Search

Humans compute the anticipated reward value of stimuli in their environment in order to behave in an adaptive, goal-directed manner. This reward valuation ability is vital, and its disruption in a range of clinical populations has profound personal and social consequences. However, research has often failed to consider the reward-related functions of a central component of human emotion: conscious emotional experience. Alexithymia-a condition characterized by diminished conscious awareness of one's emotions-offers a unique opportunity to examine the link between emotional awareness and reward valuation. In the present study, we measured both acquired alexithymia and reward valuation ability in a large sample of patients with traumatic brain injuries (N = 112). Behavioral analyses provided evidence for a negative association between alexithymia and reward valuation ability. This association remained significant after controlling for several covariates in the model (anxiety, depression, posttraumatic stress disorder, and IQ). Voxel-based lesion-symptom mapping was carried out to identify brain regions-of-interest (ROIs) that, when damaged, lead to increased alexithymia and impaired reward valuation. Importantly, mediation models computed using the ROIs identified through the voxel-based lesion-symptom mapping revealed a specific indirect effect of left frontoinsular damage on impaired valuation that was mediated by increased levels of alexithymia. This indirect effect was not observed for any of the other candidate ROIs. The present study identifies a network of brain regions likely to be involved in the integration of subjective feelings and reward processes critical for the adaptive control of goal-directed behavior. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The subjective nature of pain and the lack of a gold standard for objective measurement hinders effective assessment, diagnosis, and treatment. Some individuals, such as professional dancers, are better in assessing and reporting bodily sensations. This observational study aimed to assess whether dancers report their pain less variably, than other people do. After consenting, subjects completed the focused analgesia selection test (FAST), which assesses subjects’ variability of pain reports. FAST outcomes, ICC and R2 reflect the magnitude of variability of pain reports observed. In addition, subjects underwent a taste task, which similarly assesses variability of tastes (salty and sweet) intensity reports and completed the Multidimensional Assessment of Interoceptive Awareness questionnaire. Thirty-three professional dancers and 33 healthy aged-matched controls were recruited. The dancers exhibited less variability of pain reports then controls (P = .013), but not in case of tastes-reports. Years of practice was positively correlated with pain reporting variability (r = .447, P = .009, and r = .380, P = .029; for FAST ICC and R2, respectively). Multidimensional Assessment of Interoceptive Awareness subscores correlated with pain reporting variability: R2 and ICC with emotional awareness (r = .260, P = .040, and r = .274, P = .030, respectively), and R2 with trusting [r = .254, P = .044]). Perspective The difference between dancers and controls in the magnitude of variability of pain reports is probably due to the dancers’ extensive training, which focuses on attention to body signals. Our results suggest that training can improve subjective pain reports, which are essential for quality clinical care.

La escuela es un espacio privilegiado para la adquisición de conocimientos que van más allá de lo académico. Las habilidades y competencias socioemocionales deben convivir y compartir espacio con el aprendizaje cognitivo para lograr un desarrollo integral del alumnado. En este trabajo se presentan los resultados de la aplicación de un programa de seis sesiones grupales denominado CODIP-R que pretende promover, desde el contexto educativo, el desarrollo social y emocional. Se trata de un estudio cuasi-experimental sin grupo control. En el programa participaron 83 alumnos y alumnas de primer curso de Educación Primaria (media de edad = 6.18 años, DE = 0.42) de cuatro colegios de la ciudad de A Coruña. Se evaluó la conciencia emocional y la competencia social pre y post test con un instrumento ad-hoc. Los análisis indicaron que, tras la implementación de CODIP-R, los participantes incrementaron su conciencia emocional (mayor conocimiento de emociones positivas y negativas, mayor autoconciencia emocional y mayor capacidad para identificar los estados emocionales de los demás) y su competencia social (mayor capacidad para aportar soluciones a problemas interpersonales ajenos y propios). Estos datos muestran que un programa breve desarrollado en la escuela puede tener efectos beneficiosos en la conciencia emocional y la competencia social.

