From Virtue to Freedom through Emotion

Managing a green heart: The role of emotion regulation in the success of sustainability change agents

Emotional functioning is a key component of both healthy and abnormal development in children and adolescents. It entails the experience, expression and regulation of emotions as well as emotional disorders. Although both the experience and the regulation of emotions change across the lifespan, they do so at an especially intense and rapid rate throughout childhood and adolescence. It is therefore crucial to investigate the role of different aspects of emotional functioning in various domains in these populations. Moreover, the onset of most emotional disorders occurs in adolescence, and prevalence rates of anxiety and depressive disorders are especially high during this period of life. For the purpose of this thesis, three components of emotional functioning were studied, using various methods across several domains. The first aim was to examine the role of emotion regulation in chronic pain (Koechlin, Coakley, Schechter, Werner, & Kossowsky, 2018, Study I). For this purpose, a systematic literature search was conducted and studies meeting specific criteria were then synthesized to investigate whether emotion regulation might enhance existing frameworks of chronic pain. In addition, associations between two broad categories of emotion regulation (namely antecedent- and response-focused emotion regulation) and chronic pain were explored. Emotion regulation depends to a great extent on emotional reactivity, i.e. the individual threshold required for emotional reactions – experiencing more and more intense emotions can complicate adequate emotion regulation. Hence, the second aim of this study was to analyze how emotional reactivity influences the occurrence of adjustment problems in adolescents who experience stressful life events in their childhood years (Koechlin, Donado, Berde, & Kossowsky, 2018, Study II). In order to achieve this second aim, a large longitudinal dataset was used and several covariates, among them emotional reactivity, were analyzed with the aim of predicting adjustment problems in 956 children who had experienced some or many stressful life events. Finally, as the prevalence rates of emotional disorders are high in adolescence, the third aim was to examine the efficacy and safety of a common intervention, namely two classes of antidepressants, selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs). In order to address this aim, a meta-analytic approach was chosen, and all randomized, double-blind, placebo-controlled trials of SSRIs and SNRIs in children and adolescents younger than 18 years who had been diagnosed with an emotional disorder were included (Locher, Koechlin et al., 2017). Study I showed that in the included reports, emotion regulation was rarely directly associated with pain intensity or pain-related disability. Rather, the relationship between both groups of emotion regulation strategies (antecedent- and response-focused) and chronic pain seemed to be mediated by psychological factors such as high emotionality, anxiety, or negative mood. This raises questions for future research, such as whether interventions that target emotion regulation specifically have the potential to relieve symptoms of chronic pain and emotional disorders simultaneously. Study II found that adjustment problems were best predicted by high emotional reactivity and many stressful life events. The results of this study point to the potential that emotional reactivity holds for the prevention and treatment of adjustment problems in adolescence. Study III revealed that even though antidepressants were more effective than a placebo in treating common emotional disorders in children and adolescents, these effects were small and disorder-specific. The results of this analysis present multiple avenues for further research, such as the underlying differences and similarities in emotional disorders that might help explain the difference in response to antidepressants and placebo. Patterns of emotional functioning develop in childhood, but may persist into adulthood, which highlights the importance of adaptive emotional functioning. This thesis sheds light on how emotional functioning influences chronic pain and the occurrence of adjustment problems in the face of stressful life events, and examines a common treatment for emotional disorders. Future research should focus on age-specific changes in emotional functioning and how these influence chronic pain, emotional disorders and other domains. This approach would allow researchers to tailor interventions and prevention to age-specific needs and abilities.

