Emotional Culture Research Articles

ESSENCE AND FEATURES OF THE CONCEPT “COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF SPEECH THERAPY GROUPS”

The article investigates the essence of the concept of “communicative competence of the teacher of speech therapy groups” and defines its components. The content of the notions “competence”, “professional competence”, “communicative competence”, and “communicative competence of the teacher of the preschool institution of compensatory type” is revealed. The author defines the communicative competence of the future educator of speech therapy groups as a tool of correctional and pedagogical action. It is characterized by the unity of communicative skills, knowledge, skills, which include: speech culture, culture of verbal and non-verbal communication, emotional (intonation-expressive) culture, and ability to find speech and emotional contact with the child, using the intonation capabilities of speech, sound speech, taking into account the specific speech disorders of children, in order to solve correctional and developmental tasks during professional activities.The development of communicative competence of future educators of speech therapy groups in the process of professional training in a professional-pedagogical college involves implementing each of the above components in the process of purposeful work, taking into account the level of its formation. As it is shown in the article, a significant feature of the profession of a speech therapist is its belonging to the professions of “increased speech responsibility”, in which communicative competence is a prerequisite for professional competence.Therefore, at the present stage, the actual problem of pedagogical education in Ukraine is the formation of the professional competencies of the student – the future teacher.
 Keywords: competence; professional competence; communicative competence; teachers of speech therapy groups; speech therapist; correctional work, children with speech disorder; preschool educational institutions of compensating type; pedagogical colleges.

Die Begriffsfeier

The Celebration of Concepts. On the Homology of Festival and Hymn in Hölderlin and in the French Revolution The present contribution aims to show that Hölderlin’s Tübingen hymns from 1790 to 1794 are influenced by the festivals of the French Revolution and its hymns. The Revolutionary festivals are staged as epochal rites of passage seeking to enact the turn towards a new age. Hölderlin’s hymns follow the dramaturgy of the festivities and thus represent a festive poetics. The homology of festival and hymn, typical of the period, conditioned their convergence in the political movement of the eighteenth century. Self-expression through joy serves the bourgeois self-assertion; it is reflected both in a new, self-referential festival type and in the release of the movere principle in literature. Against this background, the solemnity inherent in the hymn becomes topical, and in the context of the republican emotional culture, hymnal enthusiasm serves as self-affirmation. The movement of language and emotion that has been inherent in the hymn since Klopstock thus gains political valence and makes it the ideal genre for staging the movement of awakening and departure. In the late, post-revolutionary hymns the festival is a commemorative ritual recurrently executing the temporal transition in the historical present.

Victims, perpetrators, scapegoats and Russian dolls: Narrating violence within secure units for adolescents from a staff perspective

A rise of violent incidents at secure units for adolescents has been reported by the Swedish National Board of Institutional Care. Meanwhile, research aiming to understand how staff manage violence seems to be lacking. By examining an in-depth narrative by one staff member, “Meral”, this study aims to understand, on the one hand, how staff describe the violence they encounter in light of the context and situation, and on the other, how they describe their handling of violence from outside the immediate environment. Drawing on Georgakopoulou and Bamberg, identities are understood to be produced and performed within personal narratives from different positions in relation to one’s surroundings. The study shows how Meral’s professional identity is shaped and affected by violence. Of essential importance is the way Meral presents herself to herself: as “not afraid.” A narrative interpretation is that fear does not fit within the framework of the professional identity for staff. A key element of placing essential responsibility on staff to manage violence is keeping lines of communication open, which could be made clearer in policy documents, training and supervision. Therefore, studies like this one could result in the development of communication strategies for staff. This is important because emotional rules can generate emotional cultures that in the long run can be destructive for both staff and young people. Only when the emotional rules are identified can staff develop strategies for dealing with the violent incidents that are part of their professional life in a qualified way.

