This diploma work deals with social climate measuring within secondary school teaching staff and interpersonal relationship impact on training and education process in school environment. The theoretical part involves terms related to teaching staff climate and explores various forms of interpersonal relationship in school environment. The practical part investigates a particular teaching staff at a particular vocational school. The outcome analysis is compared to standardised specifications composed by KUS questionnaire schedule authors. This has been utilised to implement teaching staff diagnosis in this work. The results are provided in form of charts and graphs with a detailed description.

The aim of this study was to identify and investigate preschool teachers’ experiences and views on the role of outdoor education on social interactions. The research questions were: How do the teachers conceptualize outdoor activities’ role on social interactions in multicultural preschool settings? How do the teachers foster social interactions through outdoor education? What kind of challenges have the teachers faced regarding outdoor education in multicultural preschool groups? Semi-structured interviews were conducted with five preschool teachers from three different preschools in a multicultural suburb in southern Sweden. The results showed that – despite children’s possible aversions to engaging in activities in the outdoors - outdoor activities are supportive of the development of closer bonds within the group. According to the teachers interviewed, the natural settings bring calmness and openness, therefore this environment facilitates social interactions among children. The lack of strictly preplanned activities offer children opportunities to follow their interests and to have shared experiences through the discovery of nature. Their willingness for collaborative explorations is a basis for joint play, discussion and group work.

The dissertation objective on the theme {\clqq}Interpersonal relationship development between children's nurse and mother in the neonatology department by means of the H. E. Peplau model`` is to chart individual phases utilization in the process, professional relationship development between children´s nurse and mother according to the H. E. Peplau model. Further through created documentation to find out differences at the approaches during professional relationship connecting between children´s nurse and mother in the neonatology department in the Hospital JSC in České Budějovice. To meet these objectives the dissertation is divided into theoretical part which focuses on differences at the care of developed and underdeveloped infant, nursing model H. Peplau including its application into practice. The second, practical part is divided into quantitative and qualitative parts. The quantitative part concentrates on factors finding out which influence professional relationship between children´s nurse and mother in compliance with the H. E. Peplau model and concurrently specifies individual nurse roles changing during professional relationship children´s nurse and mother. The data of the quantitative research part have been learned by means of questionnaire disquisition. By the dissertation results summarizing I found out facts regarding H. E. Peplau model individual phases utilization at the children nurse {--} mother relationship establishing in neonatology. Hypothesis 1 {\clqq}Children nurses with own children establish faster the professional relationship with mother`` {--} has come true. Hypothesis 2 {\clqq}Children nurse practice length influences the ability to establish the professional relationship with mother`` {--} has come true. Hypothesis 3 {\clqq}Children nurses undertake the role of the mentor in most cases`` {--} hasn´t come true. The data of the qualitative research part were identified by observation, conversation with children nurse, creating of the documentation own proposal at the mothers of prematured children hospitalized by ROOM IN system and its application in practice. Mothers were divided into two groups, the common way of the interpersonal relationship establishing with mother was used in the first group, the way of the interpersonal relationship establishing with mother according to the H. E. Peplau model was applied in the second one. At the quasiexperiment it has been identified the interpersonal relationship establishing with mother proceeds better at the nursing H. E. Peplau model utilisation. The dissertation knowledge can be partly utilised by neonatology department of the Hospital JSC in České Budějovice, in particular by children nurses to master the abilities for professional relationship establishing with mother and to provide subsequently mother and child with the complex nursing care. Further to students and other interested people in this issue.

