Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
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On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind
Available online at www.sciencedirect.com ScienceDirect On the interaction of social affect and cognition: empathy, compassion and theory of mind 1 1,2 1 Katrin Preckel , Philipp Kanske and Tania Singer Empathy, compassion and Theory of Mind (ToM) are central which may be detrimental to the observer and to others topics in social psychology and neuroscience. While empathy and compassion, on the other hand, which is a feeling of enables the sharing of others’ emotions and may result in warmth and concern for the other. We conclude with a empathic distress, a maladaptive form of empathic resonance, concise summary and an opinion statement. or compassion, a feeling of warmth and concern for others, ToM provides cognitive understanding of someone else’s Defining and neurally characterizing empathy, thoughts or intentions. These socio-affective and socio- compassion and Theory of Mind cognitive routes to understanding others are subserved by Empathy describes the process of sharing feelings, that is, separable, independent brain networks. Nonetheless they are resonating with someone else’s feelings, regardless of jointly required in many complex social situations. A process valence (positive/negative), but with the explicit knowl- that is critical for both, empathy and ToM, is self-other edge that the other person is the origin of this emotion [1]. distinction, which is implemented in different temporoparietal This socio-affective process results from neural network brain regions. Thus, adaptive social behavior is a result of activations that resemble those activations observed dynamic interplay of socio-affective and socio-cognitive when the same emotion is experienced first-hand (shared processes. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism. -
Identifying Expressions of Emotions and Their Stimuli in Text
Identifying Expressions of Emotions and Their Stimuli in Text by Diman Ghazi Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Ph.D. degree in Computer Science School of Electrical Engineering and Computer Science Faculty of Engineering University of Ottawa c Diman Ghazi, Ottawa, Canada, 2016 Abstract Emotions are among the most pervasive aspects of human experience. They have long been of interest to social and behavioural sciences. Recently, emotions have attracted the attention of researchers in computer science and particularly in computational linguistics. Computational approaches to emotion analysis have also focused on various emotion modalities, but there is less effort in the direction of automatic recognition of the emotion expressed. Although some past work has addressed detecting emotions, detecting why an emotion arises is ignored. In this work, we explore the task of classifying texts automatically by the emotions expressed, as well as detecting the reason why a particular emotion is felt. We believe there is still a large gap between the theoretical research on emotions in psy- chology and emotion studies in computational linguistics. In our research, we try to fill this gap by considering both theoretical and computational aspects of emotions. Starting with a general explanation of emotion and emotion causes from the psychological and cognitive perspective, we clarify the definition that we base our work on. We explain what is feasible in the scope of text and what is practically doable based on the current NLP techniques and tools. This work is organized in two parts: first part on Emotion Expression and the second part on Emotion Stimulus. -
Do K-12 School Facilities Affect Education Outcomes?
Tennessee Advisory Commission on Intergovernmental Relations Staff Information Report January 2003 TACIR Publication Policy Staff Information Reports, Staff Briefs, Staff Technical Reports and Staff Working Papers and TACIR Fast Facts are issued to promote the mission and objectives of the Commission. These reports are intended to share information and research findings relevant to important public policy issues in an attempt to promote wider understanding. Only reports clearly labeled as Commission Reports represent the official position of the Commission. Others are informational. The Tennessee Advisory Commission on Intergovernmental Relations Suite 508, 226 Capitol Boulevard, Nashville,Tennessee 37243 (615) 741-3012 FAX (615) 532-2443 email: [email protected] website: www.state.tn.us/tacir Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report The following staff have contributed to this report: Ed Young, Ph.D. Research Consultant Principal Author Harry A. Green, Ph.D. Executive Director Lynnisse Roehrich-Patrick, J.D. Director of Special Projects Project Manager, Editor Linda Joseph Publications Assistant Teresa Gibson Publications Assistant January 2003 ii Do K-12 School Facilities Affect Education Outcomes? Foreword In 1988, more than half of Tennessee’s school systems joined together and filed a lawsuit charging the state with failing to fund all systems, rich and poor, equitably, and in 1993, they won. In the meantime and after two years of deliberation, the Tennessee General Assembly adopted a new funding formula as part of the Education Improvement Act (EIA) of 1992. The plaintiffs were not entirely satisfied with that remedy and challenged it on three bases: it did not solve the problem of inequity among the systems in teachers’ salaries, it should be funded immediately and not phased in over six years as the legislature planned, and it did not provide adequate funds to bring all school buildings up to modern standards. -
The Emotional Content of Sexual Fantasies, Psychological and Interpersonal Distress, and Satisfaction in Romantic Relationships