This training is intended to help increase students 'mindfulness so that it can help reduce students difficulties in regulating emotions. The aspect of mindfulness used in this training is based on aspects of the five facet mindfulness questionnaire (FFMQ) (Baer et al., 2006), namely nonreactivity to inner experience, observing, acting with awareness, describing/ labeling, and nonjudging of experience. Measurement of students' level of difficulty in regulating emotions using aspects of difficulties in emotion regulation (Roemer & Gratz, 2004), namely nonacceptance of emotional responses, difficulties engaging in goals-directed behavior, impulse control difficulties, lack of emotional awareness, limited access to emotion regulation strategies and lack of emotional clarity. The results of the training show that the mindfulness training can help reduce the level of difficulty regulating emotions experienced by students (significance value is less than 0.05).

Psychodrama’s contribution to raising awareness and developing individuals is well known. It enables the individuals to see the underlying reasons behind their emotions, thoughts and behaviors. In this article of the Zeitschrift fur Psychodrama und Soziometrie, the aim of this research is to analyze the effect of psychodrama group practice on the subjective well-being of first grade nursing students. In keeping with this aim, the study was conducted in a quasi-experimental pattern, without a pretest-posttest control group in this research. Methods: in 2018–2019 34 first grade students, from the nursing faculty of health sciences of a university, who had selected psychodrama lessons, agreed to participate in the research. These students formed the research population. The data was collected by an Information Form and Subjective Well-Being Scale (SWS). Both descriptive statistical methods and Paired Sample T‑Test were applied in the data analysis. The significance level was evaluated as p 0.05). Conclusion: After the psychodrama group, it was observed that the participants became skillful with their emotional awareness, distinguishing personal needs and being aware of these needs. The effectiveness psychodrama on the subjective well-being was also supported by the study results.

Emotional awareness is defined as the ability to cognitively process emotional arousal and the expression thereof. When telling a lie, emotional awareness comes into play: the most important objective is to conceal one's true emotions and fabricate false ones; simultaneously, however, one must control for the affective state of those who are to believe the falsehood; via such efforts, one can assess the potential for success in the deceit. With this in mind, we hypothesized that emotional awareness may play a vital role in the process of creating a convincing lie. Study participants (Group A

Fueled by the pervasion of tools like Slack or Microsoft Teams, the usage of text-based communication in distributed teams has grown massively in organizations. This brings distributed teams many advantages, however, a critical shortcoming in these setups is the decreased ability of perceiving, understanding and regulating emotions. This is problematic because better team members? abilities of emotion management positively impact team-level outcomes like team cohesion and team performance, while poor abilities diminish communication flow and well-being. Leveraging chatbot technology in distributed teams has been recognized as a promising approach to reintroduce and improve upon these abilities. In this article we present three chatbot designs for emotion management for distributed teams. In order to develop these designs, we conducted three participatory design workshops which resulted in 153 sketches. Subsequently, we evaluated the designs following an exploratory evaluation with 27 participants. Results show general stimulating effects on emotion awareness and communication efficiency. Further, they report emotion regulation and increased compromise facilitation through social and interactive design features, but also perceived threats like loss of control. With some design features adversely impacting emotion management, we highlight design implications and discuss chatbot design recommendations for enhancing emotion management in teams.

Despite broad calls for prevention programs to reduce adolescent dating violence (DV), there is a dearth of programs designed specifically for males. In fact, there are no programs that capitalize on the importance of parents in modeling and influencing the choices their sons make in future romantic relationships. To address these gaps, this study assessed the initial feasibility, acceptability, and efficacy of an online, parent-son intervention (STRONG) aimed at reducing DV among early adolescent males. One-hundred nineteen 7th- and 8th-grade boys were recruited, with a parent (90% mothers), from six urban middle schools in the Providence, RI area. Dyads were randomized to either STRONG or a waitlist comparison group. STRONG targets three primary constructs: relationship health knowledge, emotion regulation, and communication. Families randomized to the waitlist were nearly twice as likely at 3 months (OR = 1.92 [0.43-8.60]) and nearly 7 times as likely at 9 months (OR = 6.76 [0.66-69.59]) to endorse any form of DV perpetration (physical, sexual, verbal/emotional) when compared with STRONG families. STRONG also had positive effects on teens' attitudes toward dealing with DV, their emotional awareness, and their short-term regulation skills and was associated with increased discussion of critical relationship topics. Pilot outcomes indicate that an online DV prevention program designed to engage early adolescent boys and parents is both acceptable and engaging. Findings show promise for reducing DV behaviors and theory-driven mediators. ClinicalTrials.gov Identifier: NCT03109184.

