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Purpose: This paper outlines the theoretical and empirical basis for compassion focused therapy (CFT) for psychosis, the gaps in the current knowledge and research, as well as some of the challenges for addressing gaps. It will guide the direction of future work and the steps needed to develop and advance this approach. Method: This paper reviews evidence of how evolutionary models such as social rank theory and attachment theory have greatly contributed to our understanding of psychosis and provide a clear rationale and evidence base for the mechanisms of change in CFT for psychosis. It reviews the evidence for outcomes of compassion training more generally, and early feasibility evaluations of CFT for psychosis. Results: The process evidence shows that people with psychosis have highly active social rank and threat systems, and the benefits of switching into attachment and care systems, which can support emotion regulation and integrative mind states. The outcomes evidence shows that compassion training impacts not only psychological outcomes, but also physiological outcomes such as neural circuits, immune system, and the autonomic nervous system. Within the psychosis field, outcomes research is still in the early days, but there are good indications of feasibility and a clear path forward for the next steps. Conclusions: CFT for psychosis is an approach that integrates biopsychosocial processes, an integration that's evidenced across each aspect of the model, from theoretical foundations (evolution‐informed) to interventions (e.g., body/breath training and relational techniques), to evaluation. Future RCTs are required to understand the effects on biopsychosocial outcomes for people with psychosis. [ABSTRACT FROM AUTHOR]

Background: Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance., Aims: The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment., Sample: Participants were 294 first-year undergraduate students from a university in the United Kingdom (M age  = 19.33 years; 127 men; 162 women)., Methods: Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment., Results: Four emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group., Conclusions: The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment., (© 2024 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Emotion is closely associated with language, but we know very little about how children express emotion in their own writing. We used a large-scale, cross-sectional, and data-driven approach to investigate emotional expression via writing in children of different ages, and whether it varies for boys and girls. We first used a lexicon-based bag-of-words approach to identify emotional content in a large corpus of stories (N>100,000) written by 7- to 13-year-old children. Generalized Additive Models were then used to model changes in sentiment across age and gender. Two other machine learning approaches (BERT and TextBlob) validated and extended these analyses, converging on the finding that positive sentiments in children's writing decrease with age. These findings echo reports from previous studies showing a decrease in mood and an increased use of negative emotion words with age. We also found that stories by girls contained more positive sentiments than stories by boys. Our study shows the utility of large-scale data-driven approaches to reveal the content and nature of children's writing. Future experimental work should build on these observations to understand the likely complex relationships between written language and emotion, and how these change over development., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Introduction: The aim of this study was to gain consensus among young people with a stoma due to inflammatory bowel disease (IBD) on the priorities for the content of an intervention for the self‐management of stoma‐related distress. The current identification and management of distress in young people with a stoma is often suboptimal in clinical settings and there is a need for improved support resources. Methods: Two consensus group meetings were carried out via online video conferencing, using nominal group technique. Participants generated, rated on a Likert scale and discussed, topics for inclusion in a future self‐management intervention. Results: Nineteen young people, aged 19–33, with a stoma due to IBD took part in one of two group meetings. Participants were located across England, Scotland, and Northern Ireland. Twenty‐nine topics were generated by participants, seven of which reached consensus of ≥80%, that is, a mean of ≥5.6 on a 7‐point Likert scale. These were: receiving advice from young people with lived experience of stoma surgery; advice on/addressing concerns about romantic relationships, sex and intimacy; information about fertility and pregnancy related to stoma surgery; stoma 'hacks', for example, useful everyday tips regarding clothing, making bag changes easier and so forth; reflecting on and recognising own emotional response to surgery; tips on managing the stoma during the night; and processing trauma related to the illness and surgery journey. Conclusions: Findings extend previous research on young people's experiences of stoma surgery, by generating consensus on young people's priorities for managing distress related to surgery and living with a stoma. These priorities include topics not previously reported in the literature, including the need for information about fertility and pregnancy. Findings will inform the development of a self‐management resource for young people with an IBD stoma and have relevance for the clinical management of stoma‐related distress in this population. Patient or Public Contribution: Three patient contributors are co‐authors on this paper, having contributed to the study design, interpretation of results and writing of the manuscript. The study's Patient and Public Involvement and Engagement advisory group also had an integral role in the study. They met with the research team for four 2‐h virtual meetings, giving input on the aims and purpose of the study, recruitment methods, and interpretation of findings. The group also advised on the age range for participants. The views of young people with a stoma are the central component of the study reported in this paper, which aims to gain consensus among young people with an IBD stoma on their priorities for the content of a resource to self‐manage distress related to stoma surgery. [ABSTRACT FROM AUTHOR]

Mental health chatbots (MHCBs) designed to support individuals in coping with mental health issues are rapidly advancing. Currently, these MHCBs are predominantly used in commercial rather than clinical contexts, but this might change soon. The question is whether this use is ethically desirable. This paper addresses a critical yet understudied concern: assuming that MHCBs cannot have genuine emotions, how this assumption may affect psychotherapy, and consequently the quality of treatment outcomes. We argue that if MHCBs lack emotions, they cannot have genuine (affective) empathy or utilise countertransference. Consequently, this gives reason to worry that MHCBs are (a) more liable to harm and (b) less likely to benefit patients than human therapists. We discuss some responses to this worry and conclude that further empirical research is necessary to determine whether these worries are valid. We conclude that, even if these worries are valid, it does not mean that we should never use MHCBs. By discussing the broader ethical debate on the clinical use of chatbots, we point towards how further research can help us establish ethical boundaries for how we should use mental health chatbots., (© 2024 The Authors. Bioethics published by John Wiley & Sons Ltd.)