RESEARCH ON THE SYSTEMATIZATION OF SPORTS STUDENTS IN SCIENTIFIC EXERCISE TRAINING

ABSTRACT Introduction: It is not unusual that students do not like physical education. It has become a common educational phenomenon in current school physical education. Students have become less participative in physical education, serious and cold, less enjoyable, and stressed. The emergence of this series of changes is not entirely a matter of student attitudes. Objective: Aiming at school students who like sports but do not fall in love with physical education, participation quality continues to decline, students do not exercise themselves, and have no concept of exercise load. This research aims to learn and master the knowledge and skills of physical exercise through a digital fitness teaching system, effectively improve students’ scientific exercise ability, mobilize students’ hobbies to actively participate in physical exercise, improve the unscientific physical exercise habits of students in the past, promote students’ physical and mental health, and lay the foundation for lifelong physical education. Methods: The methods studied in this article mainly include an experimental method, document method, expert interview method, questionnaire survey method, mathematical analysis method and other methods. Results: After two weeks of experimental preparation and ten weeks of teaching experiments to develop students’ physical exercise ability, the students’ aerobic exercise ability has been steadily improved. Through the digital fitness teaching system, students’ interest in participating in physical exercise is strengthened and the cultivation of sports emotions and physical habits, improving the school's physical exercise environment and meeting students’ physical exercise needs. Conclusions: The digital fitness teaching system is in the development and test stage. The first generation of digital fitness bikes has many problems with hardware and software. As an important supplementary form of school physical education under the new situation, this system greatly promotes students’ lifelong physical education and learning scientific physical exercise. Level of evidence II; Therapeutic studies - investigation of treatment results.

Implementation of Assistive Technologies and Robotics in Long-Term Care Facilities: A Three-Stage Assessment Based on Acceptance, Ethics, and Emotions.

Assistive technologies including assistive robots (AT/AR) appear to be a promising response to the increasing prevalence of older adults in need of care. An increasing number of long-term care facilities (LTCFs) try to implement AT/AR in order to create a stimulating environment for aging well and to reduce workload for professional care staff. The implementation of new technologies in an organization may lead to noticeable cultural changes in terms of social interactions and care practices associated with positive or negative emotions for the employees. This applies especially for LTCFs with high rates of vulnerable residents affected by increasing care needs and specific ethics in nursing and cultural rules within the setting. Thus, systematic consideration in leadership management of emotions and ethical aspects is essential for stakeholders involved in the implementation process. In this article, we explicitly focus on the emotions of the employees and leaders within LTCFs. We relate to direct consequences for the organizational well-being and culture, which is of course (indirectly) affecting patients and residents. While aspects of technology acceptance such as safety and usefulness are frequently discussed in academic literature, the topic of emotion-management and ethical questions during the organizational implementation process in LTCFs received little attention. Emotional culture entails affective values, ethical norms and perceptions of employees and further investigation is needed to address the importance of transformational leadership during implementation process. For this purpose, we developed a three-staged assessment tool for implementation of AT/AR in long-term care institutions. Acceptance (A), ethical acceptability (A) and emotional consequences (E) are considered as comprehensive assessment, in which emotional consequences comprise management aspects of transformational leadership (T), emotion-management (E) and organizational culture (O). Based on AAE and TEO, this paper presents an integrated framework illustrated with a illustrative example and aims to combine established approaches with ethical insights in order to unfold potentials of AT/AR in LTCSs.

Pedagogical Conditions for the Development of Emotional Balance in Primary School Students

The concept of pedagogical conditions, in the context of the development of emotional balance with primary school students, defines the set of affective, motivational, volitional-characteristic and cognitive factors that support students’ emotional balance within a formative triangle built on the necessary interpenetration between: a) student’s optimism as a psyhological state favorabile to healthy and successful school behavior, b) personal affective efficiency, established at a level of feeling superior to learning; c) self-esteem, acquired in a fomal and non-formal context, but also in an informal. All these have as a superior quality product the formation and development of the emotional intelligence of the students, which is in close functional and structural connection with the emotional culture of the teacher, in general and of the teacher from primary education, in particular.

Taking Stock of Group Affective Tone, Emotional Climate, and Emotional Culture in Organizations

This panel symposium brings together well-established scholars from around the globe who have published articles relevant to group affect, emotional culture, and emotional climate in management's top journals. This symposium takes stock of what has been done in these important research areas, details the many relevant individual and organizational outcomes influenced by affect and affective culture, and discusses future research directions in group affect. By tying together prominent research streams in group affect, this panel offers a guided and interactive discussion with expert panelists on the future directions of affect research while offering consideration to the crucial role that managers and organizational leaders hold in recognizing and shaping positive emotional cultures.