Chronic pain is pain experienced on most days for three months or more. It is one of the most frequent patient reported problems. It can be a primary or a secondary symptom. A number of psychological factors predict the development and impact of chronic pain. Adverse social experiences as well as stressful conflictual interpersonal interactions can precipitate and exacerbate chronic pain. Emotional awareness and expression therapy (EAET) is an approach to addressing interpersonal and emotional conflict with patients with chronic pain. The core principles of EAET and the life stress interview protocol are described and illustrated.

Рассматривается проблематика социально-психологической безопасности студентов, составляющей которой является эмоциональное благополучие. Психологическая безопасность проявляется в ощущении субъектом своей защищенности, референтной значимости среды для него и удовлетворенности процессами взаимодействия. Немаловажную роль здесь играет состояние эмоционального фона, эмоциональной осознанности субъекта, умение их выражать и осуществлять их регуляцию. Одним из условий обретения эмоционального благополучия выступает развитый эмоциональный интеллект. Сегодня он рассматривается как необходимый элемент, позволяющий владеть собой в различных ситуациях, эффективно налаживать и выстраивать отношения с другими субъектами деятельности, социализироваться в жизни. Это дает возможность обрести состояние уверенности, спокойствия и удовлетворения. Цель: оценить эффективность занятий по развитию эмоционального интеллекта студентов младших курсов, влияющих на формирование и/или поддержание эмоционального благополучия и социально-психологической безопасности. Методы: общетеоретические методы научного анализа, синтеза, моделирования; практические методы (качественное глубинное интервью; диагностический метод (опросник ЭмИн Д.В. Люсина, тест на определение уровня эмоционального интеллекта Н. Холла); экспериментальный метод для проведения констатирующих, формирующих и контрольных этапов исследования; методы математической статистики). Результаты: формирующая деятельность позволяет развивать эмоциональный интеллект, влияющий на поддержание достаточного уровня общего эмоционального благополучия студентов-первокурсников и ощущения социально-психологической безопасности личности. The research deals with the issue of social and psychological safety and emotional well-being of students. Psychological safety is manifested in the subject sense of security, the reference importance of the environment for him and his satisfaction with the processes of interaction. An important role here is the state of emotional background, awareness of emotions by the subject, ability to express and regulate them. One of the conditions for gaining emotional well-being is the developed emotional intelligence. Today it is considered as a necessary element that allows you to control yourself in various situations, build relationships, socialize in life. This makes it possible to find a state of confidence, calmness and satisfaction. The aim of the research is to evaluate the effectiveness of classes on the development of emotional intelligence of 1st year students, affecting the formation and/or maintenance of emotional well-being and sociopsychological safety. Methods. Methodological basis was performed by general theoretic methods of scientific analysis, synthesis. Qualitative in-depth interviews were used as practical methods; diagnostic method (Emotional Intelligence (EmIn) questionnaire by D.V. Lusin, test of Emotional Intelligence by N. Hall); experimental method for summative and formative assessment, controlling stages of the study; methods of mathematical statistics. Results. Formative activity allows the development of emotional intelligence affecting the maintenance of a sufficient level of overall emotional well-being of 1st year students and the sense of social and psychological security of the individual.

