Regulating film,regulating emotion: the emotional history of public opinion

The article argues that the legal about face in 1950s law in which film was granted First Amendment protection was driven in part by a change in the “emotional regimes” of US democracy, or emotions/performances of emotion that are part of legitimate political culture. The legal understanding of how film does or does not contribute to democratic political culture tracks historical shifts in these emotional regimes. In the teens, elites feared the activation of the masses, as crowds, in political uprisings. By 1950, elite fears had turned to passive audiences, “narcotized” masses that might easily be seduced by totalitarian demagogues.     

文化模式与英汉情感隐喻差异

情感是人类重要的人生体验。认知语言学认为隐喻在情感概念的形成和表达中起着重要的作用,文化模式限制我们对隐喻的选择。我们在概念隐喻理论的框架下,借助一定的语料,试比较英汉情感隐喻的差异,并分析差异背后的文化模式动因。     

Negative parental attribution and emotional dysregulation in Chinese early adolescents: Harsh fathering and harsh mothering as potential mediators

The current study examined the potential mediating roles of harsh fathering and harsh mothering in the association between negative parental attribution and emotional dysregulation in Chinese adolescents and explored the moderating role of child gender on this indirect association. 864 students (367 girls, mean age = 13.55 years) with their parents were recruited as participants from two middle schools in Shandong Province, People’s Republic of China. The results demonstrated that both harsh fathering and harsh mothering could partially mediate the association between negative maternal attribution and child emotional dysregulation, whereas only harsh fathering could partially mediate the association between negative paternal attribution and child emotional dysregulation. Moreover, we found the moderating role of child gender only for the association between harsh fathering and child emotional dysregulation, in that harsh fathering could be associated with higher levels of emotional dysregulation in girls. These results shed light on efforts to prevent harsh parenting and child emotional dysregulation.     

Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment

A review of the literature reveals that previous studies on the role of emotional intelligence (EI) in predicting intercultural effectiveness have focused solely on trait EI, i.e., self-reported emotional efficacy, and on emotion recognition, disregarding the core components of ability EI, particularly its understanding emotions branch. Considering this gap and arguing for the relevance of emotion understanding in intercultural communication, the present study examined whether emotional vocabulary (EV), a marker of the ability to understand emotions, predicts intercultural problem solving above verbal intelligence and personality, and whether it (partially) mediates their effects on the criterion. Participants were 336 university students from Serbia, assessed on EV, verbal intelligence, the Big Five, and intercultural judgment and decision making (CJDM). A hierarchical regression analysis found verbal intelligence, Openness, and Extraversion (Step 1), and EV (Step 2) to significantly predict CJDM, with EV incrementally explaining 2% of criterion variance. A path analysis yielded excellent fit indices for a model postulating EV as a partial mediator of the effects of verbal intelligence and Openness on CJDM. The study thus provides first evidence of the specific contribution of emotion understanding to solving intercultural communication problems, the implications of which for both EI and intercultural research are discussed.     

Behavioural disorders in Danish schools: a qualitative analysis of background factors

A national survey has shown that the incidence of serious behavioural problems in Danish schools stands at 10 per cent. The present qualitative study makes use of a broad-spectrum ecological model in the search for aetiological factors underlying behavioural disturbance. The study covers 34 typical Danish schools matched in pairs on the basis of degree of disturbance in the national survey. The results indicate behavioural problems to be related more to system factors than to purely individual factors.     