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2017 Women’s Sexual Fantasies in Context: The Emotional Content of Sexual Fantasies, Psychological and Interpersonal Distress, and Satisfaction in Romantic Relationships Sarah Constantine The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2162 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] i Women’s Sexual Fantasies in Context: The Emotional Content of Sexual Fantasies, Psychological and Interpersonal Distress, and Satisfaction in Romantic Relationships By Sarah Constantine A dissertation submitted to the Graduate Faculty in Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2017 ii © 2017 SARAH CONSTANTINE All Rights Reserved iii Women’s Sexual Fantasies in Context: The Emotional Content of Sexual Fantasies, Psychological and Interpersonal Distress, and Satisfaction in Romantic Relationships By Sarah Constantine This manuscript has been read and accepted for the Graduate Faculty in Psychology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. May 16th, 2017 Margaret Rosario ___________________________________________ Chair of Examining Committee Richard Bodnar ___________________________________________ Executive Officer Supervisory Committee Diana Diamond Lissa Weinstein Diana Puñales Steven Tuber THE CITY UNIVERSITY OF NEW YORK iv Abstract Women’s Sexual Fantasies in Context: The Emotional Content of Sexual Fantasies, Psychological and Interpersonal Distress, and Satisfaction in Romantic Relationships by Sarah Constantine The Graduate Center and City College, City University of New York Adviser: Margaret Rosario, Ph.D. -
Righteous Indignation I
John 2:13-22 13The Jewish Passover was near, so Jesus went up to Jerusalem. 14In the temple courts he found people selling cattle, sheep, and doves, and money changers sitting at tables. 15He made a whip of cords and drove everyone out of the temple courts, along with the sheep and oxen. He scattered the coins of the money changers and overturned their tables. 16To those selling doves he said, “Get these things out of here! Stop turning my Father’s house into a place of business!” 17His disciples remembered that it was written, “Zeal for your house will consume me.” 18So the Jews responded, “What sign are you going to show us to prove you can do these things?” 19Jesus answered them, “Destroy this temple, and in three days I will raise it up again.” 20The Jews said, “It took forty-six years to build this temple! And you are going to raise it in three days?” 21But Jesus was speaking about the temple of his body. 22When Jesus was raised from the dead, his disciples remembered that he had said this. Then they believed the Scripture and what Jesus had said. Righteous Indignation I. You sigh as you enter church. It’s that time of year again—the time leading up to Passover. Jewish faithful from all over the world are coming to make their pilgrimage to the temple to make their sacrifices and pay their temple-tax. It probably all seems very practical and pragmatic to the Jewish out-of-town-ers. They’ll stop in the equivalent of the narthex area for all the necessary items for their sacrifices. -
Righteous Vs. Misguided Anger Know the Difference
1.13.2018 Righteous Vs. Misguided Anger Know The Difference We live in a culture that simultaneously promotes Angry Responses while at the same time rewards Keeping Cool at all costs. Twitter, YouTube and nightly news reports are filled with Angry Videos that have millions of views. We see on a daily basis some politician with crocodile tears foisting some new victimhood narrative. At the same time, real injustice with life and death consequences is being dealt with lukewarm conviction. More so, real Discipline is being ignored altogether because a Righteous Anger has been muffled, stifled, suppressed, repressed, throttled and otherwise choked out of existence. Anger is a completely normal and usually healthy human emotion. It is a natural adaptive response to hazards, dangers, threats and perils to one’s personal safety and security. Anger inspires powerful, often aggressive, feelings and behaviors, which allow us to fight and defend ourselves when we are attacked. A certain amount of anger is necessary for our survival and for the survival of the loved ones placed in our care. Civil Society however, has mitigated the need for one to walk around in a constant state of assertive belligerence. However, we still have feelings of anger and frustration because of very real and inescapable problems in our lives. Everyone needs to learn the difference between Righteous and Misguided Anger. While anger is not in itself wrong, it is accurately grouped into the concept of Wrath, one of the 7 Deadly Sins. If left unchecked, anger can lead to Wrath. The difference is in intensity, force and passion. -
Zest and Work
Journal of Organizational Behavior J. Organiz. Behav. 30, 161–172 (2009) Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/job.584 Zest and work CHRISTOPHER PETERSON1*, NANSOOK PARK2, NICHOLAS HALL3 AND MARTIN E.P.SELIGMAN 3 1University of Michigan, Michigan, U.S.A. 2University of Rhode Island, Rhode Island, U.S.A. 3University of Pennsylvania, Pennsylvania, U.S.A. Summary Zest is a positive trait reflecting a person’s approach to life with anticipation, energy, and excitement. In the present study, 9803 currently employed adult respondents to an Internet site completed measures of dispositional zest, orientation to work as a calling, and satisfaction with work and life in general. Across all occupations, zest predicted the stance that work was a calling (r ¼.39), as well as work satisfaction (r ¼.46) and general life satisfaction (r ¼.53). Zest deserves further attention from organizational scholars, especially how it can be encouraged in the workplace. Copyright # 2009 John Wiley & Sons, Ltd. Your work is to discover your work, and then with all of your heart to give yourself to it.—the Buddha Introduction Recent years have seen a widespread call for the study of work organizations in which people can be well and do well (Cameron, Dutton, & Quinn, 2003; Gardner, Csikszentmihalyi, & Damon, 2001; Luthans, 2003; Wright, 2003). The emergence of the positive perspective within organizational psychology has brought new attention to the venerable topic of work satisfaction (Hoppock, 1935). Satisfaction with the work that one does is seen not just as a contributor to good performance and increased profitability but as a worthy end in its own right (Heslin, 2005). -