How emotions shape feminist coalitions

This article develops a framework for conceptualizing the emotional dimensions of coalitions, with particular focus on how power operates through emotion in different varieties of feminist coalitions. The article proposes three interrelated areas in which emotion shapes feminist coalitions: (1) Feelings towards coalition partners: feelings of mistrust, anger, fear, or their reverse grow from histories of interaction and unequal power. These make up the emotional landscape of intersectional coalitions, which operate through a tension between negative emotions and attempts at empathy or mutual acceptance; (2) Shared feelings: feminist coalitions build on shared fear of threat or anger at a common enemy; and (3) emergent emotions in collective action. Coalition partners possess distinct emotion cultures. Joint collective action can cement bonds when all participants’ emotion cultures are reflected, or weaken coalitions when the reverse is true. In all three of these areas, organizers engage in emotional labour in order to create or maintain coalitions. These three dynamics are illustrated with examples from intersectional feminist coalitions, the Women’s Marches, and interactions between feminists and conservatives opposed to pornography.

Emotions and embodiment as feminist practice in the free abortion movement in France (1972–1984)

This article explores the critical role of emotions and bodies in the individual dynamics of engagement as well as the construction of collective identities and action in women’s groups in the 1970s in France. Much literature on emotion work in feminist organizations has tended to discuss emotions stemming from women’s dominant socialization processes as, above all, alienating, thereby as barriers to their activism. The Movement for the liberty of abortion and birth control offers essential insights into how gendered dispositions can be primary determinants of feminist collective identity formation, and even spur innovative protest practices. With their specific organizational settings and action, some ‘dissident MLACs’ in Aix-en-Provence, Lille, Lyon and Paris – those which continued to practice abortion despite its legalization and in defiance of the 1975 law which forbade them to do so – mobilized reciprocal emotions and bodily experiences to sustain engagement and serve a political project. Drawing on a wide array of biographical interviews and archival sources centred on abortion practices, the article examines the distinctive emotion culture these groups constructed. Its anchoring in bodies, commitment to emotions like tenderness and compassion, but also domestic and relational skills consecrated a gendered repertoire of action which therefore notably appealed to women whose social properties did not predispose them to collective action.

We Second that Emotion: Collective Affect in Organizations

Emotions are pervasive in organizations. A recent line of inquiry notes that emotions rarely occur independent of a social context. Indeed, social forces profoundly influence how we feel, the emotions we display and the feelings we know are appropriate to express in a given context. Altogether, research indicates that shared affect influences critical outcomes for employees and clients within and beyond the workplace. This symposium seeks to expand scholarship on the myriad ways that collective emotion influences employee behavior in the workplace. In particular, the papers in this symposium address an understudied aspect of collective emotion: how contextual factors influence the development of collective emotion and its subsequent behavioral effects. The Emotional Dynamics of Teams Dealing with Crisis Situations Presenter: Marzieh Saghafian; Stanford U. Paying respect to non-essential workers too: Positive Emotional Culture during the COVID19 Pandemic Presenter: Niranjan Srinivasan Janardhanan; London School of Economics Presenter: Uta K. Bindl; King's College London Presenter: Chris Stride; U. of Sheffield Are Text-Based Linguistic Emotional Displays More Contagious from a Peer than a Manager? Presenter: Aimee Kane; Duquesne U. Presenter: Lyn M Van Swol; - The Power of the Public Slap: Organizational Shaming and the Witnessing Effect Presenter: Giselle Elaine Antoine; U. of Washington, Seattle Presenter: Michael Johnson; U. of Washington Responding to the Emotions of Others at Work: A Review and Integrative Theoretical Framework Presenter: Lindred L. Greer; U. of Michigan, Ross School of Business Presenter: Christina Bradley; U. of Michigan, Ross School of Business Presenter: Jeffrey Sanchez-Burks; U. of Michigan

How mood and emotions relate to exploration and exploitation in entrepreneurial learning

In this paper, I explore how mood and emotions (affect) may influence entrepreneurial learning in startups. To succeed, startups must engage in exploitative learning, refining their current product and business model, and exploratory learning, identifying new business opportunities and learning about new markets. While scholars agree that entrepreneurial learning is a key process in startups, the role affect in these learning processes has not been explored. In this paper, I develop a theoretical model, suggesting how entrepreneurs mood and emotions may influence what and how much they learn. Moreover, I suggest that a startups emotional culture, norms and assumption related to the expression of mood and emotions, may influence a startups ability to engage in collective learning. I thereby contribute to literatures on entrepreneurial learning and affect in entrepreneurship, as well as to the literature on exploration and exploitation more broadly.