Childhood trauma levels in individuals attending adult mental health services: An evaluation of clinical records and structured measurement of childhood trauma

Despite an increased awareness regarding the prevalence and impact of childhood trauma, especially childhood sexual abuse (CSA), few studies examine the clinical reporting of such childhood experiences. This study compared the prevalence of childhood trauma recorded in individual's clinical notes to those ascertained with a structured validated questionnaire, examined which forms of childhood trauma were less likely to be reported to the treating mental health team and established which demographic or clinical factors were associated with reporting of childhood trauma. The prevalence of childhood trauma was ascertained using both the Childhood Trauma Questionnaire (CTQ) and a lifetime retrospective clinical note review in 129 individuals attending a general adult mental health service. Individuals were evaluated for the presence of mental health disorders, impulsivity, symptom severity and disability. Using the CTQ, childhood trauma was noted in 77% of individuals and recorded in 38% of individual's clinical notes (p < 0.001). The greatest differences between CTQ reporting and clinical note documentation were noted for emotional neglect (62% versus 13.2%), physical neglect (48.1% versus 5.4%) and CSA (24.8% versus 8.5%). Childhood trauma was associated with increased psychopathology and greater symptom severity, and was particularly prevalent for individuals with personality disorders. This study demonstrated high rates of childhood trauma amongst adults attending a general adult mental health service. Furthermore, we demonstrated high rates of either non-enquiry from mental health professionals and/or high rates of non-documentation of childhood trauma by mental health professionals. Given the disparity between reporting of childhood trauma in clinical notes and findings with the CTQ, the use of a standardised questionnaire for the assessment of childhood trauma should be considered when performing a comprehensive mental health history.     

Intergenerational transmission of child maltreatment: Predictors of child emotional maltreatment among 11 to 17 years old children residing in communities of Karachi,Pakistan

ObjectiveFamilies where parents had childhood history of victimization may likely to abuse their children; hence contributing as an important predictor of child emotional maltreatment (CEM). This study aimed to determine the relationship of intergenerational abuse with CEM among 11–17 years old children residing in peri-urban and urban communities of Karachi, Pakistan.MethodStructured interviews were conducted with 800 children and parents-pair using validated questionnaire “International Child Abuse Screening Tool for Child (ICAST-C)” comprised of 4 domains. Domain of child emotional maltreatment was considered as outcome (CEM-score). The relationship between Parental history of childhood victimization and CEM-Score was measured using linear regression.ResultsThe average CEM-score was came to be 19+5.2 among children whom parental history of childhood victimization was present (P < 0.001). The estimated mean CEM-score increased by 5.59 units (95% CI= {2.61, 8.51}) among children whom parents had a history of childhood victimization (Intergenerational abuse) with severe physical familial abuse.ConclusionThe current study provided evidence on intergenerational transmission of maltreatment suggesting early prevention to break the cycle of child maltreatment through generations. Preventive measures can be taken, once a parental history of childhood victimization has been identified, by providing appropriate services to those families who belong to lower socioeconomic status, where mothers are young, presence of siblings’ rivalry/ bullying and/or violence among family members. However, these factors do not explain a complete causality of the intergenerational transmission therefore additional factors, for instance parenting styles must be taken into consideration.     

Chinese preschool teachers’ emotional labor and regulation strategies

Situated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported.     

Classroom communication satisfaction,teacher uncertainty and course certainty over time 1

Classroom communication satisfaction (CCS), teacher uncertainty and course certainty were examined over time. Results indicated a decrease in teacher uncertainty while CCS and course certainty did not significantly change over time. Discussion focused on an interpretation of the results.     

Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

An imbalance between work-related stressors and resources, which we refer to as stress exposure, is often found to impair teachers' occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. We assumed that satisfaction of the basic psychological needs for competence, relatedness with students, and relatedness with colleagues acts as a mediator. To test this assumption, we conducted a two-week diary study with 152 beginning teachers. A multilevel within-subject mediation analysis showed that teachers felt less work enthusiasm and more emotional exhaustion on days when stress exposure was high. Whereas the needs for competence and relatedness with students explained the association with work enthusiasm, the need for competence mediated the relationship with emotional exhaustion. Additionally, the least experienced teachers felt more emotional exhaustion when the need for relatedness with students was not satisfied. These findings add to our understanding of the daily intra-individual processes affecting beginning teachers' occupational well-being.