Emotional World Research Articles

Experiences of Fathers in Norway Attending an Online Course on Therapeutic Writing After the Death of a Child.

After the unexpected death of a child, bereaved parents require prompt access to helpful support systems. Online therapeutic writing courses can make such support accessible. Because few studies have included bereaved fathers as participants, we explored the experiences of fathers whose children died unexpectedly and who were part of an online course of therapeutic writing in Norway. We piloted two courses (group 1, six weeks, n = 9; group 2, 5weeks, n = 5). We describe our methodological considerations for using poetic representations in qualitative health research and present four poetic representations based on fieldwork notes written by the principal investigator. Then, we triangulate and narratively analyze them together with two collective poems written by participants from each group; excerpts of the writings from two fathers, one per group; evaluation surveys (n = 4; n = 3); and, anonymous check-out journaling from the second group (n = 3). Resistance was a salient feature of our participants' grief, and writing enabled them to both be in contact with their emotional world and process difficult emotions as they looked for meaning despite the death of their children. Those who attended the most classes perceived the course as transformative, being part of an ongoing self-exploration, and a possibility to continue and strengthen the bond with their children. Our findings mirror the complexities of the grief experiences of fathers, giving account of their need to find a rhythm to dive into their emotional world, the importance of peer support, and the value of diversifying intervention techniques to meet individual needs and preferences.

Research on the Concept and Implementation Strategies of Affective Education in Primary School Chinese Curriculum

Emotional education occupies an important position in the Chinese curriculum of primary schools, aiming to cultivate students' emotional expression, comprehension and management skills. Through literary reading, opportunities for emotional expression, and the development of emotional comprehension and sharing, teachers can help students build a healthy emotional world. Follow the principles of motivation, practicality, and individualization to ensure that each student receives the appropriate emotional education and development. Emotional education not only influences students' emotional development, but also shapes their outlook on life and values, laying the foundation for their future life and work.

Символический капитал авангарда в дискурсе неофициального искусства 1960–1980-х гг.

The article considers the work of independent artists of the 1960s and 1980s, rethinking the heritage of the avant-garde. In the unofficial art discourse, the ideas of the beginning of the XX century represent symbolic capital, significant for artists in the formation of new techniques. The appeal to the avant-garde tradition unites various regional schools of non-conformism in an effort to create a synthesis of contemporary artistic practices and art of the past. Unofficial art unites representatives of different disciplines, were separated from public ac-tivities due to long censorship. The creative and conceptual searches of the artists expressed a disconnect be-tween personal, emotional and inner world of artistic thinking in the late 1950s, tired of operating a single sys-tem. The appeal to the avant-garde tradition unites various regional schools of non-conformism in an effort to create a synthesis of contemporary artistic practices and art of the past. Moscow nonconformists developed a conceptual direction, representatives of the Leningrad underground experimented with methods of metaphysi-cal painting and abstract art, ideas of decorative symbolism were preserved in the works of Saratov noncon-formists. Interacting with the avant-garde, nonconformists form a unity of figurative and abstract painting, a dis-tinctive feature of unofficial art.

Soirée for one person: а microcosm of Florent Schmitt’s “Musiques intimes”