Made available in DSpace on 2016-12-23T14:38:01Z (GMT). No. of bitstreams: 1 Bruno Eduardo Silva Ferreira.pdf: 588395 bytes, checksum: bb13be526e96ae76f8890bdf5103c4e8 (MD5) Previous issue date: 2006-05-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho teve por objetivo descrever e analisar certos aspectos das amizades de adolescentes acometidos por diabetes mellitus e câncer. Os aspectos da amizade trabalhados foram: a) histórico da relação, b) companheirismo e reciprocidade, c) comunicação, auto-revelação e intimidade, d) apoio social, e) conflito e f) expectativas e conceito de amigo. Doze participantes foram entrevistados e divididos em dois grupos, sendo três pessoas com diabetes e seus três melhores amigos, e três pessoas que tiveram câncer e seus três melhores amigos. Os resultados apontam para uma relação específica, similar às amizades de adolescentes que não sofrem de uma doença crônica em alguns aspectos, mas que difere destes relacionamentos em outros. A comunicação entre as díades é afetada, de modo que a auto-revelação de conteúdos íntimos é diminuída, e as conversações acerca de conteúdos ligados à enfermidade também são evitadas pelos participantes. O apoio social dado a este adolescente, por outro lado, é consideravelmente aumentado, fato que altera a reciprocidade, base das relações de amizade. Tais fatos chamam a atenção para o fato de que as amizades vão muito além do apoio social (largamente investigado no Brasil e no mundo), e dimensões como intimidade e companheirismo, entre outras, também estão presentes e desempenham papéis de destacada importância para a vida do adolescente. / This research aimed at describing and analyzing some features of the friendships of adolescents with diabetes mellitus and cancer. The features investigated were: a) relationship history, b) companionship and reciprocity, c) communication, self-disclosure and intimacy, d) social support, e) conflict, and f) expectations and concept of friend. Twelve participants were interviewed and divided into two groups: three participants with diabetes and their three best friends, and three participants who had cancer and their three best friends. The results point to a specific relationship, similar to friendships of people who have not a chronic disease in some features, but different in others. The communication between the dyads is affected, leading to a decrease in the self-disclosure, and talking about subjects linked to the disease is avoided by the participants too. The social support given to the adolescent, on the other hand, clearly increases, and it changes the reciprocity, base of friendship relations. Such facts call attention to the fact that friendships are much more than social support (broadly investigated in Brazil and around the world), and dimensions as intimacy and companionship, among others, are also present, and play an important role in adolescents life.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-01T11:41:52Z No. of bitstreams: 2 Tese - Karla Siqueira Lottermann - 2016.pdf: 2666235 bytes, checksum: 1040ad9d56f741b37d3ee7c694356cdb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-01T11:42:22Z (GMT) No. of bitstreams: 2 Tese - Karla Siqueira Lottermann - 2016.pdf: 2666235 bytes, checksum: 1040ad9d56f741b37d3ee7c694356cdb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-01T11:42:22Z (GMT). No. of bitstreams: 2 Tese - Karla Siqueira Lottermann - 2016.pdf: 2666235 bytes, checksum: 1040ad9d56f741b37d3ee7c694356cdb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: Higher Education Institutions have the great challenge of reviewing its role in the education of health professionals. The professors' training for teaching in universities, especially in health care, is addressed at post graduation levels in specific technical areas. It is common that professors, in health care area, start teaching without any prior preparation. Professors play an important role in the university's papal rescue as technical and liberating training space. Objective: Evaluate professor training and their pedagogical practice with the perceptions of students on the process of teaching/learning in medical schools, nursing and nutrition at a public institution of higher education in Goiás. Methods: This is an exploratory qualitative and quantitative descriptive study. It was submitted to the Ethics and Research Committee of the Clinical Hospital, Federal University of Goiás protocol number 777,812. The studied group was consisted of teachers and students of undergraduate courses in Nursing, Medicine and Nutrition from a higher education institution in the Central West of the country. For the data collection it was used the attitudinal Likert instrument composed of 25 assertions, sent by e-mail, first accompanied by an invitation letter explaining the survey and forwarding the link to LimeSurvey Platform. Respondents were able to choose among four options: Fully Agree; Inclined to Agree; Inclined to Disagree and Fully Disagree. For each option it was previously assigned a score between 1 and 4 points. The semi-structured interview took place only with the students with 5 guiding questions. It was made the documentary analysis of the National Curriculum Guidelines and the Policy Projects of the courses in issue. The data collection