Background: A large number of illnesses that lack physical visibility are characterised by troubled clinical encounters. Endometriosis is one such condition with very real and often debilitating symptoms that remain invisible to the clinician's eye, but are experienced and lived by the patient., Method: This paper probes into two first person accounts of endometriosis to find out how endometriosis patients experience health care. The Tiger and the Cage: A Memoir of a Body in Crisis (2022) by Emma Bolden and Vagina Problems: Endometriosis, Painful Sex, and Other Taboo Topics (2020) by Lara Parker are both memoirs that details on the trivialisation and delegitimization of the women's accounts of their own lived reality by a health care system that often privileges medical evidence over lived experiences of the patients. After giving a brief introduction on the condition, the paper goes on to detail on the method and conceptual frameworks chosen for analysis. This is followed by an in-depth analysis into the two texts using thematic analysis proposed by Virginia Braun and Victoria Clarke to identify shared patterns of meanings in the texts., Discussion: The identified themes take the form of emotions repeatedly narrated by the women. The findings indicate instances of disrespect, epistemic invalidation and compromised autonomy, due to which six shared categories of negative emotions are experienced by the patients: self-doubt, shame, fear, powerlessness, self-blame and anger., Conclusion: The paper concludes by indicating the urgency of improved medical training, that better educates and facilitates health care professionals in dealing with conditions with complicated aetiology, difficult diagnosis and no cure., (© 2024 John Wiley & Sons Ltd.)

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives: This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods: We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions: Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description: What is already known about this topic: Annotation and response behaviours are two primary actions in social annotation.Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience.Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds: This paper revealed students' behavioural patterns in social annotation activities.This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy: The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings.Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours.Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation.Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours. [ABSTRACT FROM AUTHOR]

Learning with games requires two types of information, namely domain‐specific information and game‐specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (N = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain‐specific information presentation and timing of game‐specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain‐specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game‐specific information before gameplay and during gameplay except for performance‐avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. Educators may change the timing of domain‐specific information presentation accordingly. Practitioner notes What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. [ABSTRACT FROM AUTHOR]

Background: This study examines the effect of a Theory of Mind (ToM) intervention on ToM abilities and social–emotional functioning in adolescents with developmental language disorder (DLD) or who are deaf/hard of hearing (D/HH). It emphasizes the importance of self‐reflection and measurement for personal growth. The research design incorporates both subjective and objective measures to evaluate the intervention's efficacy. Aims: To investigate the impact of the ToM intervention on ToM abilities and social–emotional functioning in adolescents with DLD or who are D/HH. It hypothesizes that participants in the intervention groups will show improved ToM and social–emotional functioning compared with those in the control groups. Methods & Procedures: Adolescents with DLD or who are D/HH were recruited through collaboration with educational institutions. The study utilized a pre‐/post‐test design, assigning participants to either the intervention or the control group. The ToM intervention involved targeted activities to enhance ToM abilities. ToM abilities and social–emotional functioning were assessed using standardized tests and self‐report questionnaires. Statistical analyses compared outcomes between the intervention and no intervention groups. Outcomes & Results: The findings reveal subjective improvements in social–emotional functioning among the D/HH intervention group. However, no significant effects on objective ToM measures were observed. These results highlight the need for further investigation and refinement of interventions in these areas. Future research should focus on improving intervention strategies and exploring additional objective measures to gain a comprehensive understanding of the intervention's impact on ToM and social–emotional functioning in this population. Conclusions & Implications: The ToM intervention shows subjective benefits in improving social–emotional functioning among D/HH adolescents. However, it does not yield significant effects on objective ToM measures. These findings emphasize the ongoing need to refine interventions targeting ToM abilities and social–emotional functioning in this population. Future studies should explore alternative strategies and incorporate additional objective measures to enhance understanding and outcomes. WHAT THIS PAPER ADDS: What is already known on this subject: Before this study, it was known that ToM interventions have the potential to enhance ToM abilities. However, the specific effects of such interventions on subjective and objective measures for ToM and social–emotional functioning in adolescents with DLD or who are D/HH remained unclear, necessitating further research. What this paper adds to the existing knowledge: This study adds to the existing knowledge by demonstrating subjective improvements in social–emotional functioning among adolescents who are D/HH and underwent a ToM intervention. However, no significant effects on objective ToM measures were observed. These findings highlight the need for refining interventions and exploring additional measures to better understand the intervention's impact. What are the potential or actual clinical implications of this work?: The subjective improvements in social–emotional functioning observed in this study have important clinical implications. They suggest that ToM interventions can positively impact the social well‐being of adolescents who are D/HH. However, the lack of significant effects on objective ToM measures emphasizes the need for further research and intervention refinement to address specific areas of improvement in this population. [ABSTRACT FROM AUTHOR]

This paper critically examines the normative versus non‐normative distinction commonly used in collective action research. To explore the similarities and differences between antecedents of normative versus non‐normative actions, we conducted a systematic review on diverse predictors of non‐normative, radical and violent collective actions. We examined 37 social and political psychology studies published after 2010 and identified five recurring themes: identity, efficacy, injustice, emotions and norms. Findings exhibited significant overlaps with those predictors associated with normative collective action. Thus, a reconceptualization is needed to undermine the rigid boundaries between these action types, highlighting the intricate interplay of factors that transcend the conventional binary. Aiming to avoid conceptual ambiguity and challenge the perspective that associating particular collective actions with unwarranted violence using social norms as fixed and a priori, we propose the term 'confrontational collective action' to separate out form of action from societal approval. Through this reconceptualization, we discussed the main limitations in the literature, focusing on how studies approach normativity and efficacy and addressing the issue of decontextualization in the literature. This paper calls for a contextually informed understanding of confrontational collective action that recognizes what is seen as 'normative' can change over time through intra‐ and intergroup interactions. [ABSTRACT FROM AUTHOR]

Family violence is becoming increasingly visible in Australia, with many state and federal governments taking on more responsibility to address family violence and its impacts on those affected. Current efforts are focused on practice frameworks, identifying and responding to risk factors, and social justice frameworks including legislating against family violence in a range of jurisdictions and addressing more broadly the structural and cultural forces that perpetuate violence and further oppress those victimised. Family violence is not unique to Australia, with prevalence rates internationally suggesting family violence occurs irrespective of country, race, age, culture, effectiveness of social policies or socioeconomic status. This paper explores relevant foundational concepts of Bowen family systems theory (BFST) as it relates to family violence and explores opportunities to evolve practice in this area. BFST offers a unique contribution towards addressing family violence, particularly in relation to the public health challenge of addressing family polyvictimisation. The paper also explores how BFST conceptualises family violence and the role of the professional in working with the family as a single emotional unit. The unique focus of BFST on observing and defining self within the emotional family unit through observation of the underlying multigenerational emotional patterns of functioning provides unique opportunities to evolve and develop both the capacity of clinicians and responses to families who are navigating the serious and challenging impacts of family violence. [ABSTRACT FROM AUTHOR]