The ability to identify and label one’s emotions is associated with effective emotion regulation, rendering emotional awareness important for mental health. We evaluated how emotional awareness was related to psychopathology and whether low emotional awareness was a transdiagnostic mechanism explaining the increase in psychopathology during the transition to adolescence and as a function of childhood trauma—specifically, violence exposure. In Study 1, children and adolescents ( N = 120, age range = 7–19 years) reported on emotional awareness and psychopathology. Emotional awareness was negatively associated with psychopathology (p-factor) and worsened across age in females but not males. In Study 2 ( N = 262, age range = 8–16 years), we replicated these findings and demonstrated longitudinally that low emotional awareness mediated increases in p-factor as a function of age in females and violence exposure. These findings indicate that low emotional awareness may be a transdiagnostic mechanism linking adolescent development, sex, and trauma with the emergence of psychopathology.

A key element of suicide education, training and clinical supervision is enhancing emotional awareness about mental health professionals' countertransference reactions, as emotional responses to patients' suicidal behavior (SB) that may be unbeneficial to care. This study aimed to explore emotional responses to patients' SB in mental health nurses (MHNs) according to a psychodynamic perspective. Twenty-eight Italian MHNs (61% females, Mage = 52 years) were interviewed to examine their deep feelings about attempted suicides or deaths by suicide of patients with mental illness. Computer-aided thematic analysis was performed on the verbatim transcribed interviews, adopting Emotional Text Analysis (ETA) as a research framework to explore affective symbolizations underlying narratives, beyond intentional and explicitly reported contents. Some statistical multidimensional techniques were carried out, allowing th.e detection of shared symbolic domains (Cluster Analysis) and latent factors organizing the contraposition between them (Multiple Correspondence Analysis). Five symbolic domains emerged which were respectively referred to as: hyper-vigilance (21.97% of the overall textual corpus), resentment (17.86%), rationalization (34.50%), resignation (5.54%) and mourning (20.12%). Four latent factors explained the overall data variance: strive for reparation (F1), lack of control (F2), ambivalence toward care (F3) and complicated grief (F4). Some clinical recommendations were derived suggesting to balance issues of risk assessment/management and staff's reflective practice, to work on the subjective sense of hopelessness resulting from turning against oneself the hostility evoked by patients, to consider rationalization processes and implicit beliefs leading to risk underestimation and to address some basic conflicts contributing to a complicated grief in mourning suicidal events.

In recent years, a significant number of immigrant children have been welcomed in reception classes in Quebec. However, due to an overall increase in polarization and xenophobia, which has repercus...

Introduction Language dysfunction has recently been suggested to be one route to alexithymia, an impairment in recognizing and communicating one’s own emotions. Neuropsychological evidence is needed to investigate the possibility that acquired language problems could underlie acquired alexithymia. Method This project examined data from a large group of chronic stroke patients (N = 118) to test whether self-reported or behavioral measures of language and communication problems were associated with alexithymia. We also examined the impact of hemisphere of damage on alexithymia. Results We found no differences in alexithymia levels for patients with observed language impairments on brief tests of picture naming, comprehension, and reading vs unimpaired patients. However, self-reported communication difficulties were found to be associated with higher scores of alexithymia, even after controlling for depression and anxiety. Patients with left- versus right-hemisphere damage did not differ in their alexithymia scores. Conclusions We found partial support for the language hypothesis of alexithymia. We discuss potential reasons for the discrepant findings between the self-report and objective language measures and suggest that self-report measures may be more sensitive to milder, more pragmatic language impairments, as opposed to the severe structural language impairments measured by the cognitive screening tests.

PurposeThe purpose of this viewpoint paper is to explore middle leaders' ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role.Design/methodology/approachThis paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. This paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers to headteachers (equivalent to school principals)).FindingsThe preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual's ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain's ability to deal with the task-positive network (TDM) and default mode network (DMN) processing functions where individuals operate in one neural mode for long periods.Research limitations/implicationsThe viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made.Originality/valueThis paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals' ability to recognise emotions.