instrument was made in 3 dimensions: D1: Characteristics of Teaching Work; D2: the teaching work Planning and D3: Interpersonal relationships in teaching. The Likert attitudinal instrument was validated in its content and statistically as for the dispersion of the assertions through Linear Correlation Coefficient (r); and validation of reliability (Spearman-Brown). The interviews passed through content analysis and were categorized using the same dimensions made for the Likert instrument. Results: In the process of instrument validation on the professors group, there were ten invalidated assertions (40.00%). The validation of reliability was 0.82 showing good statistical consistency to the applied instrument. For the group of students, excellent content validation impacting with the loss of assertion of a total of 25 amounting to a percentage of 4.00%. Validation of reliability was 0.78, showing acceptable statistical consistency to the instrument applied. 54 professors and 150 students were surveyed. Analyzing the dimensions, the data indicates that professors have concluded as positive the Dimension 1: Teaching Work Characteristics and the students disagreed. Both note the need for improvement regarding Dimension 2: Planning of teaching and Dimension 3: Interpersonal relationships of teaching. Conclusion: Students are more critical to dimensions built on this work than professors. The educational proposals of the institutions can and should create opportunities and training courses, or projects to make space for the continued training of these teachers. The formation of teachers should be seen as a continuous and progressive action, and involves an individual perspective and an institutional perspective. / Introdução: As instituições de ensino superior possuem o grande desafio de revisar seu papel na educação dos profissionais de saúde. A formação do docente para a docência nas universidades, em especial na área da saúde, é dada em nível de pós-graduação em áreas técnicas específicas. Muitas vezes os docentes na área da saúde assumem a docência sem nenhuma preparação prévia. Os docentes possuem um papel importante no resgate do papel da universidade como espaço de formação humana, profissional, técnica e libertadora. Objetivo: Analisar a formação docente e sua prática pedagógica por meio das percepções dos discentes quanto ao processo de ensino-aprendizagem nos cursos de medicina, enfermagem e nutrição em uma instituição pública de ensino superior em Goiás. Métodos: Trata-se de um estudo descritivo exploratório e quali-quantitativo. A população do estudo foi constituída por professores e alunos dos cursos de graduação em Enfermagem, Medicina e Nutrição oriundos de uma instituição de ensino superior do Centro Oeste do país. Para coleta de dados foi utilizado o instrumento atitudinal tipo Likert constituído por 25 assertivas, enviado por e-mail, acompanhado primeiramente por uma carta convite explicando a pesquisa e com o link encaminhando para a Plataforma LimeSurvey. Os respondentes tiveram a possibilidade de optar dentre 4 opções: Concordo Plenamente; Inclinados a Concordar; Inclinados a Discordar e Discordo Plenamente. Para cada uma das opções foi atribuído previamente uma pontuação entre 1 e 4 pontos. A entrevista semiestruturada ocorreu apenas com os discentes, tendo 5 questões norteadoras. E foi feita a análise documental das Diretrizes Curriculares Nacionais e dos Projetos Políticos dos Cursos em questão. O instrumento de coleta de dados foi constituído em 3 dimensões: D1: Características do Trabalho Docente; D2: Planejamento do trabalho docente e D3: Relações interpessoais no trabalho docente. O instrumento atitudinal do tipo Likert foi validado em seu conteúdo e estatisticamente quanto à dispersão das asserções por meio do Coeficiente de Correlação Linear (r); e validação quanto à confiabilidade (Spearman-Brown). As entrevistas passaram pela análise de conteúdo e foram categorizadas utilizando as mesmas dimensões constituídas para o instrumento do tipo Likert. Resultados: No processo de validação do instrumento no grupo dos professores obteve-se dez assertivas invalidadas (40,00%), A validação de confiabilidade foi de 0,82 denotando boa consistência estatística ao instrumento aplicado. Para o grupo dos alunos, excelente validação de conteúdo impactando com a perda de uma asserção num total de 25 perfazendo um percentual de 4,00%. A validação de confiabilidade foi de 0,78, denotando consistência estatística aceitável ao instrumento aplicado. A população pesquisada foi de 54 docentes e 150 discentes. Analisando as dimensões, os dados indicam que os docentes avaliaram como positiva a Dimensão 1: Características do trabalho docente e os discentes discordaram. Ambos percebem a necessidade de melhorias no que se refere a Dimensão 2: Planejamento do trabalho docente e na Dimensão 3: Relações interpessoais do trabalho docente Conclusão: Os alunos são mais críticos as dimensões construídas neste trabalho que os docentes. As propostas pedagógicas das instituições podem, e devem oportunizar cursos e formação, ou projetos que abram espaço para a formação continuada desses professores. A formação de professores deve ser vista como uma ação contínua, progressiva e envolve uma perspectiva individual e uma perspectiva institucional.