Emotional textual analysis as a semiotic action–research method to work with emotions within organisations

This article aims to contribute to the special issue for the twentieth anniversary of the Organisational and Social Dynamics journal presenting a semiotic action–research method called emotional textual analysis (ETA). ETA, developed in Italy by the Studio of Psychosociology and the Chair of Clinical Psychology at Sapienza University of Rome, is an explorative abductive method that consents to analyse how the organisation symbolically interacts with its context. In ETA methodology the interdependence between the organisational system and the client system is considered as the product of socially shared emotional cultures. This article describes the theoretical and methodological foundation of the ETA method and presents the results of a recent action–research project carried out by the authors within a National Health System organisation. In the conclusion, the added value of using ETA to work with organisations facing contextual changes in the current historical period is discussed.

Development and Validation of Emotional Learning in Online Classroom Environment Survey

The purpose of this research is to produce an Indonesian version of the emotional learning online classroom environment survey instrument with a response category scale. Instruments from a modified Learning Environment Research Questionnaire on Classroom Emotional Climate. This research is a survey on 1494 responses of 7th grade and 8th grade junior high school students in four regions of DKI Jakarta Province. The sample was selected by simple random sampling and based on the considerations of schools implementing the 2013 curriculum. The modified instrument consisted of 43 items to be tested in obtaining validity based on the estimated difficulty of the items and the psychometric criteria with Rasch modeling. The results of this study indicate that the Andrich threshold test fulfills the monotonic nature and unconsciously the students' responses form an emotional culture that prioritizes self-awareness in online learning. Therefore, for the psychological scale compilers are expected to compile statement items that are easy to understand and build good interactions with respondent, so that the respondent feels not intervened. This trend may even increase when sensitive issues of concern statement appear in the instrument items. Characteristics of psychologically motivated instruments, written in the statement items intervene on sensitive issues in the learning environment.

Emotional Imperatives of Late Modern Society and their Possible Social Consequences

The purpose of this article is to examine the main “imperatives” of contemporary emotional culture, which may provide special research optics for a deeper understanding of late modern society. The author begins with a definition of emotional culture — based on the body of works in sociology of emotions — and identifies dominant emotional norms and their corresponding perceptions, which bear the nature of imperatives in people’s everyday experience and serve as an extension of social values. These emotional imperatives include rational control over emotions, a compulsive desire to be and look happy, avoiding negative feelings, individual guilt from any sort of failure in social life, grievance that takes the form of righteous indignation, and others. These “imperatives” are in some respect contradictory, reflecting different aspects of life, but generally subject to the logic of late modern society, and can have important implicit social consequences such as broken social ties, “chronic” feelings of depression and frustration, fatigue, bad moods, increased anxiety and fears and many other implicit consequences, such as the emergence of new forms of solidarity. As a result of global events and the resulting social crises, these imperatives may change, thereby allowing us to trace how people’s lived experiences are changing. The list of emotional imperatives is not by any means full, and the same goes for their description, but through the outlined emotional imperatives the author attempts to describe theoretically contemporary cultural configurations of lived experience through leading emotional norms.

Connective action or collective inertia? Emotion, cognition, and the limits of digitally networked resistance

ABSTRACT Connective action, or individuals networking with each other online to form social movements, rarely leads to lasting change. In this study, we argue that such movements are ultimately ineffective because they struggle to sustain themselves over time and identify the reasons behind their transience. Our analysis focuses on Twitter conversations about Aadhaar, a biometric ID project that has raised concerns about data privacy and civil liberty in India, the world’s largest democracy. A computational mixed-methods approach incorporating social network analysis, sentiment analysis, and structural topic modeling demonstrates that connective action against Aadhaar failed to produce a sustained discourse of resistance, with people’s feelings toward and beliefs about Aadhaar vacillating sharply. The analysis draws attention to the power of brick-and-mortar social institutions, including the state and its agencies, political parties, courts, technology companies, and ‘legacy’ news media, in shaping and reshaping seemingly bottom-up discourses on digital platforms. It also identifies three interlinked weaknesses of connective action – the individualized nature of mobilization, excessive flexibility of social networks, and a negative emotional culture. We contend that in order to be effective, contemporary social movements need to utilize digital technologies for ‘collective’ action by forging collective identities that bind participants affectively and cognitively, empower them against structures of social control, and enable them to commit to non-personal and long-term objectives.

