Emotional Denial Research Articles

부정응답어 ‘아니-’의 활용형에 대한 고찰

The purpose of this study is to discuss the conjugation of the negative response word ‘Ani-’, organize its characteristics, and classify it according to meaning and function. Among the negative response words for analysis, we looked at the usage patterns of 'Ani' and 'Aniya' and 'Aniyo' and 'Anieyo', which are conjugations of 'Ani-' and are located in the same writing style, and organized their characteristics and analyzed them into meaning and function. As a result, it was confirmed that the conjugation of the negative response word 'Ani-' has the function of confirmation and emotional expression. The confirmation function is the function of confirming objective facts and subjective opinions, and the emotional expression is a denial of the description. These were categorized into those showing emotional denial and those showing humility and were schematized. This is meaningful in that it discusses negative response words that have not been actively discussed until now, but it is limited in that it fails to pay attention to the various functions of the negative word ‘Ani’.

The Relationship Between Anxiety Symptoms, Anxiety Sensitivity, and Emotional Schemas in Patients Admitted to Psychiatry Outpatient Clinic

Introduction. Anxiety disorders are among the most common mental disorders being an important cause of disability as they impair the functionality of affected individuals.
 Our study aimed to evaluate the effects of anxiety sensitivity, which is one of the cognitive structures involved in the etiology and perpetuation of psychopathologies, and emotional schemas, which evaluate how people handle their emotions, on anxiety symptoms.
 Methods. One hundred participants who were admitted to the outpatient psychiatry clinic, agreed to participate in the study, and met the inclusion criteria were included in the study. The Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI-I), Leahy Emotional Schema Scale Turkish Version (LESS-T), and Anxiety Sensitivity Index (ASI-3) were administered to the participants.
 Results. A correlation analysis revealed a significant relationship between the BAI score and BDI-I score, ASI-3 total score, and LESS-T Uncontrollability, Weakness, Comprehensibility, Acceptance of Emotions, Rumination, Denial of Emotions, Validation subscale scores (p < 0.05). A logistic regression analysis that examined the risk factors predicting anxiety symptoms in individuals found that increasing BDI-I and ASI-3 total scores had an increasing effect on the development of anxiety, and an increase in the LESS-T Denial of Emotions subscore had a decreasing effect.
 Conclusions. Determining anxiety sensitivity and emotional schemas in patients with anxiety symptoms may be a guide in identifying and treating the risk factors for the development of anxiety disorders.

Impact of Friendship Bench problem-solving therapy on adherence to ART in young people living with HIV in Zimbabwe: A qualitative study.

Adolescents and young people globally are highly vulnerable to poor mental health especially depression, and they account for 36% of new HIV infections in Eastern and Southern Africa. HIV services remain inadequate for this population and their adherence to ART is low. The Friendship Bench (FB), an evidence-based model developed in Zimbabwe to bridge the mental health gap, is a brief psychological intervention delivered on benches in primary care facilities by lay health workers ("grandmothers") trained in problem-solving therapy. This study explored the experience of young people living with HIV attending FB, and their perception of how problem-solving therapy impacted their adherence to ART. Semi-structured interviews were conducted in July 2019 with 10 young people living with HIV aged 18-24 years, who had recently completed FB counselling in Harare. Participants were purposively sampled and recruited from three primary care facilities. Interviews were conducted in Shona, audio-recorded, transcribed verbatim and translated into English. Transcripts were analysed in NVivo12 using inductive thematic analysis. Study findings revealed a clear emotional denial towards HIV, particularly for young people infected perinatally, and a resulting low adherence to ART. The study also unpacked the issues of internal stigma and how young people living with perinatally acquired HIV are informed of their HIV status. Participants reported that FB had a critical role in helping them accept their HIV status. Grandmothers' empathic attitude was key during counselling on adherence to ART, to demystify the disease and treatment, normalize the reality of living with HIV, encourage young people to socialize with peers and free them of guilt. Interviewees unanimously reported improved ART adherence following FB counselling, and many described enhanced health and wellbeing. Participants saw FB as a strong contributor to their general well-being, evident in decreased symptoms of depression and improved adherence to ART. FB problem-solving therapy should be rolled out to further support young people after post-test counselling or HIV serostatus disclosure for perinatally acquired HIV, for acceptance of HIV status and adherence to ART.

