial Expression Recognition Test, an established computerized test of facial emotion recognition. Still photographs of faces displaying different emotional expressions and neutral expressions were presented to participants via computer screen. Participants were required to decide which emotion each face displayed from several choices. AN subjects responded faster than CT subjects to the facial emotion stimuli, regardless of which emotion was displayed. However, AN subjects did not differ from CT subjects on overall accuracy, accuracy for different emotion categories or misclassifications. Results are discussed in terms of the cognitive style of individuals with AN, recent models of socio-emotional processing, and issues of methodology.

While there currently appears to be no universal definition for Emotional Behavioural Difficulties (EBD) it is often used around the world as a label for children displaying difficult behaviours. One intervention used for children with EBD is residential treatment, which involves “providing a full range of therapeutic, education, recreational and support services given by a professional, interdisciplinary team” (Johansson 2007, pg. 16). To date there is little literature on the effectiveness of residential treatment for children with EBD. This present study aims to further the research by measuring the progress made towards a child’s personal goals while at residential school and if this progress is still evident six months after returning home and entering mainstream schooling. Child and parent feedback on the time spent at residential treatment are examined to see how they viewed the treatment. The participants consisted of 83 children aged seven to thirteen years who had attended the residential school between 2004 and 2009, their parents/caregivers, mainstream teachers and residential treatment staff. Follow up questionnaires given to the parents/caregivers when the child was leaving residential treatment and the child’s leavers report were analysed using a mixed methods approach. The results of this study indicated that the children’s personal goal attainment did not change at a statistically significant level six months after returning home and entering mainstream schooling Findings were consistent across the three age groups analysed (under 8 years 11 months, 9 years -10 years 11 months and over 11 years) as well as across the goal codes. This research suggests the gains the children made towards goal attainment at residential treatment were able to be generalised to their home and mainstream school environment.

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Problem: Family-owned and –managed businesses constitute the majority of organizations worldwide. Yet, although, because of their  special enmeshment of family and business spheres, conflicts constitute a central threat to those types of organizations, not much has been done to study this phenomenon specifically in a family business context. Minding the actuality that especially the family related factors that contribute to the occurrence of role and relationship conflicts within family firms remain understudied, this thesis will take an emotional ownership perspective to examine the phenomenon from a different angle. Purpose: To advance the general understanding of role and relationship conflicts within a family business setting, the purpose of this thesis is to determine the role emotional ownership plays in regard to role and relationship conflicts within family firms. Method: This qualitative study utilizes a case study strategy including a total of six case companies and eight research respondents. Data is thereby collected from semi-structured interviews and documentary secondary data. The analysis of the empirical findings is conducted following a two-step process. First, the empirical findings of the distinct case companies are cross-analyzed. Then the emerging patterns are formulated into a general model. Conclusions: Family owners’/employees’ feelings of emotional ownership towards the firm do influence the occurrence/intensity of role and subsequent relationship conflicts within family firms. The exact nature and impact of this influence will however depend on a number of factors. Those factors include (i) the existence of rules and regulations to govern the separation of family- and work related roles within the family and the firm, (ii) family-related factors, like the existence of a “peacemaker” and/or “decider”, strong family cohesion and/or trust among the family and its members, as well as (iii) cultural factors such as “respect for the elders”.

Volunteer tourism has been regarded to provide an authentic and mutually beneficial relationship between volunteer tourists and residents based on volunteering. By exploring volunteer tourists' emotional solidarity with residents, the researcher aims to uncover the social relations between volunteer tourists and residents in practice. This exploratory study was conducted in Puerto Viejo, Costa Rica during November 2012 to January 2013. Based on the two months of ethnographic field research, this research suggests that volunteer tourism may not be superior to so-called “mass tourism” in terms of building harmonious relationships between volunteer tourists and resident. In this study, volunteer tourists’ feelings of closeness were merely feelings which boosted the identity of volunteer tourists from “tourists” to “volunteers”. This article contributes to the growing body of literature on volunteer tourism by exploring the volunteer tourism experience from the perspectives of international volunteers.