This paper attempts to address the uncertainty of some non‐Western learners about the applicability of Bowen theory to Asian culture, as the theory was developed out of research on Western families and stresses defining self. Scepticism is due to the commonly held view that Asian families are collectivistic while Western families are more individualistic. This paper reviews the basic tenets of Bowen theory and its underlying premise that families are regulated by emotional processes that also operate in all living beings, that is, biological and universal. Bowen theory studies the emotional processes of families and how they react to anxiety. Viewed in this way, the theory certainly can be a useful framework for understanding family and enhancing family functioning, regardless of culture, ethnicity, and geography. The paper further discusses the use of Bowen theory in working with Asian families and Asian women, with case illustrations in enhancing mature and flexible practice of cultural values and increasing differentiation of self. [ABSTRACT FROM AUTHOR]

This paper overviews Bowen family systems theory and its approach to family therapy. It aims to introduce this influential approach and a sample of developments in theory and practice since Bowen's first publications of his research and theory. This paper is the second edition of a 1999 article with the same title (Brown, Australian and New Zealand Journal of Family Therapy, 20, 94 and 1999) and, 25 years later, offers new insights from the original author's ongoing research into the theory. This new edition is in collaboration with a second author and Bowen theory scholar, bringing fresh perspectives on the theory's applicability to family therapy practice. The core concepts are presented briefly, and a case example with a parent and symptomatic adolescent demonstrates how theory informs the role of the therapist and the therapeutic work. Examples of criticisms of Bowen theory are also discussed, including the misinterpretation around the idea of emotion in Bowen theory that is communicated in Gottman's training. Differentiation of self is clarified as the integration of emotion and intellect rather than privileging one over another, which affords the opportunity for individuals to avoid being governed by the invisible strings of sensitivities in relationships and instead be themselves in good emotional contact with the other person. [ABSTRACT FROM AUTHOR]

This perspective paper presents a discussion around the issues of sexual violence (SV) in rural and remote areas and the associated discourses of shame. The authors propose that shame of SV adds additional trauma to survivors, further impacting survivors' mental health which may be exacerbated in rural areas. Shame is a complex emotion that can result in increased feelings of guilt, humiliation, and embarrassment. Shame has been identified as an underlying risk factor and a mechanism for post‐assault mental health problems. We propose it can be particularly pronounced for women subjected to sexual assault in rural or remote areas. This paper will explore the link between SV and shame, explain how shame attached to SV may be used as an informal social control mechanism for women, particularly in rural and remote areas, and discuss the role of health practitioners, particularly mental health nurses, who play a key role in supporting people impacted by SV. SV is an insidious social phenomenon that can have profound consequences for individuals, families, and communities. Addressing shame and stigma is a crucial component of supporting survivors of SV in rural and remote areas. There is a need for targeted community‐led interventions and responsive support services to address the complex and multifaceted issues contributing to SV in rural and remote communities. [ABSTRACT FROM AUTHOR]

This paper proposes connection abstract theory as a detailed abstract formulation of the volitional elements of John Bowlby's theory of child attachment and its expansion to include adult relationships. Connection abstract theory is a formal statement of causal connections within and between attachment and caregiving systems. It is so‐called to give an unambiguous name to the attachment–caregiving relationship. The analysis addresses some limitations traceable to the cultural background within which Bowlbian theory was developed. This paper rethinks these limitations by conceptualizing the emotional motivations for attachment and caregiving. In so doing, it goes beyond individual differences to focus on microfoundations of normative attachment and caregiving processes and expands the potential activators of attachment. Connection abstract theory asserts that caring is the emotion that motivates the caregiving system and that trust is the emotion that motivates the attachment system. [ABSTRACT FROM AUTHOR]

Background: Medical interventions have a place in crisis support; however, narrow biomedical and risk‐driven responses negatively impact people seeking crisis care. With increasing shifts towards involving people with lived experience (service users) in designing services, foregrounding people's desired responses is critical. Accordingly, the aim of the study was to explore the wished‐for crisis responses from the perspective of people who have experienced crisis and accessed crisis care. Method: Using a hermeneutical phenomenological approach, in‐depth interviews were conducted to determine the desired crisis responses of 31 people who self‐reported experiencing mental health crises and accessed crisis services at ED, phone lines and/or crisis alternatives. Results: The findings identified wished‐for responses that gave a felt and embodied sense of their own safety influenced by a human‐to‐human response, emotional holding, a place of safety and choice within holistic care. For such responses to be possible, participants identified organising principles, including recognising crisis as meaningful and part of our shared human experience, understanding risk as fluid and a whole‐of‐community responsibility for responding to crises. Conclusion: This paper proposes how insights from people who have experienced crises can be translated into more beneficial crisis care. Patient or Consumer Contribution: Most authors are in identified lived experience roles. The first author engaged with participants during the recruitment and interviews and was explicit regarding their lived experience. Service users were involved as advisors, providing input throughout the study. [ABSTRACT FROM AUTHOR]

Many theories and approaches to policy studies have recently begun to question and research how emotions interact with peoples' understanding and behaviors, especially in policy and politics. This paper builds on and contributes to studying emotions in policy and politics via the advocacy coalition framework (ACF). In applying Emotional‐Belief Analysis, this paper examines the legislative testimony on one of the US' first gender‐affirming care (GAC) bans. It shows that those testifying can be organized in competing advocacy coalitions with distinct emotion‐belief expressions in combination with deep core and policy core beliefs. Moreover, expressions of negative emotions and policy core beliefs display significant and the largest effects in explaining coalition affiliation and shared views of the bill banning GAC. The conclusion summarizes the paper's empirical themes with suggestions for incorporating emotions more into the ACF and the broader policy studies field. [ABSTRACT FROM AUTHOR]