An Investigation of Online Gaming Addiction Level Among University Students in Terms of Emotional Schemas, Agentic Personality, and Various Variables

The aim of this study is to examine online game addiction level among university students in terms of emotional schemas, agentic personality, and various variables (i.e. gender, type of game played, and accommodation). The sample group consists of 380 university students studying in Izmir province and playing online games during the school year of 2017 and 2018. The data have been collected through multiple tools that are Online Game Addiction Scale for University Students, Multi-measure Agentic Personality Scale, Leahy Emotional Schema Scale, and Personal Information Questionnaire. The data were analyzed by correlation analysis, t-test, one-way analysis of variance, and regression analysis in accordance with the hypothesis of the study. The result of regression analysis indicated that emotional schemas of uncontrollability, demand for rationality, rumination, dissimilarity, denial of emotions, validation, seeing emotions as dangerous, acceptance of feelings, consensus, and guilt predicted addiction significantly, whereas, emotional schemas of weakness against emotions and duration did not predict such an outcome. Additionally, as a result of the t-test, it was found that online gaming addiction levels differed significantly according to gender and that males had higher levels of online game addiction than females. Lastly, one-way analysis of variance resulted in finding the level of online gaming addiction significantly differed based on the type of game played, but it did not differ significantly based on where students lived.

Nurturing yourself and each other: The value of emotional intelligence

Background: Emotional intelligence refers to the individual's capacity to identify, use, understand and respond appropriately to emotions in themselves and others. The nursing and midwifery literature recommends emotional intelligence as an important construct for enhancing well-being amongst nurses and midwives. Despite this, how nursing and midwifery students perceive emotional intelligence is not well understood. Emotional intelligence capabilities are seen as fundamental to the student nurse or midwifes ability to negotiate the emotional complexities of clinical practice as well as support their own emotional well-being. Objective: The study aimed to explore final year undergraduate nursing and midwifery students' perceptions of emotional intelligence. Method: Qualitative data were collected via face to face semi-structured interviews with final year Bachelor of Nursing and Bachelor of Nursing and Bachelor of Midwifery enrolled at Deakin University, Victoria. Interviews were digitally recorded with participants' written and informed consent and professionally transcribed. Data was analysed using thematic analysis. Key Findings: Emotional intelligence was valued as an important concept, yet the application of emotional intelligence to their undergraduate curriculum was not well-defined. Participants appeared to be caught between competing paradigms; their perceptions of emotional intelligence and the reality of the clinical environment. Participants acknowledged the emotional aspects of their classroom and clinical learning, but were ill equipped and/or were not supported in linking their coping strategies to emotional intelligence. Suppression or denial of emotions, or distancing themselves behind tasks and policies were some of the strategies employed by participants in their attempt to impose emotional control within the clinical environment. Conclusion: Explicitly nurturing emotional intelligence in their undergraduate years would convey to nursing and midwifery students the importance of emotional well-being and may better equip them to manage the emotional complexities of their professional life.

Keeping the heart a long way from the brain: The emotional labour of climate scientists

This paper contributes to increased understanding of emotions and climate change through a study of the emotional management strategies employed by a sample of Australian climate scientists. We bring three broad areas of literature into conversation in order to think more productively about climate change and emotion: recent applications of the concept of emotional labour, studies of the role of emotion in science, and feminist perspectives on the performative role of emotions. In response to contextual drivers that include the social norms of science, a strong climate denialist influence and the preservation of self and family, these scientists mobilize a range of behaviours and strategies to manage their emotions around climate change and the future. These include emphasizing dispassion, suppressing painful emotions, using humour and switching off from work. Emotional denial or suppression of the consequences of climate change worked to enable the scientists to persevere in their work. This study suggests that painful emotions (anxiety, fear, loss) around climate change need to be acknowledged and discussed.

