The Science of Happiness at Work ASK Me Anything You’Ll Get My SLIDES What Affects Well-Being What Well-Being Affects
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Your Sadness, My Sorrow: Negative Emotion Concordance Within Married Couples in China 1. Introduction
Your Sadness, My Sorrow: Negative Emotion Concordance within Married Couples in China Wanru Xiong Office of Population Research Princeton University Abstract: This paper finds significant evidence for negative emotion concordance within married couples age 45 and above in China using CHARLS data. To understand the mechanism of such concordance and test the hypothesis of emotional contagion effect, I applied instrument variable method, structure equation model and fixed effect model in this dyadic relation context. The results confirm the effect of spouse’s negative emotion on the respondent’s and support the emotional contagion effect hypothesis. In general, wives tend to be more sensitive to the emotional condition of their husband. Keywords: dyadic relation; negative emotion; concordance; emotional contagion effect 1. Introduction “I will laugh with you and cry with you ... in sickness and in health, till death do us apart.” Couples mean it when they take their wedding vows. There is evidence of health concordance within married couples, which means couples’ health conditions, both physical and mental, tend to converge after marriage (Meyler, Stimpson and Peek, 2007). This phenomenon of health concordance within couples is drawing increasing research interests. Published findings of physical health concordance within couples include concordance in blood pressure (Beresford, 1976; Speers et al., 1986; Peek and Markides, 2003; Stimpson and Peek, 2005), chronic conditions (Cheraskin et al., 1968; Bookwala and Schulz, 1996; Ubeda, 1998; Stimpson and Peek, 2005) and obesity (Inoue et al., 1996; Knuiman et al., 1996). Among the growing number of papers on health concordance within couples, studies on depressive symptoms and distress are the most prevalent (Meyler, Stimpson and Peek, 2007). -
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. . -
Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation. -
A Study of Emotional Intelligence and Frustration Tolerance Among Adolescent
ADVANCE RESEARCH JOURNAL OF SOCIAL SCIENCE RESEARCH ARTICLE Volume 6 | Issue 2 | December, 2015 | 173-180 e ISSN–2231–6418 DOI: 10.15740/HAS/ARJSS/6.2/173-180 Visit us : www.researchjournal.co.in A study of emotional intelligence and frustration tolerance among adolescent Archana Kumari* and Sandhya Gupta The IIS University, JAIPUR (RAJASTHAN) INDIA (Email: [email protected]; [email protected]) ARTICLE INFO : ABSTRACT Received : 14.07.2015 In every sphere of life whether it is education, academic or personal, adolescents feel Revised : 22.10.2015 lots of obstacles on the way of their goals in life. Sometimes they are able to deal with Accepted : 03.11.2015 them rationally but sometimes they deal with it emotionally. In case if they are incapable KEY WORDS : to deal with these obstacles they get frustrated. To cope up with frustration the adolescents need to be emotionally intelligent that means they should have flexibility, Emotional intelligence, Frustration, optimist thought and skilled to control impulses. The present study attempted to Tolerance, Adolescent correlate frustration tolerance with emotional intelligence. A total of 120 adolescents were selected from Jaipur city in the age group of 12- 19 years of age. Out of 120 HOW TO CITE THIS ARTICLE : Kumari, Archana and Gupta, Sandhya adolescents, 60 were girls and 60 were boys. For data collection Emotional intelligence (2015). A study of emotional intelligence scale and Frustration tolerance tool was used. A positive correlation was found between and frustration tolerance among emotional intelligence and frustration tolerance of adolescents. Girls were found to adolescent. Adv. -
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 -
The Relationship Between Time Perception and Awe-Inspiring
The relationship between time perception and awe- inspiring landscapes by day- and night-time ALLYNE E.A. GROEN, S1745670 MARKETING COMMUNICATION AND DESIGN, THOMAS J.L. VAN ROMPAY April 2020 Abstract OBJECTIVE: Various researchers have started to study the effects of the emotion ‘awe’ on people over the last few years. The focus of the current study is on the effects awe-inspiring, natural landscapes on time perception. This research will show what kind of landscape would be most suitable for, for instance, a waiting room. On top of that, time of day is used as a moderating variable to see if this influences time perception as well. The concepts of connectedness, alertness, nervousness and stress are taken into account as extra test variables in this research to see if landscapes can improve an environment