Statement of the problem. The creative activity by Florent Schmitt (1870–1958) took place in the late nineteenth and early twentieth centuries, when such stars of French music as C. Debussy, M. Ravel, and later the composers of the French “Six” group shone brightly. Therefore, Schmitt’s work remained in their shadow – among the performers of his piano works you will not find “big” names like V. Horowitz or G. Gould; nevertheless, in the last decade, the composer’s opuses have been increasingly included in the repertoire of foreign pianists. For example, Vincent Larderet (France), Ivo Kalchev (Bulgaria), Biljana Urban (Netherlands), and Edward Rushton (UK/Switzerland) are among them. The challenges of today are best suited to expanding the usual established horizons of Ukrainian performers, actualizing the need to pay attention to the work of lesser-known but no less interesting artists, among whom Florent Schmitt takes a worthy place. Objectives, methods, and novelty of the research. For a long time, anyone interested in the work by F. Schmitt faced a lack of resources. The scarcity of written materials about the composer is as surprising as it is disappointing. Moreover, almost all existing studies are published only in French, which makes research difficult for those who do not speak the language. In the first half of the twentieth century, a number of significant books were published, fully or partially devoted to the work of F. Schmitt (Ferroud, 1928; Aubert, Barraud, Pignari-Salles, 1937; Coeuroy, 1922; Dumesnil, 1946), most of which have long been out of reprint. Changes in the cultural context, traditions, perception and understanding of music, scientific approaches, and research quality requirements do not allow a modern scholar to rely exclusively on old publications. Besides, the composer’s piano music is not considered in detail, but is only included in a panoramic overview of his heritage. The absence of domestic research prompted the author of the article to delve into the French master’s heritage. The purpose of the article is to expand the horizons in the study of F. Schmitt’s piano works, to reveal the prerequisites and analyze the facets of his introspective expression on the example of the first book of the cycle “Musiques intimes” (“Intimate Music”) op. 16. The cultural-historical, structural-functional and comparative methods of analysis were used. Research results and conclusion. The program names of the pieces, landscape sketches, rich coloristic harmony, use of ostinato techniques, shimmering arpeggiated figures in the texture, etc., indicate the considerable influence of F. Schmitt’s compatriots music – C. Debussy and M. Ravel. The presence of sincere emotionality and poetry of expression, improvisation, and “through” dramaturgy resemble the ways of thinking of F. Chopin and R. Schumann. Nevertheless, a detailed analysis of the first book of “Musiques intimes” makes it easy to notice the characteristic features that will become a kind of “idioms” of textures, complex rhythmic patterns and an “orchestral” approach to the instrument, which are not aimed at external affectation, but create a feeling of being present on a secret excursion into the world of impressions and emotions close to the composer. Through the images of nature, the contemplation of which promotes communication between the individual and himself, the French artist introduces the listener to his personal space, opens personal boundaries, that in this case can be perceived as an invitation to a private intimate soirée with Maestro Florent Schmitt.

Adaptation and Reflection in the Transition to Parenthood for Women With Risk Factors for Early Parenting Difficulties Who Participated in the STAR Mums Program

The Supporting Transitions and Relationships (STAR Mums) program was developed in response to the clinical need for psychological intervention in pregnancy where mothers have risk factors for difficulties in the transition to parenthood. The program focuses on the developing relationship between the mother and the unborn child and aims to facilitate the normal psychological processes that are known to occur in pregnancy to prepare for the relationship with the infant and to reduce risk factors that may negatively impact this relationship. This article reports on interview data from the final follow-up of 12 high-risk participants at 12 to 14 weeks postpartum regarding their transition to parenthood and aspects of parental reflective function. These women presented with issues in developing their maternal identity and representation in the context of difficulties processing their own difficult childhood experiences. They also demonstrated some issues with limited reflective capacity in their understanding of their infant’s emotional world and experiences. Though there are ongoing issues for these women, they provided feedback that the STAR Mums program included valued discussion around the changes in both self and relationships involved in parenting that helped them to prepare for their experiences of early parenthood by supporting their wondering about the baby and the changes that this new relationship may bring for them as a parent.

“Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies

Teacher professional identity has been widely investigated in second/foreign language (L2) research in the past decade. However, the identity conflicts that English as a foreign language (EFL) teachers with various teaching experiences face in their profession has been mostly neglected. Moreover, the way such conflicts shape L2 teachers’ identity and are resolved is yet under-explored. To fill these voids, this study scrutinized novice and experienced Iranian EFL teachers’ perceptions of professional identity conflicts, their influence on identity construction, and confrontation/management strategies. To this end, 30 EFL teachers (15 novice, 15 experienced) were recruited to attend a semi-structured interview and complete a narrative frame. The results of content and thematic analysis obtained by MAXQDA software revealed that both novice and experienced teachers mostly faced identity conflicts because of “teaching philosophy/ideology mismatch” and “mismatch between personal and professional self”. Novice teachers also recurrently posed interference with “clothing and physical appearance” as a source of conflict, while experienced teachers believed “unequal power relations at work”, “imposed policy mandates”, and “traditional syllabus and testing” had produced conflicts. These conflicts affected teachers’ identity construction by influencing novice teachers’ emotional and inner world, but experienced teachers’ pedagogical performance and interpersonal communication. To confront the conflicts, the participants suggested different strategies such as “negotiating conflicts with others”, “avoiding conflicts”, and “suppressing conflicts”. The study discusses the findings and their implications for L2 teachers and educators regarding common identity conflicts and resolutions.