Debates over the relationship between professional practice, professional standards and professional identity have been a feature of Australian and international educational and political discourse for the last two decades (Ball, 1997; Bodman, Taylor & Morris, 2012; Doecke, Howie & Sawyer, 2006; Power, 1994; Sachs 2001). The discourse is replete with neo-liberal claims about educational reform that supposedly benefits everyone. It invariably includes appealing rhetoric about greater transparency, democratic participation, individual choice, and the freedom for individuals within the system to express themselves openly. Much research has shown that these claims are belied by the increasingly dominant regimes of performativity (Ball, 2003) and audit cultures (Avis, 2003; Power, 1994) that seek to standardise and narrow educators' professional practice. In their quest for professional recognition, teachers and teaching communities are obliged to engage with the twin banner of standardisation and accountability as a measure of whether young Australians are meeting important educational outcomes. Yet, the literature shows that teachers in Australia have engaged with their working practices in different ways (see Gannon, 2012; Parr, 2010). This inquiry investigates how a small number of (mostly) experienced educators in Australia have engaged with this rhetoric and this neo-liberal policy making. It explores and reflects on the actions and professional choices they have made in their day to day professional lives, and the attitudes and emotions that have underpinned these actions. Adopting institutional ethnography (Smith, 2005, 2006) as an important dimension to this research, I map out how educators, individuals and groups act and are acted upon across time and space, drawing attention to the complex negotiations they undertake in their particular educational sites. The study involves interviews with twelve secondary school teachers (most of them with more than 20 years' experience, but some beginner teachers, too) and school leaders in Melbourne and overseas. A multifaceted narrative, this thesis is also informed by references to literature in the fields of philosophy, autobiography (Florio-Ruane, 200 I), poetry, and literary fiction as well as the expected literature in educational theory. One element that draws this perhaps disparate range of literature together is my interest, as both a literature teacher and a researcher, in language. Language, with its creative and educational possibilities, and also its power to control and contain, is centre-stage in this study. Through close attention to the language I use, I make explicit the impact on the research of my own professional and personal background (Mackenzie & Knipe, 2006) and this same close attention to language enables me to explore how my activities, feelings and experiences hooked me into extended social (Smith, 2004, p. 5) in my in the classroom and in conducting this research. I explore these institutional relations and practices reflexively through journal entries and autobiographically as part of the memory work of this study (Haug et aI., 1987). 3 A key focus of this study is to explore the extent to which emotion is an important dimension of the intellectual, critical and relational practices of teachers. This exploration is underpinned by socio-cultural (e.g., Ball, 2003) and dialogic (e.g., Bakhtin, 1981) theory. I challenge traditional psychologistic studies that see emotion located in the individual, a 'natural' phenomenon that one must learn to 'control' (e.g., Boler, 1999; Rose, 1998). This study critically and reflexively teases out some ofthe consequences of practitioners engaging in their work, rather, with a degree of emotionality (Denzin, 1984). Expression of feelings may often be considered 'inappropriate' in neo-liberallandscapes and political agendas that are pre-occupied with standardised learning outcomes and professional performance (see Zembylas, 2003). When teachers repress their feeling, they learn - sometimes at great emotional cost - how to self-regulate emotions and know which ones may be expressed and which may not. While this study shows some examples of this, it also shows the potential for the relational and emotional dimensions of teaching to re-form subjectivities and 're-embody' professional practice. The research accentuates the diverse local, contextual and social factors that shape teachers' everyday in ways that challenge neo-liberal politics of standardisation, regulation and technicism. It illustrates how in any open and democratic society the social world can be a site of debate (Smith, 2004, p. 27), opening up for engagement with all members of a professional community the mUltiple views and intellectual positions that exist in that community. As the narratives from the participants in this study reveal, in educational settings which understand and appreciate the complex interplay of intellectual, emotional and relational dimensions of teachers' work, teachers are best able to commit to a vision of participating, caring and learning. They can forge trusting professional relationships and collaboratively together to create rich and robust professional practice and professional learning that ultimately benefit their students and the futures they hope to build.

Self-regulation is the term referring to a set of abilities that we employ in order to engage in everyday activities. Yet its operational definition is difficult, since it involves several component skills, like the inhibition of prepotent responses and a need to control emotions. These skills each show rapid development in the preschool period and this thesis explores how the regulatory processes in cognitive and emotional domains unfolds. I start with a conceptualization of cognitive and emotional regulation, suggesting that the literature is beset with problems of differential labelling and measurement. For example, ‘Inhibitory Control’ (IC) has been claimed as unitary by some but involves two processes –Conflict and Delay – by others. The bridge between cognitive-regulation (CR) emotion-regulation (ER) has been less well researched and it stretches our conception of the link between regulation of thought, behaviour, and feelings. The assessment of emotionality has been approached from various angles such as the discrepancy between the control of positive or negative emotions and comprehension of emotionality. In 5 studies (with 421 children in total), I tested the association between cognitive and emotional processes in the development of self-regulation. A grasp of mental states and emotions was found to be associated with the regulation processes in both domains. The final three experiments attempt to explain the effect of ‘understanding’ over the ability of control in both domains. The direct observations of ER, which evokes both positive and negative emotionality, revealed inconsistent findings in terms of the associations that ER shared with IC. In contrast, an understanding of emotionality (EU) as found to relate consistently to conflict-inhibition and mental-state understanding. A scale was developed to cover the middle ground between ER and EU and is called SURE (a Scale of Understanding of Regulation of Emotions). Studies 4 and 5, which employed this measure, showed that the children were able to make prospective attributions of ER for story characters starting from the age of four. Children’s performance in this task was related to the control over their behaviour in rule-based situations (e.g. conflict-inhibition tasks). To observe children’s control of emotionality, a novel measure was developed to assess their internalization of the necessity of control in a cognitively demanding task, which focuses on emotional changes. It is suggested that future research should investigate different forms of understanding of emotions and cognitive processes in more detail.

Respected traditions oppose emotionality to reason. In recent decades there has been growing awareness of, and attention to, the rational side of feelings. In particular, emotions have been taken to embody value judgements. I argue instead that every type of emotion owes its specific character to a (quasi-)inferential pattern that connects the import of a token emotion’s occasion, or object, with the meaning of its manifestation in a response. Man’s ability and tendency to connect occasions with responses in this way constitutes a first degree of emotional rationality. A second degree is attained where the subject’s emotionality accords with their settled normative views on what to feel. And where these views are right, namely in a virtuous life, the subject is emotionally rational to a third degree.

