Managing Emotions
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Examining Defensive Distancing Behavior in Close Relationships
Examining defensive distancing behavior in close relationships: The role of self-esteem and emotion regulation Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Monica E. Lindgren, B.A. Psychology Graduate Program The Ohio State University 2012 Thesis Committee: Professor Janice K. Kiecolt-Glaser, Ph.D., Advisor Professor Julian Thayer, Ph.D. Professor Jennifer Cheavens, Ph.D. i Copyrighted by Monica E. Lindgren 2012 ii Abstract The risk regulation model proposes that people with low self-esteem (LSE), but not those with high self-esteem (HSE), react to potential threats to belonging by defensively distancing from their relationships. The present study hypothesized that self-focused rumination following threats to belonging, by forcing people with LSE to spend time considering their self-worth, would enhance this defensive distancing behavior. Participants were asked to recall self-relevant feedback they had received from someone they considered very close, and then completed a rumination or distraction task. Contrary to expectations, LSEs who were instructed to distract from threats to belonging reported more negative behavioral intentions towards their close other than those who were instructed to ruminate. However, in comparison to distraction, there was a trend for rumination to amplify LSEs’ negative affect following the recalled threats to belonging. Results are discussed in terms of their implications for risk regulation theory and for possible future directions. ii Acknowledgements I would like to thank my advisor, Dr. Janice Kiecolt-Glaser, for all her support, feedback, and guidance over the past few years. -
Anger and Contested Place in the Social World
Sociology Mind, 2018, 8, 226-248 http://www.scirp.org/journal/sm ISSN Online: 2160-0848 ISSN Print: 2160-083X Anger and Contested Place in the Social World Warren D. TenHouten Department of Sociology, University of California, Los Angeles, CA, USA How to cite this paper: TenHouten, W. D. Abstract (2018). Anger and Contested Place in the Social World. Sociology Mind, 8, 226-248. The root term angr includes in its meaning anger-rage and sadness-grief, https://doi.org/10.4236/sm.2018.83018 which today are recognized as two primary or basic emotions. Anger involves the brain’s “rage system”, an architecture widely represented in the animal Received: April 27, 2018 Accepted: June 2, 2018 kingdom. Anger and its opposite, fear, are the positive and negative adaptive Published: June 5, 2018 reactions to the existential problem of social hierarchy and associated compe- tition for resources and opportunities. Anger’s valence can be negative insofar Copyright © 2018 by author and as it is unpleasant for all involved but is primarily positive because anger is Scientific Research Publishing Inc. This work is licensed under the Creative goal-seeking and approach-oriented. Anger functions to assert social domin- Commons Attribution International ance, and detection of anger in others reveals possible challenge intentions. License (CC BY 4.0). The management and control of anger is linked to impulsivity, patience, and http://creativecommons.org/licenses/by/4.0/ tolerance. While the Russell-Fehr model views emotions such as aggressive- Open Access ness, sullenness, and resentment as subcategories of anger, we rather contend that anger is an embedded subcategory of secondary- and tertiary-level emo- tions. -
The Constitution and Revenge Porn
Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law. -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
Anger Management Techniques
Anger Management Techniques 1. Drain the Brain WHEN to use: When your temper begins to flare. WHAT does it do: Mentally challenge yourself before taking out your anger on others HOW? Ask yourself these questions: o WHAT is the source of my irritation? o WHAT is the degree of my anger? o WHAT is the other person’s actual role in the situation? . Turn the circumstances around to see how you would want to be treated if the other person felt as you do. These mental gymnastics can help you regain control over runaway emotions before they escape and cause external damage. 2. Walk It Off WHEN to use: o In those moments when you feel the familiar rage start to rumble, excuse yourself if others are present and take a quick walk down the hall or outdoors, depending on whether you are at home or at work, and the weather conditions. o Even a 5-10 minute stroll, especially one that is fast- paced, will help to cool your irritation as you practice the fight-or-flight strategy by escaping the potential conflict, which is one of the more popular and useful anger management techniques. Anger Management Techniques 1.Count to 20 before saying anything. 2.Leave the room for several minutes, or hours, if necessary, before discussing sensitive issues that may provoke your anger. 3.Write out a response to a problem before tackling it orally or in debate. This will give you time to think about the best approach to a problem rather than responding with random anger. -
Negative Emotions, Resilience and Mindfulness in Well-Being
