The aim of this thesis is to study male questioning of masculinity. The study of the questioning will be conducted through a literature study, that will be done using an anthology that holds a critical perspective towards masculinity. The study of the questioning, will be done through mapping the most common patterns within the questioning together with patterns in the form used for presenting the questioning. Apart from the focus on the questioning and its form, which norms that are being questioned will also be studied. Apart from the focuses mentioned above, the last focus is directed towards finding patterns within the chosen themes vulnerability and homosociality. Since the focuses of the thesis will be studied through finding patterns within the material, thematic analysis will be used as a method. The method queer reading will also be used for studying norms. What has been found is that the form of the questioning mainly contains alternative thinking and reflections about ideals, as well as frustration related to trying to live up to these ideals. Overall few innovatory perspectives were brought up in the questioning, but the own father was rather commonly brought up in relation to reflection of the own masculinity. Regarding the chosen themes, avoiding to express emotions of vulnerability openly was found to be most common regarding vulnerability. Within the theme of homosociality, the most common pattern was that the men maintained a distance to each other. The most interesting discovery was found within the reflective form, which became interesting, since the stories contained an understanding that reflection should be avoided in order to uphold a masculine identity. Paradoxically then, the overall form of the material was reflective stories, making the form of the stories a break against a central norm found within their content.

This thesis studies the intertwinement of economy and emotions within the context of modernity. By investigating how work and romantic love interact in fiction films from the period 1930 to 1955, I seek to shed light on how two cultural practices that might normally be assumed to belong to separate dimensions of life – the economic and the emotional – are actually closely connected to each other. The examination of these interactions allows a better understanding of the process of modernisation, as well as the ways in which cultural differences matter in two national contexts: Sweden and Mexico. The thesis is structured into three overarching dimensions of analysis: space, gender and class. I seek to explain the relationship between work and romantic love within these dimensions using the concepts of emotional capital, respectability and worthiness. The results highlight the differences between the national cases. For example, films depicting the Swedish countryside represent both modern and non-modern domestic spaces when judged in terms of their configuration and appearance; however, certain traits of rural characters such as solidarity, closeness to nature and equality transcend into modern society and guide work and romantic love practices. In Mexico, the countryside is depicted at the core of national identity; however, this space is characterised by its non-modern nature. The countryside, according to films, must be reformed by notions of science and rationality. Film narratives show that through romantic love, the man modernises the non-modern woman. The gender analysis revealed that Swedish films endorse the Housewife Contract in Swedish society during this period. In Mexican films, a similar contract is found in the discourse of the modern nation but films endorse a broader interpretation. Mexican films show that whilst the patriarchal organisation of society is expected to loosen its grip in a modern society, a stable gender structure is desirable. The class analysis reveals that upward mobility is a desirable outcome in Swedish film stories. Women attain it through love while men do so through work. However, upward mobility is unacceptable in Mexican films; they instead endorse class permanence.

Night of Glass is for chamber orchestra with an estimated performance time of 14 minutes. The instrumentation for the work, using one player per part, is Flute (also small glass wind chimes), Oboe (also 1 tuned water crystal), Clarinet in A (also small glass wind chimes), Bassoon (also 1 tuned water crystal), Horn in F (also 1 tuned water crystal), Trumpet in C (also 2 tuned water crystals), Percussion (Vibraphone, Glockenspiel, Chimes, Bell Tree, Hammered Dulcimer, 3 Suspended Cymbals, 1 Large Tam-tam, 4 Roto Toms, 3 Tympani), Piano, 1st Violin, 2nd Violin, Viola, Cello, and Double Bass, While not programmatic, the work is divided into six sections each expressing a predetermined emotional content: fragility, anxiety, solitude, fear, catharsis, and reconciliation. All are emotional contents which are found in the dream-state that is reflected in the work's title. All aspects of Night of Glass (i.e., pitch material, form structure, and structural density) are centered around the unifying factor of emotional projection within each section. The work seeks emotional content through the expansion of composition procedures while being accessible to listeners.