In a recent meta-analytical review, cognitive behavior therapy is found to be markedly effective in the treatment of depression (Cuijpers et al., 2013). Cognitive behavior therapy is also the most studied psychotherapy for depression and thus has the greatest weight of evidence. The cognitive behavior therapy of depression involves helping the client to recognize his/her negative automatic thoughts and images and then challenges them by monitoring their experience and associated emotional response. This leads to restore them with more rational and appropriate alternative interpretations of situations. In the presence of behavioural inactivation, the appropriate use of behavior techniques is crucial (Rehm, 1977). The behavioural task such as graded exercise may improve feeling of competency and mastery. Along with this, supervised introduction of pleasureable activities in clients' daily routine, it will improve over their hedonic capacity. Thereby breaking a negative behavioural cycle of depression.The present study has employed Rational Emotive Behaviour Therapy model of CBT, which has a little distinctive perspective on emotional problems (Ellis, 1993). According to this perspective all major emotional problems such as anxiety and depression can be treated with the understanding that the very basis of all human disturbances is because of the tendency of making devout, absolutistic evaluations of perceived events that come in the form of dogmatic 'musts' or 'shoulds' (Ellis D Petrides & Fumham, 2003). To achieve and maintain a feeling of adequacy, the individual has to acquire a few workable assumptions about the world, where need for competence emerges as the most of the fundamental motive of life, because we survive through competence, grow through competence and actualize ourselves through competence (Allport, 1961).How an individual handles his emotions, whether competently or incompetently, would be a question of immense importance in explaining depression and growth of personality. Emotional competence as efficiency to deal effectively with several dissociable but related processes is a blending of five competencies (Coleman, 1970). Adequate Depth of Feeling, Adequate Expression and control of emotions, Ability to function with emotions, Ability to cope with problem emotions, Enhancement of positive emotions.Although we all experience emotions, we markedly differ in the way we process them. Some of us are able to identify our emotions, express them in a socially acceptable manner, and regulate them when they are inappropriate, others (especially depressive personality) have a hard time interpreting their emotions and seem, most of the time, overwhelmed by them.The influence of gender on experience of depression has been observed, and it has been reported that 21.3% of women and 12.7% of men will experience depression at sometime during their lives (Baron, 1998). Factors that predict depression in women include economic deprivation, preoccupation with failure, low self esteem, a sense of helplessness, a pessimistic attitude toward the world, and narcissistic vulnerability (Mayer &Deitsch, 1996).The present study attempts to explore the effect of CBT on emotional competence of depressed individuals with respect to gender. This study is concerned with the diagnosis and intervention for depressive individuals residing in Dehradun city. However, it attempts to cover the substantial proportion of people who present mild and moderate form of depression. …

Values are integral part to the process of education. The main aim of education is to development of personality, pursuit of knowledge, preservation of culture, character building etc. It is difficult to achieve these aims without giving importance to values. In order to achieve the aforementioned aims, it is necessary to design curriculum, desirable knowledge attitudes, skills, values to transmit to children. Education in its aims, curriculum, and methods linked with values. Teachers and parents play vital role in value development among children. They act as agents by stimulating, provoking, informing, and sensitizing about the values which are integral part of human life. Teacher and parents constantly try to facilitate values by providing varied experiences to children. It is necessary to make them think what is good and bad? They should be exposed to discussion, dialogues, practical activities, work of art, beauty in nature, in human relationships, actions of moral worth and moral sensibilities. Most of the values children acquire in home and school. To facilitate values teachers and parents can make use stories as tools. Teachers and parents with or without collaboration story reading tasks can be designed and assign those to the learners. Teacher's role is very important in facilitating values among children through sustained and continuous efforts via story reading tasks.Why values in 21st century?Bring desirable changes in children: Education is a means of bringing desirable changes in the way one thinks, feels, and acts in accordance with one's concept of the good life; in this sense education necessarily involves the transmission of values. Value education is not the process of indoctrination of dogmas, exhortation. It is not viable to inculcate set of values which are predetermined. The goal is not to promote passive conformity and blind obedience to whatever values are passed on.Develop thinking skill: To motivate and encourage critical and reflective thinking, to cultivate imagination, rational choice and responsible behavior, to make them think, to reason, to question, to reflect, all these can be facilitated via values.Personality development: For the development of total personality of individual, intellectual, social, emotional, aesthetic, moral and spiritual it is necessary to develop sensitivity to the good, the right and the beautiful.Modify behavior: Value education helps to choose the right values in accordance with the highest ideals of life. Values help children modify their thought and action by internalizing and realizing.Human faculties: Human faculties plays important role in human life. Value education is essential to develop human faculties such as knowing, feeling, doing, to care, to feel appropriate emotions, concern and commitment, exercise the will to do the right thing, educate emotions and strengthen will and to train in mental health.Stability of the social order: Values helps to develop appropriate social behavior, civic rights and duties, encourage socially acceptable behavior, and avoid anti-social activities. They provide the general guidelines for conduct in doing so they facilitate social control. Values are the criteria people use in assessing their daily lives, arranging their priorities, measuring their pleasure and pains, choosing between alternative courses of action.Lead happy and peaceful life: Values helps individual to lead happy and peaceful life. Happiness is the result of good conduct. This in turn helps to lead a peaceful life. One who do not inculcate values in their day to day life, it is difficult to lead happy and peaceful life.Classroom learning tasksValues get transmitted via both the implicit or hidden and planned curriculum. Value education is a highly comprehensive and complex one that involves a wide range and variety of learning experience. All forms of learning cannot be provided through single sources. …