The purpose of this study was to investigate the effectiveness of two teaching methods, based on diverse principles of psychotherapy, with groups of children manifesting disturbed behavioral patterns. One of the methods was based on principles of behavior modification and the other on high levels of facilitative conditions, or relationship therapy. The variables of experimental interest were arithmetic achievement, adaptive overt behavior and personality adjustment as indicated on several indices. The study attempted to elicit inferences regarding the teaching of adaptive behaviors and cognitive skills to a population of withdrawn children. The comparative effects of the two distinct sets of psychotherapeutic principles were of special interest in this study.The research was conducted in the Marion, Indiana Public Schools. A total of 20 children, 10 in each group, participated in this study. These children were all fourth-graders, selected from the regular classroom. Behaviors of the subjects qualified for the label "emotionally disturbed."They all displayed withdrawn behavior.Careful control was exercised in selecting the teachers for the two experimental groups. A teacher preferring structure and order assumed the instructional responsibility for the behavior modification group. The teacher selected for the relationship group was characterized as a highly sensitive, warm individual. Intermittent consultation was provided each teacher throughout the experiment.The subjects in the experimental groups were compared, on pre and post measures, on the basis of group means and standard deviations, as to IQ, achievement level, grade level, and degree of personality adjustment. Personality adjustment was contingent upon three measures; teacher ratings, peer perceptions, and performance on selective factors on a standardized inventory. The experiment continued for thirteen weeks.In testing for significant differences on educational achievement, the analysis of covariance was used. The Mann-Whitney U was used to test for significant differences on all indices of personality adjustment. Overt adaptive responses during the experimental period were presented graphically. Assessments for variables within each group were also treated graphically.Findings1. The behavioristic educative method was superior to the relationship educative method in enhancing educational achievement. The significance level was established at the .05 level.2. There were no significant differences between the two groups based on teacher perceptions.3. There were no significant differences between the two groups based on peer perceptions.4. In regard to the six factors from the standardized instruments significant differences were found in two instances, at the .05 and .01 levels, both favoring the relationship approach.5. The relationship approach was better than the behavioristic approach in fostering overt, adaptive behavior in the experimental setting.6. In regards to arithmetic achievement within each group, the behavioristic group made an average gain of 1.2 years and the relationship group 0.8 years in grade levels.7. With respect to peer perceptions in each group, the change from pre-test to post-test was very marginal for both groups.8. On all six factors studied on the standardized inventory, pre-test performance of the behavioristic and relationship groups were below average. On the post-test the behavioristic groupperformed average or better on 3 of the 6 factors. The relationship group performed average or better on 4 of the 6 factors.The findings suggest a behavioristic approach is better in fostering arithmetic achievement in withdrawn children. In regard to personality adjustment and overt, adaptive behavior a relationship approach was suggested as being superior by the study.