This study finds leader genuine emotion does influence firm performance in two ways. First it can result in positive effect on subordinate attitude which, in turn, increases firm performance. Second, it can result in negative direct effect on firm performance after controlling for the indirect effects just mentioned. These results are interpreted herein to provide support to the claims by many (Ashforth & Humphrey, 1993; Gardner et al., 2009a; Humphrey et al., 2008; Hunt et al., 2008) that properly managed genuine leader emotion should lead to positive outcomes and improperly managed genuine leader emotion should lead to negative outcomes. Here, proper management is contingent upon displaying emotions that “correspond” with display rules, situational requirements, and audience expectations. Thus, it is recommended herein that leaders closely monitor their behavior, predominately using genuine emotional displays when appropriate and deep acting when their genuine emotions do not align with the requirements of their role.

The Five Minute Speech sample is a cost effective, efficient means of data collection in developmental research, but recent criticism of traditional coding methods associated with the methodology has spurred the creation of more developmentally appropriate coding systems. The purpose of this study is to examine the reliability and validity of a new coding system, The Family Affective Attitudes Rating Scale (FAARS), for use in children with chronic illness. Results did not support the use of this coding system, at least in its current form, in a pediatric asthma population. Discussion focuses on whether the FAARS may be of use when examined on an item level and directions for future research - such as profile analyses and edits to the coding system - that may better capture the experiences of parenting a child with chronic illness.

This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.

Paper 1: An exploratory study of the systems of support to help young males with Social, Emotional and Behavioural Difficulties to remain in post 16 Education Abstract This paper is positioned within a co-operative inquiry interpretative paradigm. This paper is one of two. This study focused on YP with Social, Emotional and Behavioural Difficulties (SEBD) and their views and experiences of the system of support to help them remain in EET. An adapted co-operative inquiry (CI) methodology was employed which emphasised participation This research aimed to address this gap by giving voice to the YP and their views of the education system. Additionally, the views of the YP were sought to deepen our understanding of YP’s needs and level of support they require to remain in EET. The research took place in a unitary authority in the South West of England. The participants in paper one were five male students who had left specialist provision for YP with SEBD following completion of year 11. Ages ranged from 16.5-17 years. Their views were elicited through individual semi-structured interviews which were analysed using a thematic analysis approach (Braun and Clarke 2006). The key finding from paper one was the value YP placed on relationships they formed with practitioners who supported them. For many of the YP Grovehill School (SEBD) was their first positive experience of the education system. The YP making the transition into mainstream EET expressed the view that there was no support in place once they left Grovehill. Additionally, the lack of practitioners in post-16 that knew and understood their needs, coupled with feelings of a lack of belonging and acceptance in their new environment, were identified as particularly challenging. Three out of the five participants became NEET before the end of their second year of post-16 EET. The YP identified the presence of Erica, a learning mentor as the most important source of support. However when the YP were unable to access Erica it was evident that the lack of a wider system of pastoral support presented as a significant challenge for this vulnerable group. Findings from papers one and two were assimilated and the implications for improving future policy and practice were considered in the final section of paper two. Consideration was also given to the role Educational Psychologists (EPs) and how EPs could inform future ways of partnership working to secure positive outcomes for YP with SEBD. Paper Two: An exploration of practitioner’s view of the current system of support for YP with SEBD making the transition into post-16 mainstream education, employment and/or training Abstract The aim of this paper was to explore practitioner’s views and experiences of the system of support in place to meet the need of YP with SEBD making the transition from specialist to mainstream post-16 EET. This small scale study was conducted in a unitary authority in the South West of England. A total of eleven participants took part in the semi structured interviews (six males and five females). The participants were selected to represent the range of provisions offered to YP with SEBD in post-16 EET. Semi-structured interviews were used to elicit their views. A thematic analysis approach to analysis was adopted. Findings were that practitioners identified the importance of cultivating caring relationships, however, a distinction emerged in the FE setting were the focus was on behaving like an adult and conforming to an existing system. Disparities also emerged between settings value and beliefs systems, which appeared to shape the teaching practice and interaction with YP. The lack of support practitioners receive from outside agencies to understand and support YP with SEBD emerged as important factor. Additionally, issues such as the impact of the change of environment from specialist to mainstream EET and school culture emerged as salient features. The dilemma of inclusion versus attainment was found to be a significant challenge for practitioners when trying to meet the needs of the YP. Findings which related specifically to transition identified; across settings there was a lack of a formal transition plan and limited access to resources and funding in post-16 settings. Within FE settings the lack of accessible pastoral support was identified as a key area for development. Finally, all participants identified the need for a clear strategic vision to inform future practice. Systems theory provided a useful conceptual framework to understand the complexity of the interlinked factors which impact on YP access, or lack of access to support to help them remain in EET. Shared themes were identified across the phases of the study which identified that it is not one single factor, but rather a combination of interlinked factors which contribute to YP becoming NEET. The information gathered showed participants across the settings recognised the need for greater partnership working and help for practitioners to help them understand and support YP with SEBD. The study also illuminated the need for better communication between practitioners and the wider system of support. Additionally, the study identified a clear role for EPs in supporting YP and practitioners and implications for EP role are discussed. The study has provided a timely insight into the current system of support for YP with SEBD in light of the move for YP to remain in EET up until the age of 18.