The Influence of Stimuli Valence, Task Difficulty, Neuroticism and Emotion Regulation on Visual Search Within Real-world Scenes

Affective traits are essential in clinical psychology, including neuroticism and emotion regulation (cognitive reappraisal, expressive suppression). Both neuroticism and emotion regulation has been associated with the development of affective disorders, and emotion regulation therapies have been used in clinical treatment. Therefore, the current study of neuroticism and emotion regulation may provide a more effective intervention for people who suffer from affective disorders. In previous studies, real-world emotional scenarios have been demonstrated to affect visual search tasks. But whether affective traits will influence neutral target search in the real emotional world is still unknown. Although task difficulty, i.e., cognitive load, can affect visual search, it hasnt been investigated as an independent variable. A neutral target visual search paradigm will be used in the present experiment. The experiment will be divided into manageable and challenging tasks in which participants will be asked to identify neutral targets embedded in moving images. Findings from the present experiment increase our understanding of neuroticism, cognitive reappraisal, expressive suppression, and task difficulty in our ability to distribute attention while viewing real-world scenes during the visual search task.

THE RENAISSANCE GARDEN AND ITS CONTRADICTIONS

This article looks at the contradictory essence of the Renaissancegarden, which is reflected in the dialogue of the garden’s formand content, and which is in constant change. While the gardenof the Quattrocento with its formal language of rigid geometricrules stimulates free thought and the emotional world, remaininga modest background itself, the garden of the Cinquecento dictatesthe direction of thought and produces concrete frames for it. The
 thought of the Early Renaissance, boundlessly freewheeling in theworld of fantasy, is increasingly tied to the garden’s form. The gentleemotion of the inner world is suffocated by the intruders from theouter world and the garden that carried the free thought of EarlyRenaissance becomes an area of restraint.

Unlocking the Emotional World of Visual Media: An Overview of the Science, Research, and Impact of Understanding Emotion: Drawing Insights From Psychology, Engineering, and the Arts, This Article Provides a Comprehensive Overview of the Field of Emotion Analysis in Visual Media and Discusses the Latest Research, Systems, Challenges, Ethical Implications, and Potential Impact of Artificial Emotional Intelligence on Society.

The emergence of artificial emotional intelligence technology is revolutionizing the fields of computers and robotics, allowing for a new level of communication and understanding of human behavior that was once thought impossible. While recent advancements in deep learning have transformed the field of computer vision, automated understanding of evoked or expressed emotions in visual media remains in its infancy. This foundering stems from the absence of a universally accepted definition of "emotion," coupled with the inherently subjective nature of emotions and their intricate nuances. In this article, we provide a comprehensive, multidisciplinary overview of the field of emotion analysis in visual media, drawing on insights from psychology, engineering, and the arts. We begin by exploring the psychological foundations of emotion and the computational principles that underpin the understanding of emotions from images and videos. We then review the latest research and systems within the field, accentuating the most promising approaches. We also discuss the current technological challenges and limitations of emotion analysis, underscoring the necessity for continued investigation and innovation. We contend that this represents a "Holy Grail" research problem in computing and delineate pivotal directions for future inquiry. Finally, we examine the ethical ramifications of emotion-understanding technologies and contemplate their potential societal impacts. Overall, this article endeavors to equip readers with a deeper understanding of the domain of emotion analysis in visual media and to inspire further research and development in this captivating and rapidly evolving field.

METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRESCHOOL CHILDREN

Emotional intelligence is a basic human life competence that needs to be developed from preschool childhood. The article reveals the content of methodological support that will promote the development of emotional intelligence of preschool children. The age-related peculiarities of children's emotional development, which contribute to the formation of emotional intelligence and are the main guideline for methodological support, are determined. The pedagogical conditions for the development of preschoolers' emotional intelligence are considered: enrichment of children's knowledge about emotions, development of teachers' emotionality, organization of a system of developmental classes, enrichment of the appropriate emotional and developmental environment, emotionality of the content of educational and didactic materials, partnership interaction of participants in the educational process, psychological and pedagogical support for children. The methodological support for the development of emotional intelligence of preschool children is considered as the creation of a holistic methodological system consisting of an effective arsenal of pedagogical methods, techniques, tools, sources, guidelines, resource and didactic support, which create an effective field for familiarizing children with the emotional world, provide an opportunity to express their emotions and learn about the emotionality of other people. The directions of methodological support carried out by preschool teachers in the system of preschool education are revealed, the practices of partnership interaction between parents and children on the research problem are characterized.

What is Distinctive of Film Emotions?

Film emotions are genuine emotions whose formation and development is affected by conflictive factors. Whereas their arousal, similar to that of real-life emotions, is disproportionately strengthened by the cinematographic medium, their subsequent course is both weakened and interrupted. Their objects, which I view as members of our personal emotional world (not in terms of their supposed fictionality, as often assumed), are also proper intentional objects of emotions: our fear is about the shark on the screen, our pity about the main character. This view allows also for an explanation of two of film emotions’ neglected features: (a) the viewer's emotional attachment and empathy toward film objects and (b) the long-lasting emotional impact films can have on viewers.

Teaching Strategies for Improving High School Music Appreciation

As an important part of aesthetic education, music plays an important role in teaching. Excellent musical works have a strong appeal and can bring people enjoyment through beauty. Music is an art form that is primarily auditory. By appreciating music, students can enrich their emotional world, relax, and vent their emotions. When their emotions accumulate to a certain level, students will naturally have the ability to appreciate music. Therefore, this article expounds on an effective way to improve the music appreciation abilities of high school students so as to help them learn music better.

Sharing Positive Affective States Amongst Rodents.

Group living is thought to benefit from the ability to empathize with others. Much attention has been paid to empathy for the pain of others as an inhibitor of aggression. Empathizing with the positive affect of others has received less attention although it could promote helping by making it vicariously rewarding. Here, we review this latter, nascent literature to show that three components of the ability to empathize with positive emotions are already present in rodents, namely, the ability to perceive, share, and prefer actions that promote positive emotional states of conspecifics. While it has often been argued that empathy evolved as a motivation to care for others, we argue that these tendencies may have selfish benefits that could have stabilized their evolution: approaching others in a positive state can provide information about the source of valuable resources; becoming calmer and optimistic around animals in a calm or positive mood can help adapt to the socially sensed safety level in the environment; and preferring actions also benefiting others can optimize foraging, reduce aggression, and trigger reciprocity. Together, these findings illustrate an emerging field shedding light on the emotional world of rodents and on the biology and evolution of our ability to cooperate in groups.

Practitioner Vulnerability in Children and Families Social Work—Identity, Impact and Implications

Abstract Based on in-depth qualitative interviews, this article explores the experiences of vulnerability for nineteen children and families Social Workers in England and discusses how this emotional state manifests and impacts upon practice. As this study shows, workers frequently harbour personal vulnerabilities that can motivate them in their work and act as an enabler within relationships with service users; these same feelings can also provoke a sense of threat and discomfort, resulting in self-doubt and reduced confidence. Whether carried from the past or housed in the present, feelings of vulnerability often rise to the surface when provoked by routine encounters with clients and the knotty issues that surround them; what is valued by Social Workers encountering such feelings is a sense of validation and recognition. In taking an explicit focus on practitioner vulnerability, this article adds an original contribution to the literature concerning the emotional world of Social Workers. It reveals vulnerability to be an important component of identity and a driver for practice, which needs to be given greater consideration in social work training and employment, arguing that enhanced attention to worker histories, emotional challenges and self-care are not only necessary but also essential for practitioner and client well-being.

Maternal death in the visual arts: immersion into emotional world through the great artists' paintings

The article presents paintings by famous artists on "maternal death": Edvard Munch "The Dead Mother and Child", Pablo Picasso "Motherhood", Egon Schiele "Pregnant Woman and Death" and "The Dying Mother", Frida Kahlo "My Birth", Gustav Klimt "Death and Life" as well as their description.