The proportion of individuals deemed overweight or obese has reached an all-time high globally, and eating disorder rates are also on the rise. These statistics make it even more important to understand eating beliefs and behaviours and some of their covariates that could be addressed with interventions. However, past research has tended to focus on eating motivations, beliefs, or styles that could lead to overweight and obesity, rather than focussing on those expected to be important to eating regulation and weight management, such as intuitive or mindful eating. Intuitive and mindful eating are expected to be beneficial because they are believed to be motivated by hunger and satiety cues and a respect and appreciation for the body, its needs, and how it functions. Related to these concepts, overeating regulation has also been described in other literature, which refers to an ability to minimise overeating specifically. The first general aim of this thesis was to understand whether these “adaptive” eating patterns were more than merely the absence, or lower levels of, maladaptive eating. Before this could be achieved, a measure of overeating regulation had to be created and examined for its component structure and validity. In addition, a second general aim was to investigate the correlates and predictors of intuitive and mindful eating. These aims were met by conducting four studies. Study 1 included 312 Australian university students (68% women; Mage = 22 years), whereas Studies 2-4 were drawn from a large independent sample of 2,018 women aged between 16 and 81 years (Mage = 23.1 years), with the majority (86.7%) age 30 or younger, and most (87%) university students. Study 3 limited the sample to young women between the ages of 16 and 30 years with complete data, resulting in 1,663 participants (82.4% of the full sample; Mage = 20.2 years). In Study 1, an existing eating behaviour measure (i.e., the Weight Efficacy Life-Style Questionnaire; Clark et. al., 1991) was modified with the aim of directly assessing regulation of overeating. This study involved tests of this measures’ structure and convergence with emotion regulation, mindfulness, eating pathology, gender, and age. Study 2 examined the interrelations between, and the core components of, multiple measures of adaptive and maladaptive eating approaches. Study 3 examined whether intuitive and mindful eating were uniquely associated with three disordered and restrictive weight management behaviours of dieting, bulimic symptomology, and exercise for weight or shape control, as well as a fourth outcome of general psychological well-being, beyond any effects of external and emotional eating, body dissatisfaction, and BMI on each outcome. Study 3 also assessed whether intuitive and mindful eating were indirectly associated with each outcome via lower levels of external and emotional eating. Study 4 tested an expanded acceptance model of intuitive eating which incorporated two internal sources of acceptance or personal strengths, namely self-concept clarity and self-compassion, to complement the original interpersonal or external sources of acceptance of general unconditional acceptance by others and perceived body acceptance by others. This model was also tested in relation to mindful eating. The results from the four studies suggest that (1) there is considerable covariation between operationalisations of intuitive and mindful eating, and similarity in the correlates and predictors of intuitive and mindful eating; and (2) it may be too reductionistic to view adaptive and maladaptive eating as opposite ends of the same continuum because although multiple adaptive eating measures were highly negatively correlated with several maladaptive eating measures, several other adaptive and maladaptive eating measures are better described as tapping somewhat unique attitudes, beliefs, motivations, and behaviours regarding food and eating. Implications for research, theory, and clinical practice are discussed. The current program of research highlights the complexity of eating behaviour, warranting further integration of multiple measures of eating beliefs, processes, and patterns at the conceptual and measurement levels. In particular, longitudinal research is required to determine the nuanced relationships between different eating behaviours, and the core superordinate eating styles that they may represent, as well as their impact on health and well-being, and the underlying mechanisms involved in such ways of eating. The current research findings also provide a foundation for considering how to integrate multiple fields of study related to eating, which may assist with the identification of the most critical eating behaviours or styles that will promote optimal health and well-being.