Background: Shortage and retention of experienced nurses are crucial matters and internationally acknowledged, particularly in specialty areas such as Critical Care. Aim: To explore the experiences of registered nurses in their first and fourth years of practice in an adult intensive care unit. Study Design: This descriptive phenomenological study was conducted over 4 years. Eligible participants were interviewed at two different points in their career. Ten registered nurses were interviewed after three to 6 months of employment in an adult intensive care unit (Phase One). Five of the same participants were interviewed in their fourth year of practice (Phase Two). Findings: Findings related to factors influencing the participants' choice of specialty and their retention are reported in this paper. Two themes emerged from Phase One: a unique environment, positive and negative emotions, unclear expectations, and the journey of a registered nurse. Two themes generated from data collected in Phase Two included a unique environment and being a proficient nurse. In both phases, nurses considered the Intensive Care Unit a stimulating learning environment. Conclusions: This paper highlights that the registered nurse's perception of the Intensive Care Unit and Intensive Care Nursing influenced their choice of specialty, and learning opportunities influenced their decision to remain in the Intensive Care Unit. Relevance to Clinical Practice: The findings of this study inform action areas for healthcare organizations and nursing managers. Challenges, learning opportunities and the nature of critical care nursing should be considered target areas for organizations to promote and develop as part of critical care nurses' retention strategies. Education not only for new graduate nurses but also for all registered nurses should be ongoing. [ABSTRACT FROM AUTHOR]

ABSTRACT Understanding social factors that affected how people interpreted the meanings of COVID‐19 measures is important in postpandemic times. This study applies perspectives from research on emotions as one of the possible explanations and focuses on how institutions and their measures are perceived in the context of individual emotional situations. The aim of the study is to understand how parents with joint or shared custody arrangements in Czechia understood COVID‐19–related state interventions and how they dealt with those interventions in their lives. Analysing 16 interviews with these parents, who are considered a potentially vulnerable group, and their interplay with pandemic public policy, the paper suggests the importance of parenting fantasy. The term ‘fantasy’ builds on Illouz's scholarship and reflects individual sense‐making (ideas or practices) based on close and intense personal relationships related to parenting. This paper claims that the existence of this fantasy (in the form of a fulfilled parenting fantasy) or its non‐existence (in the form of a disruption of parenting, called a negative relationship by Illouz) codetermined how these parents dealt with the pandemic measures—whether (and how strongly) they conformed to them or whether they perceived (or used) them as a threat. [ABSTRACT FROM AUTHOR]

This paper explores the role of emotions in conflict resolution, explicitly focusing on mediation. Emotions are an inherent aspect of conflict and can significantly impact the negotiation process. Understanding the emotional landscape of mediation is crucial for effective conflict management. This paper discusses the various emotions that arise during mediation, the strategies for effective emotional control, and the role of the mediator in navigating the emotional terrain of the negotiation process. [ABSTRACT FROM AUTHOR]

Objective: Screening for intimate partner violence in the home is often challenging due to the lack of privacy. The aim of this study was to compare two different screening methods (paper‐pencil vs. tablet) for identifying intimate partner violence during perinatal home visits. Design: Randomized control trial. Sample: Pregnant women (N = 416) in perinatal home visiting programs were randomized to either paper‐pencil or computer assisted, intimate partner violence screening. Measurements: The Abuse Assessment Screen was used to screen for physical and sexual IPV and Women's Experiences with Battering for emotional intimate partner violence. Results: No significant differences in prevalence were found between the screening methods. Intimate partner violence prevalence rates for the year before and/or during pregnancy using paper‐pencil was 21.8% versus 24.5% using tablets (p =.507). There were significant differences in prevalence among the three race/ethnic groups (Caucasian, 36.9%; African American, 26.7%; Hispanics, 10.6%; p <.001) and significant differences in rates across three geographical areas: urban 16.0%; rural 27.6%, suburban women 32.3% (p <.001). Conclusions: This study provides evidence that both methods are useful for identifying intimate partner violence during perinatal home visits. [ABSTRACT FROM AUTHOR]

This paper addresses the conditions for the development of creativity and the possible obstacles along the way. It explores conscious and unconscious mechanisms which either impede or support this process. Creativity is seen as a special case of relationships between internal and external objects, with some aspects being more consistent and others being more fluid throughout an individual's life. This paper is based on the clinical experience of psychodynamic work with clients whose psychological predicaments related to creativity impoverished different areas of their lives. The non‐exhaustive list of factors to be considered when working with those clients includes a blocked epistemophilic instinct, excessively repressed aggression, and strong negative projections. A harsh superego opposing a weak 'internal supporter' combined with an internalised negative parental attitude to their own creativity constitutes a powerful unconscious force which prevents it from blossoming. A high level of basic anxiety, a low degree of omnipotence, and the release of endorphins in response to suffering contribute to these difficulties. Insufficient capacity to sublimate emotions and an inability to free associate prevent clients from finding the links between ideas born in the mind and their expression that could be accessed by others. [ABSTRACT FROM AUTHOR]

Aim: To better understand parents' beliefs about causation in cerebral palsy (CP) and the emotions related to those beliefs. Method: We surveyed 226 parents of children with CP aged 1 to 18 years, recruited from the Victorian Cerebral Palsy Register, to evaluate their beliefs about the causes of CP, including genetic causes, causes specific to their own child, and their attitudes and emotions in relation to these. Results: Although 92% of participants reported that understanding the causes of their child's CP was important, uncertainty about the cause was expressed by 13%. The most frequently endorsed causal factors, in general and in their own child respectively, were intrapartum hypoxia (81%, 36%) or brain damage (69%, 22%), brain damage during pregnancy (73%, 28%), and preterm birth (66%, 28%). Genetic causes were deemed relevant by 13% of participants and hospital or professional error by 16%. Parents shared related feelings of anger (59%), sadness (80%), guilt (61%), and confusion (53%); parental anger was more likely when their child's CP was attributed to intrapartum events. Interpretation: Substantial parental interest in understanding the causes of CP, together with uncertainty about the causes, parents' causal attributions, and significant emotional sequelae, highlight a strong need for provision of information and support for families of children recently diagnosed with CP. What this paper adds: Understanding the causes of their child's cerebral palsy (CP) was important to parents.Parents most often endorsed intrapartum factors as a cause of CP.Parents reported experiencing strong emotions about the causes of their child's CP. What this paper adds: Understanding the causes of their child's cerebral palsy (CP) was important to parents.Parents most often endorsed intrapartum factors as a cause of CP.Parents reported experiencing strong emotions about the causes of their child's CP. This original article is commented on by Vasyutin on page 148 of this issue. [ABSTRACT FROM AUTHOR]