Muito se fala sobre as mudanças ocorridas na forma de se enxergar a carreira dos indivíduos, nas últimas décadas. Enquanto a carreira no passado era caracterizada pela mobilidade linear e ascendente, dentro de uma ou poucas organizações, atualmente a carreira vem se tornando cada vez mais sem fronteiras, marcada por transições mais frequentes dentro e fora das organizações. Devido às mudanças surgem necessidades individuais pelo aprendizado contínuo, pela busca do autoconhecimento, pela obtenção de informações e pela gestão da própria carreira, sendo as redes sociais de desenvolvimento aceleradoras do desenvolvimento individual. As redes sociais de desenvolvimento podem ser entendidas como múltiplas relações de apoio ao desenvolvimento, em qualquer momento da carreira, de dentro ou fora das organizações, independentemente da hierarquia. Entre os vários tipos de redes está o mentoring, entendido como uma relação de desenvolvimento entre duas pessoas, na qual o mentor apoia o protegido em seu desenvolvimento. O mentor é aquele que conduz o protegido e é também conduzido na busca da realização total, por meio do provimento de altos apoios de carreira e psicossociais. Embora os estudos acadêmicos sobre mentoring tenham se iniciado há mais de três décadas, a maior parte das pesquisas ainda possui como foco o recebedor dos apoios, entendido como protegido. Todavia, sabe-se que a outra parte da relação, o mentor, é essencial para a existência e para a qualidade do processo de mentoring. Devido à importância do mentor para o desenvolvimento de carreira e à lacuna de estudos sobre esse desenvolvedor, procurou-se responder à seguinte questão: \"Qual é a percepção do mentor sobre a relação de mentoring?\". O público-alvo foram mentores apontados por indivíduos em posições de gestão de pessoas nas empresas, sendo 12 entrevistas realizadas. O estudo foi exploratório, qualitativo e as técnicas de investigação e de análise utilizadas foram a entrevista e a análise de conteúdo, respectivamente. Quanto aos resultados encontrados, observaram-se os apoios do mentor focados no bem-estar de outros, indicando a presença do valor cultural da autotranscendência nas razões para desenvolver do mentor e na percepção das recompensas recebidas por eles. Acredita-se, assim, em uma possível relação entre valores culturais e a percepção do mentor sobre a relação de mentoring. Além disso, foi verificada a preferência dos mentores por protegidos com altas capacidades, levando à reflexão questões sobre o processo de identificação e de similaridade entre as partes. Finalmente, ressalta-se a relação entre o conceito de mentor adotado neste trabalho e o valor da autotranscendência, uma vez que, ao oferecer apoios de carreira e psicossociais, o mentor estimula o outro e é também estimulado na busca do desenvolvimento total da personalidade, da auto-realização e do tornar-se si mesmo. / Many studies have addressed the different perceptions that career has gained over the last decades. While in the past, the career was characterized by the ascending linear mobility, within the organizations, nowadays it has progressively changed to a boundaryless career. As such, it is characterized by more frequent transitions inside and outside the organizations. Because of that, the need for continuous learning, self-assessment, information and career management arose. In this scenario, the developmental networks are promoters of the individual development. The developmental networks perspective can be understood as the relations that support the development of the person, emerging from within or without the organizations with the participation of several hierarchical levels and multiple relationships, at the same time and at any moment of the career. One particular type of developmental network is mentoring, which is a developmental relationship between two individuals, in which the mentor leads the protégé through his self-fullfiment process. Mentoring involves career and psychosocial supports, and the mentor is defined as the individual who has offered high amounts of both, as perceived by the protégé. The former helps the latter in the process of self-fulfillment. Although academic research on mentoring has begun few decades ago, the vast majority is focused on the receiver\'s perspective, i. e., the protégé. However, it is known that the mentor is an essential player for both the quality and even the existence of the mentoring relationship. Given its key role and the lack of studies addressing this developer, this work addresses the question: \"What is the mentor\'s perception in the mentoring relationship?\". The dataset was composed by 12 mentors appointed by individuals in management level inside organizations. This is a qualitative exploratory study, in which the technique used was interviews and content analysis. Results show (1) the prevalence of self-transcendence as driver of the mentors\' development actions and (2) preference by mentors for high qualified protegés. Thus, we could hypothesize the association between cultural values and mentor\'s perception about the mentoring relationship and the importance of similarity and identification process in protegé\'s selection. Finally, we could verify the association between the mentor\'s concept adopted for this study and the cultural value of self-transcendence.

Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we submit that a human community may uniquely support increased student engagement. This research explored the characteristics and effects of the interactions and relationships that constitute three distinct communities in education and examined their influences on student engagement.In the format of a multiple-article dissertation I present three articles. The first article reviewed relevant literature about interactions, relationships, and communities in education. It focused specifically on online and blended contexts and their connections to student engagement. Interactions, relationships, and community are linked to one another and support student engagement. The second article surveyed students in a blended college preparation program about the relationships they experienced in their academic communities of engagement with online and in-person instructors and peers, family, friends, etc. and how they influenced students' perceptions of their engagement. The support provided by the in-person community is significantly higher than that provided online (p < 0.001). Support also has a significant impact on perceived student engagement (p < 0.001).The third article examined the students' supportive academic relationships and their influence on student engagement through semi-structured interviews. Students report more supportive relationships with their in-person communities and higher engagement there. Supportive interactions, relationships, and community promote higher student engagement. Such connections can be forged online, but in the case of this research were more likely to exist in-person. Supportive communities and the interactions and relationships they encompass should be fostered in learning environments, be they in-person, online, or blended, in order to encourage improved student engagement.

Bakgrund: Att få en bröstcancerdiagnos innebär för de flesta en omvälvande tid i livet. Som sjuksköterska kan man komma att möta dessa kvinnor i alla vårdsammanhang. Det är därför viktigt att kunna skapa relationer där patientens behov synliggörs. Sjuksköterskan bör se patienten som en individ för att kunna ge personcentrerad omvårdnad, annars riskerar patienten att bli reducerad till en i mängden vilket kan leda till onödigt lidande. Syfte: Syftet med litteraturstudien var att undersöka på vilket sätt den vårdande relationen har betydelse för patientens upplevelse av omvårdnad hos bröstcancerdrabbade kvinnor. Metod: Till litteraturstudien valdes en kvalitativ ansats. Tretton artiklar inkluderades i resultatet. Databaserna CINAHL och PubMed användes i litteratursökningen. SBU:s mall för kvalitetsgranskning av studier med kvalitativ forskningsmetodik användes och analysen utfördes med Popenoe m.fl. (2021) metod för analys.Resultat: Analysen resulterade i tre huvudkategorier och åtta underkategorier: Tillgänglighet (Etablera en relation, Sjuksköterskan som vägledare), Stöd (Sjuksköterskan som stöd, När stödet blir en börda, Att tolka det osagda, Hopp och humor) och Information (Personcentrerad information, Rätt till sanningen). Konklusion: Sjuksköterskan har ett omfattande ansvar i att skapa en relation till patienten där sjuksköterskan ser människan bortom sjukdomen. Genom att vara tillgänglig kan sjuksköterskan anpassa stöd och information till människan som vårdas.