本文在方法論上嚴謹依循「澄清概念」、「釐清判準」，以及「建構系統」三條原則，透過對先秦儒家原典的全面分析，探討「聖」、「聖人」及「聖人之道」等重要概念的豐富內涵，闡明「君子之道」與「聖人之道」之間適當的義理關係，並藉由先秦儒家「聖人觀」的基本理解進一步釐清其人性論與其「道統意識」的確切指涉，從而對先秦儒家之「道」展開系統性的界說。為了達成這些研究目的，本文著手回應下述四項核心問題：一，先秦儒家所謂的「聖」及「聖人」到底實指什麼？換言之，「聖人」的標準何在？二，如何界定「君子」（「君子之道」）與「聖人」（「聖人之道」）之間的適當關係？三，能否藉由先秦儒家「聖人觀」的分析反思其共通的「道統意識」？四，先秦儒者所主張的「聖人觀」與其人性論能否取得意義上的融貫？經由本文對《論語》、《孟子》以及《中庸》之「聖人觀」的解析，以及對先秦儒家「道統意識」的重新界定及再詮釋，我們得出以下三點結論。 其一，有關儒家「聖人」的定位問題，「聖人」是在某君子離世以後作為後世君子所敬仰和追念的道德典範而獲得的尊稱；它既是對君子一生道德事蹟的肯認與嘉定，也是作為後世君子所學習與效法的垂世典範。其次，「聖人之道」與「君子之道」不是彼此對立，各自為政的兩個概念，而實為一對相互證成、交相輝映的概念：「君子之道」以達成「聖人之道」為其終極目的，「聖人之道」必須藉由「君子之道」的具體開展而呈現其意義。具體來說，「聖人之道」透過聖人教化的形式構成一連接異代儒者的「意義場域」，而在此特殊的意義場域中，君子或聖人之徒將以歷代聖人的道德事功及人格典範為其自身行道的參照系。此「意義場域」之所以可能，關鍵在於先秦儒家一貫主張的「聖凡同心」之要義——每個人都有可能透過自身的立志和實踐而與「聖人之道」相契合，而「聖人之道」亦有義務光照每個人的成聖之路 。如此一來，「聖人之道」與「君子之道」即為同一個「道」的兩種面向，而這兩種面向經常是相互交涉的——沒有「君子之道」對「聖人之道」的期許與追求，「聖人之道」將淪為空洞懸浮的理念；沒有「聖人之道」的範導作用，「君子之道」將難以完成其自身的拓展。 其二，本文承接前面對先秦儒家「聖人觀」所展開的分析，試圖藉由一個概念的提出凸顯先秦儒家「聖人觀」的共同意識與關懷，並且將散漫於各先秦儒家經典的「聖賢論述」統合在一嚴謹的理論架構之中。這個概念即為「道統意識」。先秦儒者的「道統意識」所關切的不是某種外顯的道統譜系，而是潛存於每個經驗主體心性中的「成聖」欲求，以及聖人透過其道德事功及人格典範對後世君子所發揮的積極範導作用；一言以蔽之，其所關切的是儒家傳統內部的「精神與件」。進而言之，「道統意識」一方面以道德主體自我的進德修業為基點，另一方面又能夠跨出個人修身的狹隘場域而往返於歷代聖人及聖人之徒所共同營造和維繫的廣闊場域。因此，「道統意識」包含共時性及歷時性兩個層面，它涉及的不單是個人在其當下場域與他人之間的互動關係，而是能夠超越時空的限制與歷代的古聖先賢建立的適當而諧和的關係，從而獲得精神上的相通性及契合性。 其三，本文將焦點轉向「道統意識」理論之證成，即探討以「人之道」為顯揚對象的「道統意識」能否與先秦儒家的人性論取得融貫性的解釋。我們的結論是，先秦儒者在探討人性問題的進路及側重點上雖不盡相同，但是基本認同「人性向善」，而「人性向善」與「道統意識」兩個概念之間又有著明確的承繼關係：個人一旦肯定「人性向善」，並以實現「善」要求自己，他其實就已具備作為君子或聖人之徒的條件，從而也就有意識的融入到「聖人之道」的大化流行之中、有義務妥善處理自己與異代聖人之間的互涉關係。

Intelligence is a concept that has long been the man to study and examine all aspects of the protests and its variants have been interested. Adaptive behavior intelligence solution that is practical purposes and in order to facilitate the development of adaptive orientation (Akaberi et al., 2005). Today, scientists believe that every human being has two types of poetry is the sense that it is based on reason and thought and consciousness is based largely on feelings and emotions. As human nature is not mere logic and not emotions spent, but a combination of both of them. Consciousness, rational way of understanding things by relying on knowledge, ideas and ability and Studying and mutual reaction. Emotional intelligence is a powerful awareness system that occasionally such irrational acts. The sense of two different methods and basic knowledge, mutual relationship between our mental makeup and life. In most cases, these two senses are coordinated so surprising as much as feelings are essential in the face of reason, intellect and emotions in the face of a fundamental and important factor is (Harrani, 2013). In the area of attachment is distinguished three types of attachment. A) safe lifestyle: people with this style that is easy for them by others, and the close relationship to rely on others and allow others to rely Haa, feeling their bulk. The subjects of the others to leave or come very close to it, do not worry. B) Avoidance of light: the light of all the other people who are close, and they feel they can not completely rely on others. It is difficult for them to allow themselves to rely on others, and when they see that someone wants to be close to them, are nervous and feel that others are often much higher than that feel comfortable Be intimate with them. C) a distressed style ambivalent: People with this style, those who feel that they no longer want so they tend to have a close relationship with them. They often worry that their partner really docs not like that in the future they live. They want to be completely one with some people, but that will sometimes cause distress and avoiding people they are (Collins & Reid, 1994). Its deep and lasting attachment between a child and take care of him said that in the first year of life is established, this problem deeply all aspects of life, including mind, body, emotions, and values of individual communications under affects. In other words, the emotional attachment relationship is a two way process of psychological development, physical and cognitive affects the and the building of trust and distrust of the child and the child's relationship with the world and the way of life is learning and communication throughout. If this process is disrupted, the child may form the basis of safety required for mental health in adulthood, fails (Hin Shaw, 1998). Most researchers attribute of intelligence or talents are not directly visible. Some make it a general aptitude and intelligence of the unit and some believe. What is certain is that the study of cognitive aspects such as memory and problem-solving intelligence often emphasized, while non-cognitive dimensions, the ability to not only acceptable but also emotional and behavior are necessary. It is important to say that both IQ and emotional intelligence as the ability, not the ability. Theorists believe that cognitive intelligence, emotional intelligence tells us what we can do, while emotional intelligence tells us what we should do. Emotional intelligence and cognitive intelligence and many are facing a lot of both, and a lot of contrast. Scientists seek to understand these phenomena, how they complement each other; however, now scientists believe that the best talent can only be involved as much as 20 percent on individual success and 80% the rest is related to other factors. The other factors to consider emotional intelligence (Harrani, 2013). Intelligence, cognitive (intellectual) and emotional intelligence are two different types of intelligence for the spiritual life interact with each other. …