The article reflects the results of a study of the emotional intellect of students– managers at FSBEI HE KSU K.E. named after Tsiolkovsky. The concepts of intellectual competence and emotional intellect are considered. Based on the theory of D. McClelland that the effectiveness of decision-making and commercial success, all things being equal, depends mainly on emotional intelligence, the authors conclude that the problem of the formation and development of emotional intellect is relevant for students studying in the direction of Management , since their future professional activities are associated with the adoption and implementation of effective management decisions. Based on N. Hall’s methodology, the results of a study of the level of formation of emotional intellect in students studying in the direction of Management are presented. The formation of the five components of emotional intellect was diagnosed: emotional awareness, control of one’s emotions, self-motivation, empathy, recognition of other people’s emotions. The results of the forming experiment make a conclusion about the levels of emotional intellect of students-managers of KSU named after K.E. Tsiolkovsky.Based on the results of the study, a conclusion is drawn about the need for a wider use of active teaching methods that imitate real circumstances in a conditional environment.There is no conflict of interests.

Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.

From statistics, look at the basic science, look at the problem of emotional interaction, come to the first understanding and interpretation. Presented are the results of the empirical progress of the dynamics of the psychology of the May psychologist and the system of self-regulation of students with a low and high frequencyof the i ntellect. The main dynamics of the internal and internal components of the emotional component of the psychologist in the process of navigation. It has been manifested that the development of an internal emotional system is manifested in a lower degreeof v irality and is less significant; the dynamics of internal emotional awareness of the tendency to lower levels of low-level development in younger courses up to the lower middle level in older courses; The number of secondary and secondary mean values of the junior and senior courses is not statistically significant. Іnterpersonal component of the emotional intelligence of the dynamics in the process of navigation; its levels are changing іd low low іvnya development at young courses ahead to a high levels at senior courses ahead; such differences are statistically significant. The following are the indiviual special features of the system of self-regulation behind the equalities of the electronic intellect. Significant types of activity have been manifested in groups of inter-operative and internal interelectomy. At the group with the highest level of interconnected emotional interaction, the processes of planning, programming, monitoring, control and self-reliance are coherently more advanced. The group with the highest level of internal awareness of the intellect is characterized by more advanced processes of planing, modeling and ig oring. Such special systems of self-regulation zoom in and out of development of warehouses of emotional technology and psychological psychology. The perspectives of the farthest attainment of the student manifested special characteristics of the student psychologist with the rising level of the emotional component of this component.

The tendency to reflect on the emotions of self and others is a key aspect of emotional awareness (EA)—a trait widely recognized as relevant to mental health. However, the degree to which EA draws on general reflective cognition vs. specialized socio-emotional mechanisms remains unclear. Based on a synthesis of work in neuroscience and psychology, we recently proposed that EA is best understood as a learned application of domain-general cognitive processes to socio-emotional information. In this paper, we report a study in which we tested this hypothesis in 448 (125 male) individuals who completed measures of EA and both general reflective cognition and socio-emotional performance. As predicted, we observed a significant relationship between EA measures and both general reflectiveness and socio-emotional measures, with the strongest contribution from measures of the general tendency to engage in effortful, reflective cognition. This is consistent with the hypothesis that EA corresponds to the application of general reflective cognitive processes to socio-emotional signals.

Emotion awareness (EA) and regulation (ER) are each known to associate with mental health symptoms, yet there is a paucity of longitudinal studies examining them jointly during adolescence. Furthermore, little is known about these skills and their relations in deaf and hard-of-hearing (DHH) adolescents, who are at risk for reduced emotion socialization and for more mental health symptoms. This longitudinal study examined the development and unique contributions of EA (emotion differentiation, emotion communication and bodily unawareness) and ER (approach, avoidance and worry/rumination) to internalizing and externalizing symptoms in adolescents with and without hearing loss. Using self- and parent's reports, we assessed 307 adolescents (age 9–15) three times over 18-month period. We found stability over time in development of EA and avoidance ER, increase in approach ER and decrease in worry/rumination. High levels and increases over time in two aspects of EA, emotion differentiation and communication, and in approach and avoidance ER were related to decreases in depressive symptoms. An increase in approach ER was also related to a decrease in anxiety symptoms. Yet, low levels or decreases in worry/rumination were related to decreased levels of depressive, anxiety and externalizing symptoms. Hearing loss did not moderate any of the variables or relations tested. Preliminary tests suggested heterogeneity within the DHH group according to educational placement, language abilities and parental education level. Overall, findings pointed at unique contributions of EA and ER to mental health development, suggesting that DHH adolescents, especially in mainstream schools, do not differ from their hearing peers in their emotion awareness and regulation.