Previous research has suggested that emotional expression is important for psychological adjustment to disease (e.g., Stanton et al., 2000). Indeed, experimentally prescribed emotional disclosure (traditionally, expressive writing) in the context of illness has been shown to provide benefits for mental and physical health (Pennebaker, 1993). However, the experimentally prescribed disclosure in previous research has typically been asocial, akin to writing in a diary. In contrast, the present research, by experimentally manipulating the intended audience of one’s disclosure, examined the effect of addressing one’s emotional disclosure to specific types of listener, namely a therapist or one’s spouse. Cardiac couples in which one partner had a recent cardiac event took part in the current study. First, partners completed pre-study characteristics questionnaires. Next, in a lab session, partners (in separate rooms) were randomly assigned to one of three conditions: (1) they disclosed their thoughts and feelings about the cardiac event as though speaking to their partner; (2) they disclosed their thoughts and feelings about the event as though speaking to a therapist; or (3) in a non-disclosure, control condition, they spoke about a neutral topic. Partners then engaged in a dyadic discussion about each partner’s experiences, thoughts and feelings about the cardiac event. Finally, a one-month follow-up measure assessed their relational outcomes since participation. It was hypothesized that the partner-oriented condition would lead to better outcomes than the therapist-oriented condition, and that disclosing overall would be more beneficial than non-disclosure. The study also examined the influence of pre-study characteristics on in-lab and follow-up outcomes, with the hypothesis being that participants doing less well initially (i.e., higher on psychological distress, Type D personality, emotional suppression, and lower on mindfulness, cognitive reappraisal, relationship satisfaction, and perceived social support) would experience relatively more benefits from participation than those initially doing well. In addition, the study investigated whether type of event (unexpected and sudden vs. planned and more gradual) would differentially influence measures throughout the study, with the hypothesis being that couples who experienced a sudden event (MI) would be more distressed and therefore benefit more from participation than those who went through a planned procedure. Hypotheses were partially supported. Although the manipulation of disclosing to one’s partner vs. a therapist did not elicit many differences, one important and novel finding emerged regarding the orientation of disclosures: partner-disclosures yielded a more communal orientation whereas therapist-disclosures yielded a more self-focused orientation. The importance of patients’ disclosure orientation (me vs. we) was revealed when it emerged that greater communal focus led to better outcomes for both partners, but greater self-focus led to less positive outcomes for spouses. Compared to non-disclosure, disclosure generally was found to provide greater benefits for relational communication as well as marital satisfaction at follow-up. Consistent with predictions, participants who seemed most in need at pre-study (i.e., greater distress, Type D personality, emotional suppression, and less marital satisfaction and perceived support) experienced better outcomes than those who were initially well. Finally, couples who went through a sudden event were found to be more in need and benefited more than those whose event was planned, and this was especially pronounced in the effects on the spouses. Directions for future research and implications for clinical practice were discussed. For example, in addition to highlighting the value of emotional disclosure in the context of serious illness, the findings identified characteristics of cardiac couples who may be more in need of communication interventions and drew attention to important, relatively unmet needs in the patients’ spouses.

In this study the focus is on the pastoral guidance of the emotionally traumatized person. From the exegetic study it became clear that suffering forms part of every person's life and growth. In Ecclesiastes 7: 1-14 it is stressed that not only is prosperity given by God but that God also allows suffering. There with Romans 8: 18-25 stresses that which awaits the true believer in eternal life. It is given as motivation to persevere through the here and now of suffering. The Epistle of James (5:13-16) emphasizes in particular the communion of believers as a source of support. Psalm 13 encourages the believer to call upon God in his distress because God listens to his children's cries of distress. In the chapter dealing with Theological Basis Theory it became clear that emotional trauma normally happens where the person's own outlook on life was darkened by something that happened to him, which he was not prepared for. A pastoral approach to therapy is consequently based on the viewpoint that God is the Great Healer. In the process of pastoral counseling, attention must also be paid to any pending processes of mourning. Where the whole process of consultation eventually results in an attitude of servant hood in the counselee, it has truly been successful. It further became evident that various aids may creatively be used in process of guiding the counselee to wholeness -one of the most prominent of these is prayer that has to be continuously interwoven with the different counseling sessions. As far as the Meta-theory is concerned, the focus has been on contributions made by disciplines outside theology. It was pointed out that emotions, inter alia, can also become "sick" on occasion. This happens where a person does not allow himself to live through specific experiences of his emotions. A person, however, has control over the value he attaches to on emotion. Each person is unique and consequently the experiencing of his or her emotions will differ from person to person. Under normal circumstances a person experiencing intense emotions will allow them to flow freely from the body. Where this does not happen, such a person must receive professional help from somebody that can guide him towards healing. As part of the Meta-theoretical Section, there has also been focused empirically on the emotional trauma of a number of co-workers. It has been found, inter-alia that emotional pain that has not been dealt with, often leads to emotional trauma. It is also possible that emotional trauma may be disguised at times and may manifest itself by way of certain symptoms. Empirical research has again confirmed the important fact that the emotionally traumatized person must be guided to identify the deeper roots of the problem in order to activate the healing process. In the Practice-theoretical Section a number of practical guidelines stemming from the basic-theoretical and meta-theoretical perspectives have been formulated for the pastoral guidance of the emotionally traumatized person to emotional and spiritual healing. The importance of prayer as part of the pastoral therapeutically process again proved to be very prominent. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2008.