The concept of “stress” is often associated with unpleasant feelings, even though it is the major trigger of the evolutionary processes. The refined system responsible for the regulation of stress in animals as well as humans controls the release of Corticotropin Releasing Hormone (CRH) in the brain. In the presence of threats, physiological reactions are activated as fast as deactivated once the stressful stimulus has vanished. However, prolonged stimulation of the CRH system leads to the development of anxiety-associated disorders. Increasing evidence indicates that the dopamine (DA) system plays a role in the modulation of emotional responses. The vulnerability to stress is not only a crucial characteristic of anxiety-related diseases, but it is also a major component underlying different stages in the development of addiction. Indeed, alcohol dependence is a chronic-relapsing disease which induces long-term neuroadaptations that recruit a negative emotional state leading to excessive alcohol ingestion motivated by relief of negative emotionality. Thus, this PhD thesis aims to establish the cell-specific involvement of the CRH receptor subtype 1 (CRHR1) in the regulation of emotional responses to stress under healthy conditions and in alcohol dependence. Specifically, Study 1 demonstrates that the amygdala-specific increase in D1 binding sites upon pharmacological activation of CRHR1 is accompanied by an augmented anxiety-like behavior, which is abolished by pretreatment with a D1 antagonist. Further experiments using mice lacking CRHR1 expression in D1-containing neurons revealed that a D1-CRHR1 interaction is due to co-localized receptors, and bioluminescence resonance energy transfer (BRET) assay suggests that D1 and CRHR1 forms heterocomplexes. Together these results demonstrate that amygdala CRHR1 acts via D1 to mediate anxiety-like responses. In alcohol dependence, a maladaptive interaction between the two receptors seems to underlie the increased vulnerability to stress, a hallmark of the post-dependent (PD) phenotype that subsequently triggers stress-induced relapse to alcohol drinking (Study 2). Study 3 reveals that CRHR1 is differentially involved in stress-induced alcohol drinking whether it is expressed in DAT- or D1- neurons. These findings are supported by the anatomical separation within the VTA of D1-containing neurons, expressed in the dorsal portion, and the dopaminergic neuronal population distributed in the ventral part, and both co-localized with CRHR1. The cell-specific impact of CRHR1 in stress-induced alcohol consumption is further investigated in Study 4. Virus-induced αCaMKII-dependent over-expression of the receptor in the central nucleus of the amygdala (CeA) resulted in an increased alcohol-seeking behavior during stress-, but not cue- induced reinstatement in transgenic rats. Finally, an opposite functional impact of D1-CRHR1 and dopaminergic CRHR1 has been established for cue-induced reinstatement of cocaine seeking behavior using two double transgenic mouse lines lacking CRHR1 in D1- and DAT-expressing neurons, demonstrating that the modulation of relapse-like behavior for cocaine is related to the neuron-specific expression of CRHR1 (Study 5). In summary, the results presented in this thesis demonstrate that an interaction of D1 and CRHR1 receptors within the amygdala functions as a novel mechanism involved in the regulation of the emotional responses to stress under healthy condition. However, during alcohol dependence, the maladaptive functionality of the D1-CRHR1 interaction results in a hyper-responsivity to stress, leading to an increase in alcohol consumption as a relief to the negative affective state. Furthermore, our findings reveal the functional impact of dopaminergic and dopaminoceptive CRHR1 on stress-induced alcohol-seeking and cocaine-mediated behavior. In addition, this thesis gives support for the functional relevance of receptor-receptor interaction in stress and addiction-related processes, and thus the promise of the development of pharmacological compounds acting on these receptor-heterocomplexes as medication therapies.