Supervīzija Izglītība, pedagoģija un sports Supervision Education, Pedagogy and Sports Maģistra darba mērķis bija adaptēt vizuālo emociju izvērtēšanas metodi “3D emociju kompozīcija” (3DEK) izmantošanai supervīzijā un izveidot adaptētās metodes “3D emociju kompozīcija supervīzijā” (3DEKS) digitālo rīku, to aprobēt tiešsaistes supervīzijā un noskaidrot supervizoru viedokli un pieredzi lietojot digitālo rīku savā praksē — individuālā tiešsaistes supervīzijā. Darba teorētiskais pamatojums ir veidots, integrējot tiešsaistes konsultēšanas paradumus, emociju apzināšanās un emociju regulācijas prasmju attīstīšanas pamatprincipus, kā arī pamatojot supervīzijas nozīmīgumu kā mācīšanās instrumentu profesionālajai attīstībai. Pētījums veikts četros posmos: pirmajā posmā, pilotpētījumā, ir noskaidrots supervizējamo (N = 10) viedoklis un pieredze par metodes 3DEK izmantošanu supervīzijā. Otrajā posmā metode adaptēta supervīzijai — izveidota metodes 3DEKS instrukcija un noskaidrots ekspertu (N = 5) viedoklis par metodes atbilstību supervīzijai. Trešajā posmā ir definēta dizaina, tehniskā un informatīvā specifikācija un iztrādāts metodes digitālais rīks, un veikti dalībnieku (N = 4) lietojamības testi. Ceturtajā posmā ir aprobēta metode — noskaidrots supervizoru (N = 15) viedoklis un pieredze par metodes 3DEKS lietojumu tiešsaistes individuālajā supervīzijā.Galvenie rezultāti: ir noskaidrots, ka vizuāla emociju izvērtēšanas metode 3DEK atbilst lietošanai supervīzijā, tā ir adaptēta un ir izstrādāta metodes 3DEKS instrukcija, kā arī izveidots un aprobēts metodes digitālais rīks — 3deks.rsu.lv. Autore secina, ka 3DEKS digitālais rīks atbilst lietojumam tiešsaistes supervīzijā, ja pieteiktais gadījums ir saistīts ar emocijām, kuras tiek piedzīvotas profesionālajā vidē, un ka digitālais rīks palīdz sasniegt tādus supervīzijas mērķus kā: emociju apzināšanās, emociju nozīmes izprašana, emociju regulācija, refleksijas un pašrefleksijas veicināšana. Ir noskaidroti arī ierobežojošie faktori, kas supervizoram jāņem vērā pirms metodes lietošanas: jābūt labām digitālajām prasmēm, kā arī jāpārzina metodes digitālais rīks un emociju nozīme. The aim of the thesis was to adapt visual emotion assessment method “3D emotion composition” (3DEK) for the application in supervision and to create a digital tool “3D emotion composition in supervision” (3DEKS) from the adapted method, to approbate the tool in online supervision and to determine supervisors opinion and experience using the digital tool in their practice — during individual online supervision. The theoretical framework is formed by integrating the principles of online counseling, principles of emotion awareness and the development of emotional regulation skills, as well as justifying the importance of supervision as a learning tool for professional development. The research was conducted in four stages: in the first stage, pilot study, the opinion and experience of the supervisees (N = 10) about the application of the 3DEK method in supervision was obtained. In the second stage, the method was adapted for the use in supervision — instruction was developed and the opinion of experts (N = 5) on the compliance of the method for supervision was obtained. In the third stage, design, technical and informative specification was defined, the digital tool of the method was developed, and the usability tests of participants (N = 4) were performed. In the fourth stage, the method was approbated — the opinion and experience of supervisors (N = 15) about the application of the 3DEKS method in individual online supervision was obtained. The main results: it has been clarified that the visual emotion evaluation method 3DEK corresponds to the use in supervision, it has been adapted and the instruction of the method 3DEKS has been developed, as well as the digital tool of the method — 3deks.rsu.lv. The author concludes that the 3DEKS digital tool is suitable for use in online supervision when the client’s case is related to emotions experienced in a professional environment and that the digital tool helps to achieve the following supervision goals: emotion awareness, understanding the meaning of emotions, emotion regulation, promotion of reflection and self-reflection. The limiting factors that the supervisor must take into account have also been clarified: they must have good digital skills, as well need to be familiar with the digital tool of the method and the meaning of emotions.