S’il est admis que notre attention est préférentiellement orientée vers les stimuli émotionnels, les dimensions du stimulus qui sont responsables d’un tel biais font toujours l’objet d’un débat. Contrairement aux conceptions classiques qui proposent que l’attention émotionnelle (i.e., l’amélioration du traitement de l’information émotionnelle) est guidée de façon bottom-up par la valence ou l’arousal, le Modèle des Processus Composants propose que l’attention émotionnelle est guidée de façon plutôt top-down par la pertinence des stimuli. Dans cette perspective, l’attention émotionnelle serait un mécanisme à part entière qui serait responsable d’une capture attentionnelle valence non-spécifique et automatique par les stimuli pertinents pour les buts et besoins de l’individu. De plus, un tel mécanisme serait guidé par l’appraisal de l’individu plutôt que par les caractéristiques intrinsèques du stimulus. Dans la première partie expérimentale de cette thèse, nous présentons plusieurs études qui ont été conduites afin de tester l’existence de ce mécanisme. Tout d’abord, les résultats de ces études ont révélé des effets de capture et d’interférence attentionnelles par des stimuli pertinents positifs et négatifs, ce qui est cohérent avec l’idée que l’attention émotionnelle est valence non-spécifique. Ensuite, ces études ont mis en évidence une modulation du biais attentionnel provoqué par un unique stimulus en fonction de sa pertinence, ce qui suggère que l’attention émotionnelle est guidée par l’appraisal de l’individu et non par les caractéristiques intrinsèques du stimulus. Enfin, les données soutiennent aussi l’hypothèse selon laquelle l’attention émotionnelle est automatique, puisque les stimuli pertinents ont provoqué une interférence alors même qu’il était explicitement demandé aux participants de ne pas les traiter. La seconde partie expérimentale de cette thèse s’intéressait à l’effet de la pertinence sur le comportement non-émotionnel subséquent à l’apparition d’un stimulus pertinent. Les résultats de l’étude présentée montrent que la pertinence influence le comportement de façon valence spécifique, en interaction avec les tendances à l’action. Ces données soutiennent aussi un modèle d’organisation des émotions selon deux systèmes motivationnels qui se déploient de l’orientation de l’attention vers la préparation à l’action. Enfin, la troisième partie expérimentale s’intéressait au traitement attentionnel de la pertinence chez une patiente ayant une lésion amygdalienne unilatérale. Les données ont montré une amplification du traitement des stimuli positifs pertinents, interprétée en termes d’effet de contre-régulation affective due à une sensibilité exacerbée de la patiente aux stimuli négatifs. Plus généralement, ce travail de thèse souligne l’importance de la notion d’appraisal, en particulier l’appraisal de pertinence, dans le guidage de l’attention émotionnelle, et dans la mise en œuvre du comportement. / If it is admitted that our attention is preferentially oriented toward emotional stimuli, there is no consensus on which stimulus dimension is responsible for such a bias. Contrary to classical conceptions that propose that emotional attention (i.e., the boosting of the processing of emotional information) is guided in a bottom-up way by negative valence or arousal, the Component Process Model posits that emotional attention is rather guided in a top-down way by the relevance of the stimulus. In that perspective, emotional attention would be a mechanism that can be reduced neither to exogenous nor to endogenous attention that would be responsible for an automatic and valence non-specific attention capture by stimuli that have and important place in the hierarchy of the goals and needs of an individual. Moreover, such a mechanism would be driven by the appraisal of the individual rather than by the intrinsic characteristics of the stimulus. In the first experimental part of this thesis, several studies were conducted in order to test the existence of such a mechanism. First, the results of these studies revealed both attentional captures and interferences by positive and negative relevant stimuli, which is consistent with the idea that emotional attention is valence non-specific. Second, these studies also showed a modulation of the attentional bias produced by a unique stimulus, as a function of its relevance, which suggests that emotional attention is driven by the appraisal of the individual rather than by the intrinsic characteristics of the stimulus. Third, the data also support the hypothesis that emotional attention is automatic, i.e., that it escapes voluntary control, because relevant stimuli provoked an attentional interference even if the participants were explicitly told not to process them. The second experimental part of the thesis focused on the effect of relevance on the non-emotional behaviour following the onset of a relevant stimulus. In this framework, the results of the study presented showed that relevance influences behaviour in a valence specific way, in interaction with action tendencies. The data also provide support to the organization of emotions in two motivational systems that evolve from attention orientation to action preparation. Eventually, the third experimental part dealt with the attentional processing of relevance in a patient with unilateral amygdala lesion. The presented study revealed an amplified processing of positive relevant stimuli that was interpreted in terms of an affective counter-regulation effect that could be caused by an exacerbated sensitivity of the patient to negative stimuli. On the whole this thesis points out the critical role played by the appraisal, particularly the appraisal of relevance, in the guidance of emotional attention, and in the implementation of behaviour.