In tutte le civilta umane, il dolore, pur con le implicazioni negative che esso sembra comportare dal punto di vista concettuale, soprattutto per il suo legame con la morte, e sempre stato visto – piu o meno implicitamente – come un’esperienza educativa in grado di potenziare lo sviluppo umano in una situazione di limite o di eventuale “fine” dell’esistenza (Mantegazza, 2002). Il riconoscimento che il dolore e la sofferenza implicita in esso “modificano” l’essere umano sia nella sua dimensione fisica che mentale e preludono ad una sua trasformazione che avviene sotto il segno dell’ermeneutica che permette la comprensione dei significati della vita della persona e della sua relazione con il mondo circostante e con gli altri, e stata ed e il punto di partenze di molte pedagogie antiche e moderne (Garelli, 2001). Il potere di modifica/trasformazione e il potenziale educativo del dolore – concetto centrale, ad esempio, nelle teorie del filosofo e psichiatra Viktor Frankl [1905-1997] – e stato intuito dalla civilta greca. I Greci hanno compreso l’universalita dell’esperienza del dolore umano e hanno assegnato ad essa un posto rilevante nella loro paideia quale sistema etico, religioso ed educativo finalizzato alla formazione delle nuove generazioni. Il pathos e un nucleo di emozioni e sentimenti nel quale trovano posto le esperienze che l’essere umano come soggetto individuale, essere comunitario e membro di una specie, sperimenta nell’arco della sua esistenza: il dolore, il male, la morte, la sofferenza, la gioia. Tutti concetti che, oltre a rimandare ad una gamma emozionale studiata da specifiche pedagogie nella loro forma di tecniche dell’anima e del corpo, sembrano spesso restare inspiegabili allo sguardo del pensiero razionale. Il pathos rimanda all’“oscurita”, da intendersi come quel coacervo di emozioni che sembra impenetrabile allo sguardo della ragione. In questo articolo metteremo in evidenza, attraverso un approccio di ricerca di tipo ermeneutico, come il pathos rappresenti, di fatto, il nucleo etico ed educativo del concetto di finitezza umana e come da esso si possa partire per delineare una pedagogia nichilistica attiva della finitezza in grado di disvelare nella sfida alla morte, al dolore e alla sofferenza, il senso e il significato profondo della vita umana dinanzi ai suoi limiti estremi.

Youth is a very important phase in the development process of human being. In this stage of life an individual is practically launched into the outside world. The success of youth in challenging world in academics and other spears of life depends upon innate abilities and psychological resources. Hope and life satisfaction plays a significant role for development of youth.Now, with availability of plentiful opportunities, the choices are becoming increasingly complex and confusing. The youths who are hopeful and satisfied with life can take up these challenges and can prepare for their better future. Snyder (2000) has conceptualized Hope as the sum of the capability to plan one's ways to attain your desired goals, regardless of barriers and motivation to use these pathways. Hopeful thoughts are centered on the belief that one can discover pathways to desired objectives and become motivated to make the most of those pathways. Hope includes a belief that one knows how to reach one's goals (Pathways) and a belief that one has the motivation to use those pathways to reach one's goals (Agency)' (Snyder, Rand, & Sigmon, 2002).Satisfaction with one's life implies contentment with or acceptance of one's life circumstances, or the fulfilment of one's wants and needs for one's life as a whole. The Satisfaction with Life Scale was created to assess a person's global judgment of life satisfaction (Diener et al., 1985). Life satisfaction may be defined as a conscious, cognitive, global judgment of one's own life. It is not an assessment based on externally imposed objective standards, but rather depends upon a comparison of one's life circumstances to one's own internal standards or criteria (Diener et al., 1985; Pavot et al., 1991; Pavot & Diener, 1993).In present study temporal dimension of life satisfaction is used. The temporal focus allows for a more comprehensive examination among past, present and future level of global life satisfaction. This could be useful in examining the life satisfaction across the life span of an individual or examine an individual who has undergone significant life changes, which might denote sharp contrast in levels of life satisfaction between different temporal frames (Pavot & Diener, 1993 ).Hopeful youths have a tendency to be happy and satisfied with life. People with high hopes are successful in their goal pursuits and, as a result, tend to experience more positive emotions. The relationship between hope and other factors is assessed and reported by various researchers (Lopez et al., 2003; Snyder et al., 2002; Argyle, 2001; Snyder et al., 1999; Marques, Lopez, & Mitchell, 2012). People with low hopes tend to have more difficulty in overcoming the barriers to goal attainment and, therefore, tend to experience more negative emotions (Lopez et al., 2003; Snyder et al., 2002). Hope plays a significant role in an individual's achievement of life. Hope improves athletic performance, aids psychological adjustment and increases perceived social support. Hopeful thinking can increase sense of mastery and self-efficacy (Argyle, 2001 ; Snyder et al., 1999). These factors seem to increase a sense of satisfaction with life.A longitudinal study examined the relation between hope, spirituality, religious practice and life satisfaction of students. The results from the cross-sectional and longitudinal analysis suggest that hope and spirituality, but not religious practice, were strongly linked to adolescents' life satisfaction. Hope significantly predicted life satisfaction at a single time point, 6-months and 1-year later, and spirituality scores added significant variance beyond hope scores. All the variables demonstrate moderate to high stability across 6-months and 1year time frame; no significant changes were found between the variables across the administration's (Marques, Lopez, & Mitchell, 2012).The purpose of present study is to understand the relationship between satisfaction with life and hope in the lives of youths. …