The problem of mental disorders and psychological effects of antitumour treatment in children with cancer pathology

Aim – analysis of the problem of psychological and psychiatrical aspects of impact of cancer disease on child and its parents for detection of the main directions of medical and psychological help to this contingent. Results . In the younger age group the most stress factors that provoke the development of psychogenic fears, anxiety states and the derivative mood disorders are the “hospital routine” – limitation of activity (playing, motor), subjectively heavy procedures and manipulations, pain. In the group of elder children and teenagers the main stress stimulus is connected with a fear of social consequences of disease and the fact of mortally dangerous disease is interpreted in mind as a threat to the successful social functioning as something that spread its negative impact on the future life. Reactively caused mood disorders prevail in this age group over the other psychogenic formations. Behavior reactions in these cases are the secondary ones relating to the mood disorders – to the acceptance or rejection the situation of disease (as an anxious hypochondriacal fixation or as an emotional denial and ignoring the possible grave effects of cancer process). Conclusion . The diversity of problems in child psycho-oncology causes the multilevelness and versatility of medical, psychological and psychosocial help and psycho rehabilitation of children and their parents

Pedagogical Possibilities: Engaging Cultural Rules of Emotion

Background/Context Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students’ and teachers’ emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultural structures. These patterns of selectivity operate to influence decisions that can lead to educational and social (in)equities. This article focuses on an imperative to understand how emotions function as sites of knowledge to create cultural rules of interactions that promote and/or hinder the preparation of teachers to act as agents of change. Focus of Study In seeking to better understand both individualistic behavior models and structural-collective aspects of teachers and students’ emotions as sites of knowledge within the classroom, the authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. Research Design The authors conducted a retrospective qualitative case study of 14 graduate students—reflecting a diversity including age, gender, and race—enrolled in a course on urban education. Using multicultural feminist theories, they analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Conclusions Students enter classrooms with “pretexts” of how teachers and students will interact in the classroom. These pretexts are integrally related to the negotiation of power in the intersections of race, gender, and class and underlie emotional selectivity. In these pretexts, a pedagogy of discomfort and a pedagogy of challenge simultaneously exist. The blurring and blending of these two pedagogies create a unique third space in which emotions serve as sites of struggle and contestation, and possibilities for changing the status quo of inequities. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts: (1) denial of emotions, (2) mere existence of emotions, (3) simultaneous acceptance and denial of emotions, and (4) emotions-reason informing knowledge, identities, and actions. The fourth of these patterns offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.

Sensemaking and Emotions in Organizations: Accounting for Emotions in a Rational(ized) Context

Organizations tend to be guided by a rationality/emotionality duality in which rational behavior is privileged over emotional behavior. Consequently, emotions in organizations have historically been undervalued in favor of rationality. Despite the privileging of rationality, however, organizations are emotion-laden environments. The present study uses sensemaking theory to explore how employees manage the rationality/emotionality duality in the workplace. Using a qualitative analysis of 38 emotional experiences derived from 19 interviews, it was found that participants accept the duality by orienting toward emotions that are associated with the disruption or enhancement of “rational” business practices. Further, participants tended to reinforce the dichotomy by carefully controlling their emotions in organizations through denial of emotions, reframing their experiences, by rationally reciting their emotional experiences, or by relegating emotions at work to appropriate time and place.

Le rapport au savoir des élèves : enjeux inconscients et élaboration. L'intérêt des groupes de parole

This article presents some results of clinical, psychoanalytically oriented educational research on the concept of relation to knowledge. It underlines the role of emotions in the encounter with knowledge. Reflecting on denial of emotions and of learning impediments within the school system has led us to put together student speech groups focused on those difficulties. Speech groups may indeed help us reach two goals: they may offer youngsters a space to build upon their own emotions, whilst allowing teachers to improve their capacity to understand them.