Psychology and Behavioral Science International Journal ISSN 2474-7688 Research Article Psychol Behav Sci Int J Volume 13 Issue 2 - September 2019 Copyright © All rights are reserved by James Collard DOI: 10.19080/PBSIJ.2019.13.555857 The Role of Functional and Dysfunctional Negative Emotions, Resilience and Mindfulness in Well-Being B Shahzad and J Collard* School of Psychology, The Cairnmillar Institute, Australia Submission: August 01, 2019; Published: September 09, 2019 *Corresponding author: James Collard, School of Psychology, The Cairnmillar Institute, Melbourne, Australia Abstract This study sets out to investigate the binary model of emotions. It explores the relationships between suggested functional negative emotions and dysfunctional negative emotions with mindfulness, resilience, and well-being. The study was based on a sample of 104 adult participants. Results indicated that participants differentiated between proposed functional and dysfunctional negative emotion categories. Results of the structural equation modelling (SEM) demonstrated that functional negative emotions and dysfunctional negative emotions uniquely contributed to reduced well-being. The relationship of functional negative emotions to well-being was mediated by participants’ resilience levels. The relationship of dysfunctional negative emotions to well-being was mediated by participants’ resilience and mindfulness levels. SEM results indicated partial mediation, as the direct effect of functional and dysfunctional negative emotions on well-being was still -
DISGUST: Features and SAWCHUK and Clinical Implications
Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O. -
The Link Between Drugs and Music Explained by Science 25 January 2018, by Ian Hamilton, Harry Sumnall and Suzi Gage
The link between drugs and music explained by science 25 January 2018, by Ian Hamilton, Harry Sumnall And Suzi Gage two key compounds in cannabis, tetrahydrocannabinol and cannabidiols, influence the desire for music and its pleasure. Cannabis users reported that they experienced greater pleasure from music when they used cannabis containing cannabidiols than when these compounds were absent. Listening to music – without the influence of drugs – is rewarding, can reduce stress (depending upon the type of music listened to) and improve feelings of belonging to a social group. But research Credit: Henny van Roomen/Shutterstock.com suggests that some drugs change the experience of listening to music. Clinical studies that have administered LSD to For centuries, musicians have used drugs to human volunteers have found that the drug enhance creativity and listeners have used drugs enhances music-evoked emotion, with volunteers to heighten the pleasure created by music. And the more likely to report feelings of wonder, two riff off each other, endlessly. The relationship transcendence, power and tenderness. Brain between drugs and music is also reflected in lyrics imaging studies also suggest that taking LSD while and in the way these lyrics were composed by listening to music, affects a part of the brain leading musicians, some of whom were undoubtedly to an increase in musically inspired complex visual influenced by the copious amounts of heroin, imagery. cocaine and "reefer" they consumed, as their songs sometimes reveal. Pairing music and drugs Acid rock would never have happened without Certain styles of music match the effects of certain LSD, and house music, with its repetitive 4/4 beats, drugs. -
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. . -
MDMA and Sexual Behavior
Note: This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Substance Use & Misuse following peer review. The definitive publisher-authenticated version [McElrath K (2005) MDMA and sexual behavior: ecstasy users’ perceptions about sexuality and sexual risk, Substance Use & Misuse, 40:9, 1461-1477] is available online at http://www.informaworld.com/smpp/title~db=all~content=g714012467 MDMA and Sexual Behavior: Ecstasy Users’ Perceptions About Sexuality and Sexual Risk KAREN MCELRATH School of Sociology and Social Policy, Belfast, Ireland Published in Substance Use & Misuse,(2005) 40:9,1461—1477 This study examines the relationship between MDMA (Ecstasy), sexual behavior, and sexual risk taking. The sample consisted of 98 current and former users of MDMA. Several strategies were utilized to recruit respondents and data were collected through in-depth interviews during 1997 and 1998. The majority of respondents had used MDMA during the 6-month period prior to the interview and a large percentage had consumed the drug on 100 occasions or more. Most respondents reported feelings of emotional closeness while consuming MDMA but without the desire for penetrative sex. Others, however, reported that MDMA increased sexual arousal and some respondents (in particular gay and bisexual females) had used MDMA specifically for sexual enhancement. Sexual risk taking (e.g., having multiple partners, engaging in sex without a condom) was prevalent among respondents who did engage in sexual activity during MDMA episodes. Explanations for the findings are offered and implications for prevention/intervention are discussed. Keywords MDMA; ecstasy; sexual behavior Introduction Although a patent for 3,4-methylenedioxymethamphetamine (MDMA) was issued in 1914 (Shulgin, 1986), “recreational”a use of the drug did not surface until the 1970s and 1980s, and for the most part was restricted to selected regions in the U.S. -
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.