Adolescence is a very important phase in the development process as it is during this phase that the adolescent is virtually launched into the outside world. There is probably no more important a period in the life span of a human for the development of the self than adolescence. Worldwide changes are shifting the conditions in which adolescents prepare for adulthood and this has brought an increase in the need for specific and effective youth interventions and programs. Erik Erikson stated that the optimal time for achieving a sense of identity is during adolescence. He describes sense of identity as a 'feeling of being at home in one's body, a sense of knowing where one is going and an inner assurance of anticipated recognition from those who count' Erikson, 1969. The youth of today face many more choices and demands than ever before. Dealing with academic competition, handling family responsibilities, transcending daily life conflicts, dealing with peer pressure, preparing for future roles, making crucial career choices on the one hand provide them with greater independence, but on the other hand can also led to greater conflict and frustration, thus affecting their psychological well-being. There is a need of identity development and emotional intelligence which would help these young adults not only in maintaining effective relationships but also in positive adjustment (Hines, 1997).It is believed that improving the El competences and life skills wellbeing should as well show significant positive effects. People with high levels of El and life skills would have greater feelings of emotional well being and better adjustments (Goleman, 1995). The present study examines the emotional intelligence and life skills like self esteem, well being and self efficacy. This study was a needs assessment survey of college going students in the area of emotional intelligence.Three main theoretical orientations have been used for the present research namely those by, Erikson (1959) and Zeman (2007) who spoke about development of identity formation and importance of emotional expressivity. This study is based on Social theory of Bandura (1997) who studied the impact of life skills training on the adolescent's emotional development.For the present study, the impact of life skills training on the child's emotional development is examined. Life skill training is based on the theoretical orientation provided by the social cognitive theory and literature on life skills for the young adolescents. The social cognitive theory (Bandura, 1986) explains human functioning in the terms of a model of triadic reciprocally in which behavior, cognitive and other personal factors, and environmental events all function as interacting determinants of each other. The theory highlights the concept of modeling, behavioral rehearsal, and social reinforcement and its major focus is socialization, the process by which society attempts to teach children to behave like the ideal adults of that society. The emphasis is on the presence of ability to deal effectively with environmental demands as the crucial factors for personal and social competence in an individual (Mruk, C. 2006). Intervention grounded in social learning theory has been demonstrably effective and the application across a variety of adolescent problem behavior and have shown promising results in influencing adolescents risk reduction behavior and development of social competence (Bandura, 1995; Verma, 1988).Thus, the present study drawing reference from various theoretical orientations is based upon the premise that during adolescence, there is a need of identity development and emotional intelligence due to the extensive changes in family, school and college environments often contributing to risky behavior in adolescents. Healthy risk-taking is a positive tool in an adolescent's life for discovering, developing, and consolidating her identity. Also, certain skills can be improved upon such as taking initiative, formulating and carrying out goals and competing. …

Sleep benefits both learning and memory, with offline memory consolidation leading to the reactivation and integration of new information into the long-term store. Previous literature further demonstrates an influence of sleep on memory for related but unseen information, termed false memories. However, current findings provide mixed results regarding sleep’s role in the formation of these false memories within the Deese-Roediger-McDermott (DRM) paradigm, with differing memory effects suggested to be due to various task differences. For word recognition, the reactivation of memories during sleep promotes access to the long-term store in the left hemisphere, whereas false memories may lead to equal spread of activation across the two hemispheres. Whether hemispheric processing of memories after sleep affects memories lateralised at encoding, rather than at retrieval, is however unknown. The emotionality of to-be-remembered information also enhances the consolidation effect, with greater veridical memory performance for both negative and positive stimuli. However, the effect of sleep on false memories varying in emotionality is yet unknown. This thesis therefore presents a series of experiments that examine several factors, namely lateralisation and emotionality, that may influence the role of sleep in learning and memory consolidation. In Chapter 2, we conduct a meta-analysis to establish the influence of sleep on veridical and false memories within the DRM paradigm literature. Although results suggest no overall effect of sleep, whether participants took part in a recall or recognition task, and the number of words within a DRM word list, moderated the effect. The role of sleep in DRM memory consolidation is therefore dependent on specific task features. Chapter 3 exposes participants to DRM word lists to the left or right hemisphere at encoding. The results demonstrate no hemispheric difference in memory performance after sleep for either veridical or false memories, suggesting that lateralisation effects after sleep are specific to retrieval processes. In Chapters 4 and 5, we use behavioural testing (Chapter 4) and polysomnography (PSG; Chapter 5) to investigate sleep-dependent veridical and false memory for emotionally negative, positive, and neutral DRM word lists. Findings demonstrate that negative emotion, compared to neutral, enhances veridical memory performance after sleep, whereas wake supports positive memory. Interestingly, sleep spindles during slow wave sleep (SWS) were found to correlate with increased memory performance for emotional words. In Chapter 6, we investigate the effect of sleep on learning of and memory for novel metaphorical word pairs of either negative, positive, or neutral valence. Findings demonstrate increased memory for emotional word pairs after sleep than wake. These results help clarify the role sleep plays in the formation of emotional memories, and highlights factors that modulate the effect of sleep on both veridical and false memories. We provide evidence that lateralisation effects are specific to retrieval processes, and suggest that sleep boosts the consolidation of emotional information, indicating a potential role of sleep spindles specific to SWS in the consolidation of emotional memories.