Bakgrund: Psykisk ohälsa, där utmattningssyndrom är en av diagnoserna är ett ökande problem. Många av de som drabbas överges och får inte den vård de behöver och har rätt till. Tid för samtal och egenvård är en viktig del i rehabiliteringen där primärvården och företagshälsovården är de huvudsakliga vårdgivarna. Syfte: Avsikten med studien var att undersöka vilken erfarenhet som sjuksköterskor inom primär- och företagshälsovård har av patienter med utmattningssyndrom. Metod: Åtta sjuksköterskor från primär- och företagshälsovård intervjuades med semistrukturerade frågor. Intervjumaterialet analyserades med hjälp av kvalitativ innehållsanalys. Resultat: Ett tema lyssna samt två kategorier grindvakt och skapa begriplighet skapades. Alla sjuksköterskor beskrev att de initialt hade långa samtal men deras erfarenheter skiljde sig åt. Några sjuksköterskor beskrev att det var till nytta för patienterna medan andra berättade att de inte jobbade med den här patientgruppen. Konklusion: Genomgående beskriver alla sjuksköterskor att det de gör innebär att de lyssnar på patienterna samtidigt som flera av dem inte explicit uttrycker det som ett stöd. Det kan tolkas som att den relationella delen av omvårdnaden är osynlig för sjuksköterskorna som inte uppfattar att deras lyssnande är av värde för patienterna. / Background: Mental illness where fatigue syndrome is one of the diagnoses is an increasing problem. Many persons with fatigue syndrome experience abandonment and do not achieve the help they need and are entitled to. Time for conversation and self-care is an important part of rehabilitation where primary healthcare and occupational healthcare have a prominent role Aim: This study's purpose was to explore what experience that nurses in primary and occupational healthcare had of patients with fatigue syndrome. Method: Eight nurses from primary and occupational healthcare were interviewed using semi-structured questions. The interview material was analyzed using content analysis. Results: A theme listening and two categories gatekeeper and create comprehensibility emerged. All nurses had initially long conversations with the patients, but their experience differed. Some of the nurses told that they were important to the patients and others indicated that they were not working with this patient group. Conclusion: All nurses describes that what they do means that they are listening to the patients at the same time that several of them not explicit express it as a support. That can be interpreted as the relation part of nursing are invisible for the nurses who does not perceive their listening valuable for the patients.

[pt] Adição é uma dependência psicológica e/ou física em substâncias, atividades, ou comportamentos. Aumento da tolerância, dificuldade em interromper ou reduzir o investimento no relacionamento e preocupação frequente com o mesmo são possíveis sintomas de um transtorno de amor, uma adição comportamental em relacionamentos amorosos. No entanto, tal patologia não se configura como um diagnóstico oficial e a literatura a respeito deste tema é escassa. Dessa maneira, o presente estudo buscou caracterizar as redes nomológica e nosológica do transtorno de relacionamento amoroso. Para isso, foram realizados dois estudos. Responderam a um questionário online 1.310 adultos, com média de idade de 30,3 anos (DP = 12,2) composto por perguntas sociodemográficas e uma bateria de escalas. No primeiro estudo, encontrou-se evidências de validade satisfatórias para a Love Addiction Inventory Brasil, baseadas na estrutura interna, na relação com outras variáveis, como autoestima, e instrumentos equivalentes. No segundo estudo, as redes nomológica e nosológica do transtorno do amor foram investigadas, e buscou-se por relações entre adição ao amor, dependência emocional, amor patológico, apego, paixão, satisfação com o relacionamento, estresse e personalidade. Encontrou-se que a rede nomológica do transtorno do amor é constituída por relação positiva com estresse, e relação negativa com satisfação com o relacionamento. Os dados apontam para o transtorno de amor como uma patologia distinta da paixão, que pode ser parcialmente explicada pela ansiedade relacionada ao apego e por características de personalidade. Tais achados são relevantes para diagnósticos clínicos e futuras pesquisas de intervenção. / [en] Addiction is a psychological and/or physical dependence on substances, activities, or behaviors. Tolerance increase, difficulty in interrupting or reducing the investment in the relationship, and frequent concern with it are possible symptoms of a love disorder, a behavior addiction in romantic relationships. However, this pathology is not an official diagnosis, and literature about this theme is scarce. In this manner, the present study aimed to characterize love disorder s nomological and nosological nets. For that, two studies were conducted. An online questionnaire composed of sociodemographic questions and a battery of scales was answered by 1,310 adults, with a mean age of 30.3 years (SD = 12.2). In the first study, satisfactory evidence of validity was found for the Love Addiction Inventory - Brazil, based on the internal structure, and in the relationships with other variables, such as self-esteem and convergent instruments. In the second study, the nomological and nosological nets of love disorder were investigated, and relations between love addiction, emotional dependence, pathological love, attachment, passion, personality, relationship satisfaction, and stress were explored. It was found that the love disorder nomological net is constituted of a positive relation with stress and a negative relation with relationship satisfaction. Data points out the love disorder as a distinct pathology from passion that can be partially explained by attachment-related anxiety and personality characteristics. These findings are relevant to clinical diagnosis and future intervention research.