through those feelings as well. METHOD: Using VR (Virtual Reality), digital landscapes were created varying in ‘level of awe’ and ‘time of day’. This resulted in a 2 (high-awe versus low-awe) by 2 (daytime versus night-time) between subject design. Participants (n=127) were shown a 45-second-long VR animation of a natural landscape, after which they filled in a questionnaire with validated scales related to all the aforementioned variables. RESULTS: The analysis of the data shows that while night-time, low-awe landscapes made time go by faster, they also made participants feel more alert. Participants influenced by a daytime, high-awe environment, however, were more likely to spend more of their time on helping another person and felt significantly less nervous. -
Social Work Practice with Individuals and Families Who Have Experienced Pregnancy Loss
Smith ScholarWorks Theses, Dissertations, and Projects 2014 Social work practice with individuals and families who have experienced pregnancy loss Sandra J. Stokes Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Stokes, Sandra J., "Social work practice with individuals and families who have experienced pregnancy loss" (2014). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/817 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Sandra Stokes Social Work Practice with Individuals and Families Who Have Experienced Pregnancy Loss ABSTRACT Approximately 10 to 15 percent of known pregnancies worldwide end in miscarriage and an additional one in 160 pregnancies end in stillbirth. Because of a lack of evidence-based research to support interventions in this work, social workers have come to rely on their own practical experience. This study investigated social workers' professional practice experience in order to outline the frequency and impact of pregnancy loss and to assess the formation and maintenance of current practices for effective and efficient treatment. This study utilized in- depth, qualitative interviews to further understand how clinicians in this field define and conceptualize their work. The major findings from this set of data were in the areas of: preparatory experience, fundamental approach to patients, and the ways in which clinicians continue to educate themselves on the topic of pregnancy loss. Two important themes emerged from clinicians’ experiences in perinatal social work; the first was the impact of clinicians' personal experiences with childbirth and child rearing and the second was the ways in which social workers understood their roles within interdisciplinary teams. -
Emotion Classification Based on Biophysical Signals and Machine Learning Techniques
S S symmetry Article Emotion Classification Based on Biophysical Signals and Machine Learning Techniques Oana Bălan 1,* , Gabriela Moise 2 , Livia Petrescu 3 , Alin Moldoveanu 1 , Marius Leordeanu 1 and Florica Moldoveanu 1 1 Faculty of Automatic Control and Computers, University POLITEHNICA of Bucharest, Bucharest 060042, Romania; [email protected] (A.M.); [email protected] (M.L.); fl[email protected] (F.M.) 2 Department of Computer Science, Information Technology, Mathematics and Physics (ITIMF), Petroleum-Gas University of Ploiesti, Ploiesti 100680, Romania; [email protected] 3 Faculty of Biology, University of Bucharest, Bucharest 030014, Romania; [email protected] * Correspondence: [email protected]; Tel.: +40722276571 Received: 12 November 2019; Accepted: 18 December 2019; Published: 20 December 2019 Abstract: Emotions constitute an indispensable component of our everyday life. They consist of conscious mental reactions towards objects or situations and are associated with various physiological, behavioral, and cognitive changes. In this paper, we propose a comparative analysis between different machine learning and deep learning techniques, with and without feature selection, for binarily classifying the six basic emotions, namely anger, disgust, fear, joy, sadness, and surprise, into two symmetrical categorical classes (emotion and no emotion), using the physiological recordings and subjective ratings of valence, arousal, and dominance from the DEAP (Dataset for Emotion Analysis using EEG, Physiological and Video Signals) database. The results showed that the maximum classification accuracies for each emotion were: anger: 98.02%, joy:100%, surprise: 96%, disgust: 95%, fear: 90.75%, and sadness: 90.08%. In the case of four emotions (anger, disgust, fear, and sadness), the classification accuracies were higher without feature selection. -
Eye White May Indicate Emotional State on a Frustration±Contentedness Axis in Dairy Cows A.I