Grief Support Resources
grief support resources 24/7 crisis hotline The Light Beyond: thelightbeyond.com The Harris Center: 713-970-7000 A forum, short movie, blog, e-cards and library to support those in grief. web sites: Bo’s Place: bosplace.org UNITE: unitegriefsupport.org A bereavement center offering grief support services to Offers a number of services to grieving parents and children, ages 3 to 18, and their families who have caregivers including the following: grief support experienced the death of a child or an adult in their groups, literature, educational programs, training workshops, immediate family, as well as programs for grieving group development assistance and referral assistance. adults. Bo’s Place is founded on the belief that grieving children sharing their experiences with each other infant specific: greatly helps in their grief journey. Bo’s Place is located March of Dimes: marchofdimes.com in Houston, TX and has employees that speak Spanish. The mission of the March of Dimes is to improve the health of babies by preventing birth defects, premature MISS Foundation: missfoundation.org birth and infant mortality. The organization carries out its A volunteer-based organization committed to providing mission through research, community services, education crisis support and long-term aid to families after the and advocacy to save babies’ lives. March of Dimes death of a child from any cause. MISS also participates researchers, volunteers, educators, outreach workers and in legislative and advocacy issues, community advocates work together to give all babies a fighting engagement and volunteerism and culturally chance against the threats to their health: prematurity, competent, multidisciplinary, education opportunities. -
Awakening to Awe, Intro
1 AWAKENING TO AWE: PERSONAL STORIES OF PROFOUND TRANSFORMATION Kirk J. Schneider, Ph.D. In press, Jason Aronson (an imprint of Rowman Littlefield) Dedication: To William James and Rollo May: Torchbearers for mystery 2 Table of Contents PREFACE ……………………………………………………………………………4 INTRODUCTION: AWE-WAKENING…………………………………………..8 The Nature and Power of Awe………………………………………………………..11 PART I: OUR AWE-DEPLETED AGE…………………………………………..13 Chapter 1: What Keeps Us From Venturing?.........................................................15 Happiness vs. Depth…………………………………………………………………..16 Fiddling While Rome Burns: The “Answer” Driven Life……………………………20 Chapter 2: The Stodgy Road to Awe………………………………………………..22 Objective Uncertainty, Held Fast……………………………………………………...25 Awe as Adventure, Not Merely Bliss………………………………………………….25 Chapter 3: The Awe Survey: Format and Background……………………………26 PART II: AWE-BASED AWAKENING: THE NEW TESTAMENTS TO SPIRIT Chapter 4: Awakening in Education………………………………………………..30 Jim Hernandez: From Gang Leader to Youth Educator………………………………39 Interview with Donna Marshall, Vice-Principle at Jim’s School……………………...63 Julia van der Ryn and a Class in Awe-Inspired Ethics………………………………...68 Chapter 5: Awakening from Childhood Trauma………………………………….79 J. Fraser Pierson and the Awe of Natural Living………………………………………79 Candice Hershman and the Awe of Unknowing……………………………………....104 Chapter 6: Awakening from Drug Addiction…………………………………..…122 3 Michael Cooper and Awe-Based Rehab………………………………………………122 Chapter 7: Awakening through Chronic Illness………………………………….148 -
Supporting Grieving Students | a Handbook for Teachers & Administrators | Vii Viii | Stanfordchildrens.Org Introduction
Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS ii | stanfordchildrens.org Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS Supporting Grieving Students | iii iv | stanfordchildrens.org Created by the Family Guidance and Bereavement Program, Lucile Packard Children’s Hospital Stanford. This content was created by Stanford Children’s Health with information courtesy of the Dougy Center. Special thanks to the LPCH Auxiliaries Program for sponsorship. Supporting Grieving Students | v CONTENts Introduction ix MODULE 1 | Understanding Grieving Children 2 Common Responses of the Grieving Child or Teen 4 How to Tell When Students Need Additional Help 5 MODULE 2 | Developmental Issues of Grieving Students 6 The Grieving Infant and Toddler 8 The Grieving Preschool Child 9 The Grieving Elementary School Student 10 The Grieving Middle School Student 12 The Grieving High School Student 13 MODULE 3 | How Teachers Can Help Grieving Students 14 Your Important Role In Helping Students Cope with a Death 15 Groundwork for Dealing with Grieving Students in Your Class 15 MODULE 4 | Optimal Support for Grieving Students at School 16 Helping All Students Understand Death 17 Ongoing Support for a Grieving Student 17 How Teachers Can Help Grieving Families 21 Words and Actions that Offer Comfort and Invite Communication 23 Words and Actions that Don’t Offer Comfort 24 Common Difficult-to-Manage Behavioral Grief Reactions 25 Key Points to Remember 26 Frequently Asked Questions 28 What Administrators Can Do to Help