Clarifying processes associated with emerging externalizing behavior problems during early childhood was the focus of this study. Data were collected from 100 parent-child dyads when children were 2, 3, and 4 years. An incremental risk model was hypothesized to explain the emergence of externalizing behavior problems. Theoretically, children's temperamental propensity towards negative emotional reactivity increases risk for noncompliance, noncompliance that increases risk for externalizing behaviors by age 4. Parenting was identified as the mechanism by which children's progression along the incremental risk pathway is amplified or minimized; progression is only expected under conditions of harsh parenting. No statistical support emerged for the incremental risk model or the moderational effects of harsh parenting. Harsh parenting was a statistically significant predictor of children's noncompliance one year later. Implications of the current findings for future research are discussed.

Parents are best able to identify their own support needs, and professionals can assist parents in receiving supports to assist with these needs. There has been an increase of children diagnosed with autism, which has resulted in a major concern for education professionals. Teachers, therapists, and medical personnel are better able to assist families of children with autism in obtaining supports because they are able to view the family and child objectively and are not emotionally tied to the situation. The focus of this study was to identify the forms of social support that mothers and fathers of children recently diagnosed with autism perceive as being important. Twenty couples (father-mother dyads) of children between the ages of three to five and diagnosed no more than a year and a half with autism participated in this study. Before the study began a social validation process with professionals and parents of children with autism was used to validate the usefulness of the 16 support items. Once the validation was complete, twenty families completed a Q-sort with the items, which allowed for a ranking from "most" to "least" important. Results indicated that both fathers and mothers ranked "information on how I can help my child" as the most important support and "help with transportation" as the least important support. Overall, fathers' preferred instrumental (goods, services, financial assistance, and information) types of supports, such as, "financial help for expenses." Mothers' preferred emotional (someone to talk to about problems, feelings, and attitudes) types of supports, such as, "contact with other parent(s) who experienced the same situation." T-tests, correlations, and a factor analysis were performed to analyze the data. Significant correlations were from on five support items. "Involvement with a church or strong religious beliefs", "special equipment to help meet my child's needs", "financial help for expenses", "participation in an organized parent support group", and "information on how I can help my child" were significant at the.05 level. From the findings, implications for professionals who work with families of children with autism and recommendations for future research are discussed.