Perceived discrepancies and their resolution: quality of life in survivors of childhood cancer

Survivors of childhood cancer are at risk of compromised physical and psychological functioning as a result of disease and treatment. However, survivors experiencing similar physical problems vary considerably in their self-reported Quality of Life (QOL) raising questions about the processes underlying adjustment and maintenance of QOL. Seventy seven survivors of either Acute Lymphoblastic Leukaemia (ALL) or tumours of the Central Nervous System (CNS) completed a standardised measure of QOL and semi-structured interview. Based on theoretical assumptions that QOL reflects a difference between what survivors can, and would like to be able to do, interviews were coded for reports of discrepancies and any coping strategy employed. Survivors of tumours of the CNS reported worse QOL and more discrepancies than survivors of ALL. A significant relationship was found between QOL measured by questionnaire and number of reported discrepancies. Five kinds of strategies to reduce discrepancies were identified: changing activity, devising a “plan of action”, emotional denial, making social comparisons, and seeking social support. Survivors who reported neither discrepancies nor strategies had better QOL than those who reported both discrepancies and strategies or discrepancies but no strategies. Data are discussed in terms of rehabilitation of survivors of childhood cancer.

Reported pathological childhood experiences associated with the development of borderline personality disorder.

The purpose of this study was to assess a full range of pathological childhood experiences reported by patients with criteria-defined borderline personality disorder and comparison patients with other personality disorders. The pathological childhood experiences reported by 467 inpatients with personality disorders were assessed by interviewers who used a semistructured research interview and were blind to clinical diagnosis. Of the 358 patients with borderline personality disorder, 91% reported having been abused, and 92% reported having been neglected, before the age of 18. The borderline patients were significantly more likely than the 109 patients with other personality disorders to report having been emotionally and physically abused by a caretaker and sexually abused by a noncaretaker. They were also significantly more likely to report having a caretaker withdraw from them emotionally, treat them inconsistently, deny their thoughts and feelings, place them in the role of a parent, and fail to provide them with needed protection. The borderline patients with a childhood history of sexual abuse were significantly more likely than those without such a history to report having experienced all but one of the types of abuse and neglect studied. When all significant risk factors were considered together, four were found to be significant predictors of a borderline diagnosis: female gender, sexual abuse by a male noncaretaker, emotional denial by a male caretaker, and inconsistent treatment by a female caretaker. The results suggest that sexual abuse is neither necessary nor sufficient for the development of borderline personality disorder and that other childhood experiences, particularly neglect by caretakers of both genders, represent significant risk factors.

Hospitalized adolescents and therapeutic milieu: denial of conflicts versus normality as average.

A retrospective clinical and statistical evaluation of the development of a ‘therapeutic milieu’ with a new concept is made. The effectiveness of this milieu for fifty hospitalized adolescents (thirty boys and twenty girls) in the Adolescent Service of Fairlawn Center is studied and reported. The new concept, defined as introduction of ‘normality as average’ standards and as prearranged expectations, have been incorporated into the structural and living system of the adolescent's life. This concept has been introduced as a principle governing the expectations of the therapeutic milieu. It is suggested that ‘normality as average’ expectations in the therapeutic milieu protects the already prevailing normalized culture of the ward; furthermore, it challenges the adolescent who denies the presence of conflicts. More significantly, ‘normality as average’ expectation reinforces the process of developmental ‘socialization’ which is so necessary for hospitalized adolescents. Five important components required for the stability of a therapeutic milieu for adolescents are categorically discussed. Emphasis has been laid on the staff-patient-staff communication and intradisciplinary communication to prevent the pathological parental attitudes from becoming the anatomy of the attitudes of the staff. It is suggested that equally distributed authority be delegated to all staff dealing with adolescent behaviour in the milieu. The paper reviewed a two-year retrospective study of the conditions of all patients at discharge. The effectiveness of a ‘normality as average’ expectations in the milieu has been correlated with a gradual and progressive decline in the frequency and the intensity of daily major vandalism. This paper focuses on the significance of the development of the cognitive process thinking in adolescence. The effect of this thinking of the adolescent and the cognitive approach in the milieu on the patient's syntaxic judgment is emphasized. Such a capability is viewed as being challenging to him, and is used as an avenue of communication to his behavioural confession and his emotional denial.