The Millennium Development Goals (MDGs) were a set of measurable goals and targets agreed to by all United Nations (UN) member countries in 2001 or thereafter to achieve substantial socio‐economic improvement for all developing countries by 2015. The MDGs were defined by some as an 'international super‐norm' that made the eradication of extreme poverty a global policy and responsibility. In this article, we examine the broader historical and discursive context that facilitated this institutional emergence and draw on Rorty and Braithwaite to suggest that the MDGs can be considered an 'institution of hope.' The paper contextualises the political economy of despair that prevailed in the 1990s before outlining Rorty's critique of neo‐liberalism and post‐developmentalism and explaining the political value of hope as a collective motivating emotion. The paper then examines critiques of the MDGs before concluding that the MDGs performed a valuable function in reinvigorating global concern over poverty eradication, even if, in retrospect, the MDGs themselves remained only what Rorty referred to as a 'plausible narrative of progress.' [ABSTRACT FROM AUTHOR]

As researchers, we are trained to publish the most polished versions of our core findings. Yet, what is hidden away when we do so are the raw and sometimes messy accounts of what we see, feel, hear, and experience during fieldwork. Integrating fieldwork challenges into research outputs is still uncommon in human geography. In this paper, I present an excerpt of field notes from research that examined the (re)creations of home by Sri Lankan refugees resettling in Sydney, Australia that were made using the ‘Voice Memos’ application on a smartphone. I reflect on the process of capturing voice field notes using a smartphone, the emotional aspects of fieldwork, and the benefits of documenting fieldwork experiences and challenges at different times and places. This paper champions digital technologies as useful tools to capture immediate emotions felt during fieldwork. [ABSTRACT FROM AUTHOR]

The Vitruvian Man is a metaphor for the "ideal man" by feminist posthuman philosopher Rosi Braidotti (2013) as a proxy for eurocentric humanist ideals. The first half of this paper extends Braidotti's concept by thinking about the metaphor of the "ideal nurse" (Vitruvian nurse) and how this metaphor contributes to racism, oppression, and burnout in nursing and might restrict the professionalization of nursing. The Vitruvian nurse is an idealized and perfected form of a nurse with self‐sacrificial language (re)producing self‐sacrificing expectations. The second half of this paper looks at how regulatory frameworks (using the example of UK's Nursing and Midwifery Council Code of Conduct) institutionalize the conditions of possibility through collective imaginations. The domineering expectations found within the Vitruvian nurse metaphor and further codified by regulatory frameworks give rise to boredom and burnout. The paper ends by suggesting possible ways to diffract regulatory frameworks to practice with affirmative ethics and reduce feelings of self‐sacrifice and exhaustion among nurses. [ABSTRACT FROM AUTHOR]

Background: As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)‐learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. Aims: (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant–Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross‐cultural comparison between the EP adaptation and the original US version. Methods & Procedures: A total of 611 EP‐learning children (ages 6–24 months) were assessed on the CSBS DP Infant–Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test–retest reliability), and cross‐cultural comparison between the EP and the original version were explored. Outcomes & Results: Internal consistency ranged from good to excellent and the test–retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. Conclusions & Implications: These findings showed that the EP CSBS DP Infant–Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP‐learning children, which can be particularly relevant for decision‐making in clinical practice. WHAT THIS PAPER ADDS: What is already known on the subject: Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP‐learning children. What this paper adds to existing knowledge: This study adapted and validated the EP CSBS DP Infant–Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP‐learning infants and toddlers, and compared the performance of EP‐learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP‐learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work?: Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision‐making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech–language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments. [ABSTRACT FROM AUTHOR]

Background: Despite its potentially significant functional and emotional impact, acalculia is still too rarely assessed and managed by speech and language therapists. Research on the rehabilitation of numerical transcoding remains scarce in the literature and, despite positive results, presents a low level of evidence. Aims: The present study aims to evaluate the effectiveness of a targeted rehabilitation of numerical transcoding in two patients suffering from a chronic secondary acalculia. Methods & Procedures: Two post‐brain injury females with secondary acalculia took part in a single‐case experimental design with multiple baseline across subjects according to a three‐phase experimental protocol: baseline involving global cognitive rehabilitation (5–7 measurements with randomized sequential introduction); targeted intervention (10 measurements); follow‐up (2 immediate measurements and 1 month after the end of the intervention). Repeated outcome measures consisted of six lists composed of numbers of equivalent difficulty that were used alternately to assess numerical transcoding. We used a reverse digit span as a control measure to assess the specificity of the intervention. Rehabilitation lasted 5 weeks and consisted of errorless learning with colour cues, tables and number–words cards. Outcomes & Results: During baseline period involving global cognitive rehabilitation, transcoding scores remained unchanged. In contrast, there was a significant improvement in scores for both patients during the intervention phase targeting transcoding and maintenance of benefits 1‐month post‐intervention. Conclusions & Implications: This study demonstrates that a specific rehabilitation targeting numerical transcoding following chronic secondary acalculia can be effective in improving transcoding skills. WHAT THIS PAPER ADDS: What is already known on the subject: Transcoding difficulties in patients with acalculia can cause a significant disability in everyday life activities. In secondary acalculia, rehabilitation of cognitive functions associated with number processing (attention, working memory, language) is not sufficient for improvement of transcoding. What this paper adds to existing knowledge: An intervention specifically targeting numerical transcoding significantly and durably improves the skills of patients with chronic secondary acalculia. What are the potential or actual clinical implications of this work?: Procedural error‐free intervention using colour cueing, tables, cards with number–words, copy and repetition seems effective to improve transcoding skills in chronic acalculia. [ABSTRACT FROM AUTHOR]