Applied Animal Behaviour Science 79 22002) 1±10 Eye white may indicate emotional state on a frustration±contentedness axis in dairy cows A.I. Sandema,*, B.O. Braastada, K.E. Bùeb aDepartment of Animal Science, Agricultural University of Norway, P.O. Box 5025, N-1432 AÊ s, Norway bDepartment of Agricultural Engineering, P.O. Box 5065, N-1432AÊ s, Norway Accepted 14 February 2002 Abstract Research on welfare indicators has focused primarily on indicators of poor welfare, but there is also a need for indicators that can cover the range from good to poor welfare. The aim of this experiment was to compare behaviour elements in dairy cows shown in response to a frustrative situation as well as elements shown as a response to pleasant, desirable stimuli, and in particular measure the visible percentage of white in the eyes. The subjects of the study were 24 randomly selected dairy cows, 12 in each group, all Norwegian Red Cattle. In a 6 min test of hungry cows, access to food and food deprivation were used as positive and frustrating situations, respectively. The cows of the positive stimulus group were fed normally from a rectangular wooden box. When the deprived animals were introduced to the stimulus, the box had a top of Plexiglas with holes so that the cows could both see and smell the food, but were unable to reach it. All cows were habituated to the box before the experiment started. All food-deprived cows showed at least one of these behaviours: aggressiveness 2the most frequent), stereotypies, vocalization, and head shaking, while these behaviour patterns were never observed among cows given food. -
Anger Or Frustration 1 Anger Or Frustration
Anger or frustration 1 Anger or frustration This information is about managing anger or frustration. Having cancer means dealing with issues that may frighten and challenge you. Everyone reacts differently and there is no right or wrong way to feel. It is natural to feel angry or frustrated when you have cancer. This sometimes hides other uncomfortable emotions, such as fear or sadness. You may feel angry or frustrated because: • you are going through treatment and having to cope with side effects • the cancer is affecting your relationships, family life, work or social life • it seems so unfair that you are ill. We all show anger in different ways. Some people get impatient or shout. Others get upset and tearful. You may get angry with the people close to you. Anger or frustration can become a problem if they harm you or the people around you. Tips for managing anger or frustration • Try not to hide your feelings. Tell people you are angry or frustrated with the situation and not with them. • Look out for warning signs that you are getting angry. You may notice your heart is beating faster, you are breathing more quickly, your body is tense or you are clenching your fists. • When you recognise that you are getting angry, count to 10, breathe deeply or walk away from the situation. This will give you time to calm down, think more clearly and decide how to react. • If you cannot let go of your angry feelings, try hitting a pillow, screaming or having a cry. This will release tension and not harm anyone. -
Inspired to Create: Awe Enhances Openness to Learning and the Desire for Experiential Creation
Inspired to Create: Awe Enhances Openness to Learning and the Desire for Experiential Creation MELANIE RUDD CHRISTIAN HILDEBRAND KATHLEEN D. VOHS (Forthcoming at the Journal of Marketing Research) Melanie Rudd is an Assistant Professor in the Department of Marketing and Entrepreneurship at the University of Houston, C. T. Bauer College of Business, 334 Melcher Hall, Houston, TX 77204-6021 (email: [email protected]; phone: 713-743-5848). Christian Hildebrand is an Associate Professor of Marketing Analytics at the Institute of Management at the University of Geneva, 40 Bd du Pont d’Arve, 1211 Genève 4, Switzerland (email: [email protected]; phone: +41 22 379-8589). Kathleen D. Vohs is a Distinguished McKnight University Professor and the Land O’ Lakes Chair in Marketing at the University of Minnesota, Carlson School of Management, 321 19th Avenue South, Minneapolis, MN 55455- 9940 (email: [email protected]; phone: 612-625-8331). Correspondence concerning this article should be addressed to Melanie Rudd. 1 Inspired to Create: Awe Enhances Openness to Learning and the Desire for Experiential Creation Abstract Automated fabrication, home services, and premade goods pervade the modern consumer landscape. Against this backdrop, this research explored how an emotion—awe—could motivate consumers to instead partake in experiential creation (i.e., activities wherein one actively produces an outcome) by enhancing their willingness to learn. Across eight experiments, experiencing awe (vs. happiness, excitement, pride, amusement, and/or neutrality) increased people’s likelihood of choosing an experiential creation gift (vs. one not involving experiential creation), willingness to pay for experiential creation products (vs. comparable ready-made products), likelihood of creating a bespoke snack (vs.