OBJECTIVE Emotion regulation (ER) plays a prominent role in the development and maintenance of posttraumatic stress disorder (PTSD). Although links between ER strategies and PTSD symptoms are well documented, recent advancements in ER research emphasize the need to move beyond examining ER strategies as isolated processes. Instead, there is a growing movement to understand ER repertoires, or the patterns in which individuals report habitually using the multiple ER strategies available to them. Additionally, awareness and clarity of one's emotional experiences might play a key role in the effective use of ER strategies. METHOD The current study examined person-centered repertoires of the habitual use of eleven ER strategies among 372 undergraduates exposed to Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) Criterion A trauma-and their relations to PTSD symptoms, emotional awareness, and emotional clarity. RESULTS Latent profile analysis yielded a three-profile solution (Adaptive, Average, and Maladaptive Regulators) and profiles differed on mean levels PTSD symptoms. Emotional clarity, but not emotional awareness, emerged as a significant predictor of profile classification, even after adjusting for negative affect. CONCLUSIONS Findings suggest that emotional clarity might help foster healthy repertoires of ER strategy use and buffer against the development of PTSD among trauma-exposed individuals. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Background: Intelligence quotient (IQ) is a measure of intellectual ability of performing, comprehension, and learning. Previous studies reported that intelligence measures predict various measures of job performance and income. Emotional awareness (EA) is the measure of emotional capacity to recognize and make sense of one’s emotions, as well as those of others. A high level of emotional awareness (EA) indicates one can learn from expressed emotions quickly. Both IQ and EA are important for personal and professional success.Objective: This study tests the hypothesis that the average national income rank is best predicted by the combined effect of the population's average intelligence quotient (one's ability to perform and learn) and emotional awareness (ability to recognize and make sense of emotions).Method: The population’s average intelligence quotient (IQ), emotional awareness (EA), and indices of good governance, which include corruption perception index and educational expenses for each country, were obtained from public data sources. The outcome variable was per capita gross national income. All the variables that are statistically significant in univariate analysis were included in the multivariate regression analyses but excluded from the final model if not statistically significant.Result: The total number of countries included in the final analysis was 81 because of missing values in different variables. Intelligence quotient (IQ) and emotional awareness (EA) were found to be highly correlated, at 0.77 and 0.32 respectively, with the per capita gross national income. The independent effects of intelligence quotient (IQ) and emotional awareness (EA) were found significant in the multivariate model after adjusting for measures of good governance. The R square value for the final multivariate model was 0.82. The corruption perception index (CPI) and educational expenses were strongly correlated with other measures of good governance such as democracy index, functioning of government, electoral process and pluralism, political participation, and civil liberty, but these variables were found not significant in the multivariate model. Conclusion: The study concludes the effect of intelligence quotient (IQ) and emotional awareness (EA) are complementary to each other but intelligence quotient (IQ) is a stronger predictor than emotional awareness (EA) for gross national income or wealth. We also find that indicators of good governance, including corruption perception index and educational expenses, have important associations with per capita gross national income. This study implies a nation may build more wealth if the educational system focuses on developing emotional awareness in addition to intelligence. The study concludes the effect of intelligence quotient (IQ) and emotional awareness (EA) are complementary to each other but intelligence quotient (IQ) is a stronger predictor than emotional awareness (EA) for gross national income or wealth. We also find that indicators of good governance, including corruption perception index and educational expenses, have important associations with per capita gross national income. This study implies a nation may build more wealth if the educational system focuses on developing emotional awareness in addition to intelligence.