Background: The therapeutic process is fraught with various feelings. This research focused on a specific type of negative feeling, namely self‐doubt (SD). Aim: To explore and characterize the nature of SD among speech and language therapists (SLTs) (the frequency of SD, situations that trigger SD, emotions and thoughts related to SD, and coping strategies) in various stages of occupational experience. Methods & Procedures: A total of 267 SLTs answered an online survey. Respondents represented SLTs in all stages of vocational experience, with varying academic degrees, from a variety of employment settings. The survey addressed situations that trigger SD, thoughts, and emotions associated with SD and the background information of the respondents. Frequency distributions of the responses of the participants were determined, and independent‐samples Kruskal–Wallis tests were conducted to examine if there were differences between groups that differed in their occupational experience on the frequency of SD, attitudes towards SD and emotions related to SD. Outcomes & Results: Differences were found between SLTs in various stages of professional development in several aspects of SD. Novice SLTs reported significantly higher levels of SD compared with experienced SLTs. In the face of SD, novice SLTs consider career abandonment significantly more than do experienced SLTs. They perceive themselves as a failure when experiencing SD to a significantly greater extent than do more experienced SLTs. In addition, SD is associated with various negative emotions. Conclusions & Implications: Self‐doubt is a natural professional feeling. It may be harmful especially in the early stages of professional development. Our findings call for support and guidance in the face of SD. WHAT THIS PAPER ADDS: What is already known on the subject: Healthcare professionals report feeling SD. This feeling may have deleterious effects on well‐being and career satisfaction and is especially harmful in young therapists. What this paper adds to existing knowledge: This study characterizes the nature of SD among SLTs in various stages of occupational experience. Our findings indicate that SD is reported among SLTs at all career stages, especially in novice SLTs. Self‐doubt is associated with a range of negative thoughts and emotions, and it may be triggered by various situations. Nonetheless, it is a topic that our respondents rarely learn about. What are the potential or actual clinical implications of this work?: Normalising and validating SD is important to SLTs' resilience and may facilitate coping. This may be achieved by learning about the subject of SD in graduate programmes. In addition, mentors should create a safe learning culture to allow sharing SD and challenging situations, especially in the first years of occupational experience. [ABSTRACT FROM AUTHOR]

Summary: The ability of facial expression recognition, the ability to decipher human emotions from facial features, and we can judge the emotional state of human beings by analysing facial expressions. Empowered by this technology, the related research of student sentiment analysis has become a focal point in the realm of educational technology. Teachers can now read the emotional state of their students and estimate the effectiveness of their teaching strategies, enabling them to implement appropriate intervention techniques to enhance teaching outcomes. However, facial expression recognition techniques are currently limited by their shortcomings. Network performance degradation and loss of feature information are key issues that hinder the effectiveness of sentiment analysis of student feedback. To overcome these limitations, in this paper, we propose RFMNet, a novel network model based on deep learning theory. RFMNet, with its higher extraction capability, is designed to accurately analyse student expressions. It introduces a relation‐aware global attention (RGA) module, which facilitates the integration of more discriminative expression features in the image, leading to more refined sentiment analysis. This innovative model also employs a Mish activation function and a focal loss function. The Mish activation function is of particular interest because it helps to avoid the loss of feature information due to neuron deactivation when the ReLU gradient is. This approach results in a more robust and accurate facial expression recognition model. Our model was tested on the FERPlus public dataset. The model achieved an average recognition accuracy of 89.62%, which is a testament to its performance in decoding the facial expressions of students. This precision allows for intelligent processing of teaching information and real‐time feedback, enabling teachers to adapt their teaching strategies to better suit the needs of their students. [ABSTRACT FROM AUTHOR]

Against the backdrop of the COVID‐19 pandemic, workplace wellbeing is a key priority for employers. Severe market and health conditions continue to bring inevitable problems that could be reduced with the application of psychological interventions to prevent mental and physical health issues, making this study a highly pertinent and valuable contribution to the field. This paper reports the effects of a rational emotive behaviour therapy (REBT) programme on the irrational beliefs and emotional reactivity of 56 office‐based sales professionals located in the northwest region of the UK. A pre‐test, post‐test experimental design was utilised, and a mixed model ANOVA (repeated measures) was adopted to assess changes in mean differences concerning irrational beliefs and emotional reactivity at pre and post‐test stages for the intervention group, in comparison to a control group. Results indicate that those in the REBT group reported significant reductions in irrational beliefs and emotional reactivity, whilst those in the control group reported no such changes. It is recommended that future research studies consider utilizing a mixed methods design and focus on a strategic collaboration of organisational and individual level interventions for improving the psychological wellbeing and performance of sales personnel. [ABSTRACT FROM AUTHOR]

US Federal legislation mandates the treatment of underaged youth induced to sell themselves for commercial sex as victims and not criminal offenders of prostitution laws. Nonetheless, state prosecutors often take action in juvenile court against these youth. This study explored the impact of negative moral emotions, victim blame, and victim believability on public judgments of child sex trafficking victims under varying case facts. We presented an online scenario involving a trafficking case to 682 participants and manipulated youth sex, trafficker sex, vulnerability background, and prior arrest history to determine how emotions, victim blame, and believability mediate child sex trafficking decisions. Two different paths emerged depending on the youth's sex. Participants reported greater victim responsibility and greater negative moral emotions towards a male youth trafficked by a female when he had a prior commercial sex arrest, which in turn predicted a lower certainty of recommending social services over legal consequences. With the same facts, participants reported lower believability for a female youth when she had a prior commercial sex arrest, which in turn predicted a lower certainty of recommending social services over legal consequences. The paper ends with a discussion of the implications of the findings for practice and theory. [ABSTRACT FROM AUTHOR]