Education for the cultivation of emotions through textbooks: the example of Croatian high school history textbooks

Education for the cultivation of emotions through textbooks: the example of Croatian high school history textbooks

Emotional warfare? Track two diplomacy and the emotionalisation of the Cold War

This article discusses a series of US citizen exchanges to the USSR that were termed track two, or citizen, diplomacy. The track two model was meant to address the freeze in high-level diplomatic engagements at a time of heightening tensions between rivals. Intriguingly, track two diplomacy was explicitly emotionalised – that is, linked to a psychologically informed approach to conflict resolution and contact. I focus on two sets of diplomatic delegations – those co-organised by the Esalen Institute and the Association for Humanistic Psychology, as well as grassroots citizen exchanges. Of particular interest is the famous visit by Carl Rogers to the USSR in 1986 where he held a set of workshops that were part of the AHP Soviet Exchange Project. I show the various central roles that discourses on emotions (psychological theories), emotional discourses (the expression of emotions) and emotion-evocation played in these US endeavours. What is particularly interesting to see is how, as the Cold War began to wane, the United States’ emotionalised exchanges became more unidirectional and interventionist in nature. I term this form of emotionalisation ‘emotional warfare’ and conclude that, as pedagogies, techniques and informal contacts, they should be read not only through the prism of friendly exchange, but also through those of geopolitical agonism, as well as the neoliberalisation of both empires in the post-Cold War period. In focusing on these exchanges in the 1980s, the article also makes a contribution to contemporary studies of emotion culture in the post-Soviet context by describing some of the prehistory of Russia’s ‘psychological turn’.

Reflection of emotional experience in the culture of the Finno-Ugric peoples

Introduction. The article presents the characteristic of emotional culture, reflecting the emotional experience accumulated by society. It is seen as an integral part of the overall culture. Its content includes psychological knowledge, practical skills in managing emotions and feelings, and attitudes toward people. The purpose of the study is to identify the emotional content of the culture of the Finno-Ugric peoples. Materials and Methods. To achieve this goal, the author used the methodology of psychological analysis of the language as the most important carrier of emotional culture. As an object of analysis the dictionaries of four Finno-Ugric peoples: Komi, Udmurts, Mari and Erzia were also used. The subject of psychological analysis were the words reflecting emotional phenomena, for example, sad, angry, joyful, embarrassed, etc. The following analysis parameters were used: sign and form of emotional phenomena. Results and Discussion. The analysis showed that emotional experience takes an important place in the language and culture of the relevant Finno-Ugric peoples. In their language, there are, on average, 315 emotional categories that reflect emotional phenomena that are diverse in content and form. This indicates the breadth of the emotional experience of these peoples. This indicator is characterized by slight deviations from the average value, which indicates the proximity of the emotional experience of these peoples. All the basic forms of emotional phenomena are reflected in their emotional experience: emotional processes, emotional phenomena, emotional properties and conditions, emotional properties of actions. Ethnic features were found in the quantitative ratio of these indicators. It was established that the dominant place in the structure of emotional experience is occupied by negative emotions with a minimal difference between these ethnic groups. Conclusion. Emotional reality is included in the sphere of people’s interests and, in one way or another, is mastered by them. That is why it is reflected in the culture of any people, including the Finno-Ugric ones. However, the ethnic characteristics of their emotional experience and emotional culture remain unexplored. A promising task is to create a holistic concept of the emotional culture of every Finno-Ugric people, including knowledge about emotions and feelings, methods of managing them and attitude to people.

Eksplorasi hubungan emotional exhaustion dan work culture pada teacher performance

This study aims to explore the effect of emotional exhaustion and work culture on teacher performance. In this study, using a proportional random sampling technique and a sample of 69 teachers who were then directed to fill out the research questionnaire. The analysis technique used is multiple linear regression with data processing using SPSS version 22 statistics. Based on the results of data analysis, it was found that the t-test t value was significant for the emotional exhaustion variable of t = 0.006 <0.05. Thus emotional exhaustion has a significant effect on teacher performance. And the significant value for work culture is t = 0.000 <0.05. Thus work culture has a significant influence on teacher performance. While the test results using the F test can be said that all independent variables (emotional exhaustion, and work culture) simultaneously affect teacher performance. This can be seen from the significant level of F, which is 0.000 <0.05.

Роль преподавателя РКИ в формировании эмоциональной культуры зарубежных учащихся на этапе довузовской подготовки в условиях новой образовательной реальности

The article examines the professional activity of a higher school teacher from the point of view of new realities, including in the educational space. It is emphasized that despite the emergence of modern technologies in teaching, the teacher remains the key figure in the educational process. The professiogram of a higher education teacher today is quite dynamic and represents an open system, constantly updated with new characteristics. The understanding of emotional intelligence is considered and its importance in pedagogical activity is noted. The relationship is established between the emotional maturity of the teacher and the creation of a positive emotional culture in the study group.