Objective: The aim of this study was to investigate emotional processing as a potential mediator in therapist-guided, internet-based Emotional Awareness and Expression Therapy (I-EAET) for somatic symptom disorder, using data from a previously published pilot study.Methods: Participants (N = 52) engaged in a 9-week I-EAET treatment. Before treatment and each week during treatment (i.e., 10 weekly measurements), emotional processing was assessed with the Emotional Processing Scale-25 (EPS-25), which contains five subscales, and somatic symptoms were assessed with the Patient Health Questionnaire-15 (PHQ-15).Results: Mediation analyses using linear mixed models showed that two EPS-25 subscales—Signs of Unprocessed Emotions and Impoverished Emotional Experience—were uniquely associated with somatic symptom reduction. The proportion of the mediated effect was 0.49, indicating that about half of the total association of the PHQ-15 with symptoms was accounted for by the two EPS-25 subscales.Conclusion: This preliminary mediation analysis suggests that improved emotional processing is associated with change in somatic symptoms in I-EAET. However, randomized controlled and comparison trials are needed to establish that I-EAET creates the change in emotional processing and that such changes are specific to I-EAET.

It is not known how emotion regulation deficits and strategies may differentially relate to nonsuicidal self-injury (NSSI) and suicide ideation in samples of community-based adolescents. The current study examined emotion regulation using comprehensive multi-method assessment to identify which specific deficits are uniquely related to NSSI and suicide ideation in a sample of high school students. Regarding specific deficits, it was expected that lack of emotional awareness, lack of access to emotion regulation strategies, poor cognitive reappraisal, and poorer automatic emotion processing would uniquely associate with past-year NSSI engagement. It was also predicted that lack of access to strategies, lack of impulse control, lack of awareness, and nonacceptance of emotion would uniquely associate with past-year presence of suicide ideation and suicide ideation severity. The sample included 696 adolescents (54.8% female; ages 14–17; mean age = 15.5) recruited from public high schools. Self-report measures were administered assessing suicide ideation, NSSI engagement, dimensions of emotion regulation, and automatic emotion processing (Emotion Stroop). Emotion suppression was the only unique and significant predictor of past-year NSSI engagement, and lack of access to emotion regulation strategies was the strongest predictor of both past-year presence of suicide ideation and recent suicide ideation severity when accounting for all deficits in the same model. Acquiring emotion regulation skills during the period of adolescence has great potential to buffer from occurrence of NSSI and severity of suicide ideation.

Public library services are essential for children’s physical and mental development. Children’s libraries generally function to improve children’s knowledge mostly through books. However, emotional awareness is also necessary for the overall growth of children. As part of a study on the development of an APP for children’s libraries, an emotion function has been added to investigate the significance of such functions for children and propose directions for future development. The study suggests that the main factor of emotion feedback from children is the book content. The emotion function design can facilitate children’s awareness of their empathy for the narratives and characters in books and evoke corresponding emotions, which is helpful in educating them about their emotions and cultivating their empathy.

Entendiendo que las artes visuales, el patrimonio cultural y el desarrollo de la competencia emocional deben estar presentes desde los primeros niveles educativos, se realiza un estudio en torno a estos campos de conocimiento y la posibilidad de integrarlos en una propuesta de enseñanza. A partir del análisis se diseña una unidad didáctica, se investiga su aplicación y las concepciones del alumnado de Educación Infantil antes y después de la experiencia. Para ello se elaboran tres instrumentos: un cuestionario pre-post para conocer las ideas de los niños y niñas, una rúbrica de evaluación para valorar los resultados de aprendizaje y una escala de estimación sobre la intervención docente. Ha sido elegida la obra del pintor Bartolomé Esteban Murillo (1618-1682) como centro de interés y los resultados del estudio muestran el desarrollo de competencias y sensibilidades estéticas y patrimoniales, la expresión de la conciencia emocional y el aumento de la creatividad a través del trabajo con las obras del pintor elegidas por los escolares. Concluimos con una reflexión sobre la potencialidad educativa de esta experiencia integradora, cuya finalidad es ofrecerla como ejemplo de proyecto para los docentes de esta etapa formativa.