This paper draws on a subsample (N = 851) of respondents to ITA.LI—Italian Lives—a recently established panel study on a probability sample of individuals aged 16+ living in Italy—to track changes in the affective (positive and negative emotions such as energy and sadness) and cognitive (life satisfaction) components of well‐being during different COVID‐19 policy phases, classified according to the severity of key government responses. An event‐study design is employed, which uses mixed‐effects ordered logistic models to investigate the change in SWB scores. Given the nested nature of the data, multilevel modeling is chosen as the most appropriate method of analysis. The results reveal the levels of affective and cognitive well‐being were significantly lower during the lockdown period than before the pandemic outbreak potentially reflecting both the direct effects of the confinement and other potential sources of distress, such as trends in infection rates and related media alarm. Once the lockdown was lifted, there was no evidence of an immediate and general improvement in well‐being. In the following policy phase, with the lifting of most containment measures, there were significant signs of full recovery concerning energy, but the scores for the other well‐being components remained relatively lower than those observed before the onset of COVID‐19. [ABSTRACT FROM AUTHOR]

Astrophysicists and cosmologists seriously propose that our universe, with its three dimensions and local physical bylaws, is one of an infinite number of parallel universes. This paper discusses the relevance of these ideas for contemporary systemic family therapy, such as thinking about the therapist's positioning in relation to the family. Ideas such as the anthropic principle suggest each meeting of a therapist and family forms a unique systemic entity or singularity with its own universe of by‐laws peculiar to a location in time and space. We are like travellers between parallel family therapy universes where the therapist's epistemology, theory or model is less important than how therapists and clients position themselves towards each other. This ecological positioning encompasses contextual, emotional, cultural, ethical and spiritual belief systems. [ABSTRACT FROM AUTHOR]

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐order thinking. However, many current VR studies in hands‐on learning tend to utilise one‐way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real‐world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher‐order thinking, and their ability to apply acquired skills in real‐world contexts. Method and Objective: Participants were immersed in a hands‐on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi‐experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real‐world hands‐on tasks abilities, and higher‐order thinking. Results: The research results indicate that in the VR hands‐on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands‐on task abilities. Simultaneously, it also successfully assists participants in developing problem‐solving skills and critical thinking in higher‐order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands‐on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real‐world hands‐on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands‐on learning, as they can yield positive benefits for learners. Lay Description: What is already known about this topic: Virtual reality learning environments can enhance students' cognitive levels.Higher‐order thinking has a significant impact on hands‐on learning.Reflection has an important influence on the cognitive process. What this paper adds: Providing reflection through feedback in a virtual reality environment increases learning engagement and promotes higher‐order thinking.Reflection in virtual reality enhances cognitive levels and practical abilities. Implications for practice and/or policy: We demonstrated the effectiveness of providing reflection through feedback in a VR hands‐on learning environment.Learners, through reflection in VR, enhance higher‐order thinking, engagement, cognitive levels, and practical abilities. What are the 1 or 2 major takeaways from the study: Providing reflection in VR learning environments used for training or hands‐on learning can effectively promote cognitive levels, engagement, higher‐order thinking abilities, and practical skills.Through VR reflection, we reveal the potential of cultivating higher‐order thinking through VR. [ABSTRACT FROM AUTHOR]

Emotional support on social media has become a popular way for people to seek comfort when facing failures and frustrations. This paper investigates the social practice of comforting strangers on the Chinese social media platform Douban. The emotional labour framework was adopted to examine the ways in which the comforting practice managed the emotions of both the comfortee and the comforter. A dataset of 400 replies was collected from Douban to analyse the use of comforting strategies and whether the conversation topic influenced their use. The study showed that comforters employed various strategies to manage distressed others’ emotions and their own emotions. The results showed a dichotomy between explicit and implicit comfort in managing comfortee emotions. Three types of replies for managing the comforter's emotions were observed, namely, a concealed reply, a projective reply, and a comparative reply. The study also revealed a correlation between conversation topics and the use of these replies. [ABSTRACT FROM AUTHOR]

The memristor‐based Pavlov circuits have been extensively studied, but most of the circuits only have learning functions plus forgetting function, and lack emotional function and feature memory. This leads to not be realistic enough for simulating Pavlovian circuit experiments. In this paper, we simulate learning and three forgetting processes on the classic Pavlov circuit, which is consistent with the brain's forgetting mechanism. Then, we add feature memory part, which includes an emotion module, synapse modules, and feature switch modules. The emotion module with positive and negative emotion functions has different effects on memory time, so as to improve its imitating ability of human emotional behavior. The synapse modules and feature switching modules realize different feature memory for different things, so as to promote the circuit's associative memory ability to be more realistic. Through these improvements, the function of the Pavlov dog experiment circuit is more similar to biological mechanism. Furthermore, the LTSPICE software is used to verify the correctness of the proposed circuit. [ABSTRACT FROM AUTHOR]

While emotions are an inherent component of the human experience that influence behavior, values, and beliefs, they have largely been left out of policy process studies theoretically and methodologically. Using the Advocacy Coalition Framework (ACF), with its focus on how individuals coalesce into coalitions around a set of common beliefs, we begin to situate emotions as a critical component of belief systems and discourse about public policies. This study analyzes legislative testimony from four policies debated during the 2021 Colorado Legislative Session using discourse analysis to identify the emotions and coalitional beliefs. We find that policy actors express emotions and beliefs similarly to other policy actors in the same coalition and differently from policy actors in the opposing coalition. We conclude this paper by discussing the theoretical and methodological contributions of including emotions in the ACF. The move to incorporate the analysis of emotional expressions, and hence the study of affect, into the ACF mirrors the ongoing incorporation of how people feel in politics and not just how they think. [ABSTRACT FROM AUTHOR]

While emotional transmission is a well‐documented phenomenon, the contagion of happiness, specifically as a positive emotion, has received limited research attention. This study utilizes data from the 2015 Chinese General Social Survey (CGSS2015) to analyse the effects of happiness contagion among different individual groups in urban communities. Findings indicate that individuals with positive personalities and social attitudes are more susceptible to happiness contagion. Regarding personal and job attributes, the elderly, the highly educated, the married, or people who are religious, have high incomes, work in non‐state‐owned enterprises, or work flexibly tend to receive more happiness from their neighbours. Moreover, residents living in economically developed areas exhibit a greater receptivity to happiness contagion. The paper discusses policy implications of the results. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Recent studies explain how to detect fake reviews and their impacts on consumers and businesses. Despite the prevalence and significance of fake reviews, prior research has yet to fully explore the motivations and psychological mechanisms behind voluntary participation in writing fake reviews, especially in incentivized campaigns. This paper explains why consumers engage in the immoral act of writing fake reviews in return for free products. We investigate the interactive role of individuals' self‐focused motivations and cognitive reappraisal ability in diminishing consumers' moral emotions of guilt, subsequently influencing their intention to write incentivized reviews. Built on three studies, the findings reveal that customers' self‐focused motivations coupled with their ability to regulate emotions dissuade their feelings of guilt. Consequently, customers who experience downregulated emotions of guilt show a higher intention to write incentivized fake reviews. This study contributes to the existing literature by illustrating the driving factors toward writing incentivized fake reviews, especially by depicting the negative role of cognitive reappraisal. The study also has managerial implications indicating that such customer behavior can be avoided by fostering a sense of consideration toward others by making them aware about the impact of their actions. [ABSTRACT FROM AUTHOR]

This paper is a review of Emotion and Virtue, by Gopal Sreenivasan. Besides providing an overview of the book, it is suggested that the view of the virtues which gives less weight to the emotions remains plausible, as does the thesis of the unity of virtue. [ABSTRACT FROM AUTHOR]

This paper deals with the anthropological conception of the first modern Italian anthropologist, Paolo Mantegazza (1831–1910). We will begin by contextualizing the status of anthropology in Italy during the second half of the 19th century. Subsequently, we will delve into some of the inspirations that led the Italians to have such a multifaceted conception of the discipline. Next, we will outline the content of this approach and clarify the meaning of "omnicomprehensive science." From there, we will come to understand the reason for the variety of interests of the anthropologist, who aimed to study the human being in all aspects of life. We will then mention the moral objective present in his professional journey: through an understanding of the complexity of human life, the anthropologist wanted to contribute to the progress and well‐being of society; in other words, to "living well." [ABSTRACT FROM AUTHOR]

This paper aims to illustrate how several emotional mechanisms very probably played some causal and presumably significant role during the revolution that took place in Catalonia between July 1936 and May 1937 within the framework of the Spanish Civil War. Beyond this specific case study, the article contributes to the discussion on the role of emotions in large‐scale collective action and the concept of enthusiasm. In this regard, it is argued that the analyzed case suggests hatred could be an emotional antecedent of enthusiasm. [ABSTRACT FROM AUTHOR]

Background: The use of artificial intelligence (AI) is increasing in many areas of healthcare, including mental healthcare. The automated nature of such technologies has the potential to be developed to work with large numbers of people. This paper examines the way that student therapists experience using an interactive text‐based machine client as a training tool. Methodology: Chatbot technology has been used to develop an emotionally responsive interactive client (ERIC). This introduces individuals to concepts of person‐centred therapy (empathy, congruence and unconditional positive regard) by using a series of pre‐programmed scenarios. Twenty‐eight student therapists evaluated ERIC's potential as a learning tool. Individuals were recruited from one university from a postgraduate and an undergraduate counselling programme. Findings: Feedback was generally positive, with all reporting that they enjoyed engaging with ERIC as a learning method. ERIC helped individuals consider their understanding of counselling skills in a non‐judgemental environment. Participants felt the scenarios were realistic and engaging, with many reporting that they felt they were engaging with a real client/person due to ERIC's ability to express emotions. Discussion: ERIC is at the proof‐of‐concept phase. From the feedback presented here, it is evident that it can be a useful learning tool. Further development of ERIC with feedback from a larger sample is, however, required. ERIC is currently a text‐based client, and further development would like to see the intervention be voice‐activated to enhance the experience. ERIC can be further enhanced and adapted to be a useful learning platform for student therapists, as well as for students in other (healthcare‐related) disciplines, whereby a client or patient is required. [ABSTRACT FROM AUTHOR]

Nowadays, the omnipresence of the Internet has fostered a subculture that congregates around the contemporary milieu. The subculture artfully articulates the intricacies of human feelings by ardently pursuing the allure of novelty, a fact that cannot be disregarded in the sentiment analysis. This paper aims to enrich data through the lens of subculture, to address the insufficient training data faced by sentiment analysis. To this end, a new approach of subculture‐based data augmentation (SCDA) is proposed, which engenders enhanced texts for each training text by leveraging the creation of specific subcultural expression generators. The extensive experiments attest to the effectiveness and potential of SCDA. The results also shed light on the phenomenon that disparate subcultural expressions elicit varying degrees of sentiment stimulation. Moreover, an intriguing conjecture arises, suggesting the linear reversibility of certain subcultural expressions. [ABSTRACT FROM AUTHOR]

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender‐neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

This paper proposes an in‐car immersiveness enhancement framework based on driving environments and driver's emotional status, thereby increasing the driver's driving performance and safety. Specifically, the framework is proposed to generate new content for immersive displays and systems, providing enhanced immersiveness across different displays, systems, and driving environments. The immersiveness‐enhanced contents are generated based on the color/style transfer, analysis of the driving environment, and driver's emotional status recognition. The qualitative and quantitative evaluation proved the advantages and practicability of the proposed framework in enhancing in‐cabin immersiveness. [ABSTRACT FROM AUTHOR]

ABSTRACT Supervision is integral to social work practice; however, how it operates in day‐to‐day practice remains poorly understood. Existing research mainly comprises quantitative and qualitative accounts of social workers' and supervisors' experiences of supervision. More recently, a small number of studies examining the content of supervision have added to our understanding of what happens in supervision. However, supervisory interactions outside formal supervision have received scant empirical attention. This paper draws on an ethnographic study of four social work teams in England, exploring how formal and informal case discussion supports social workers' sensemaking. Data comprised observations of case talk in the office space (n = 21) and group case discussions (n = 2), recordings of one‐to‐one supervision (n = 17) and semi‐structured interviews (n = 22). Findings highlighted the importance of space in how social workers perceived and engaged with supervision. Supervisory spaces involve the interaction of physical, thinking and emotional spaces to create spaces that are supportive, task‐focused and reflective. Moreover, these supervisory spaces are not confined to formal one‐to‐one supervision or to the dyadic supervisor–supervisee relationship. This raises questions for how child protection social workers can be best supported, across diverse supervisory spaces and relationships, to ensure their practice is effective. [ABSTRACT FROM AUTHOR]