Children in the poems of Mehmet Akif Ersoy, Muhammad Iqbal, and Bakhtiyar Vahabzadeh

Mehmet Akif Ersoy, Muhammad Iqbal, and Bakhtiyar Vahabzadeh are among the leading literary figures in the world of emotions, thought, and culture of the nations to which they belong. Children play an important role in the poems of these three intellectual leaders of Türkiye, Pakistan, and Azerbaijan. In Mehmet Akif Ersoy’s Safahat, Muhammad Iqbal’s A Mother’s Dream, and Bakhtiyar Vahabzadeh’s Autumn Thoughts, A Day Worth A Thousand Months, and Talking to Myself, poems, children are the heirs and bearers of the civilization to which they belong and are carefully emphasized. In their poems, all three poets see children as the assurance of the future and try to approach them with love and compassion. In the poems of all three poets who see children as the architects of the future, it is emphasized that they should be well-raised, hardworking, religiously sensitive, and well-educated. All three poets emphasized the importance of raising children as educated and conscious individuals; they share the idea that generations that respect their religion, culture, customs, traditions, elders, and ancestors will glorify Islamic civilization. This study analyzes the representation of children in the poems of Mehmet Akif Ersoy, Muhammad Iqbal, and Bakhtiyar Vahabzadeh. The poems analyzed in this study include Mehmet Akif’s Safahat, Muhammad Iqbal’s A Mother’s Dream, and Bakhtiyar Vahabzadeh’s Autumn Thoughts, A Day Worth A Thousand Months, and Talking to Myself, poems. On the basis of the poems examined under the title “Child”, the perceptions of children and the purposes of value transfer to children of all three poets were comparatively analyzed.

Cross-Cultural Calibration of Words and Emotions: Referential, Constructionist, and Pragmatic Perspectives

Emotion-related words differ across societies and eras. Does this mean that emotions themselves differ in similar ways? Three perspectives on language-emotion relations suggest alternative answers to this question. A referential approach implies that any language's emotion concepts provide a potentially perfectible mapping of the emotional world. Constructionist approaches suggest that linguistic concepts shape culturally different emotion perceptions. By contrast, a pragmatic approach emphasizes the performative functions served by conversational uses of emotion words. From this perspective, emotional language is attuned to culture-specific requirements for aligning relations between people and objects. Thus, emotional utterances may be constituents of socially functional emotions rather than separate commentaries on them. Full understanding of cultural variation requires investigation of naturalistic emotional conversations in different societies.

Art Therapy for Children in Short-Term Hospitalization.

Pediatric hospitalization is known to be associated with adverse developmental and psychosocial outcomes for young patients. Art therapy is a direct means of addressing the emotional world of the hospitalized child. However, the hospital setting sometimes requires adaptations of this practice to a short-term mode. To explore the characteristics of the adjusted short-term art therapy mode, 10 experienced art therapists who work with hospitalized children were interviewed. Results highlighted the unique aspects of working with children who enter short-term hospitalization, addressing the unknown but most likely brief duration of art therapy and the issues involved, such as the need to use problem-focused strategies, the diffused therapeutic space, interaction with a multidisciplinary staff, and parent's presence during the therapy session. Integrating the principles of art therapy with the principles of short-term therapy, this paper explores a model for carrying out short-term art therapy with children undergoing short hospitalization.

Empirical Study of the emotional intelligence formation of preschool children

The article presents an empirical study of the emotional intelligence formation of preschool children. Currently, there are not many studies devoted to the emotional intelligence of preschooler children. Researchers often limit themselves only to determining the presence of this concept of emotional intelligence, which clearly does not reflect its structural components. It is also noted that some researchers focus on studying the features of the emotional sphere in preschool children, and some study the development of understanding emotions in preschool children. The most interesting and significant studies in the emotional sphere in preschool children are considered. We made conclusions on the level of development of emotional intelligence of preschoolers using the following methods: questionnaire for educators, projective methods of M. A. Nguyen: "completion: the world of things - the world of people - the world of emotions", "three wishes", "what - why - how". With the help of these techniques, we determined the indicators of emotions of preschool children. Having organized educational classes, we found that it is possible to see the positive dynamics of the emotional intelligence of preschool children.

Emotional value technology of teaching foreign languages in a secondary school at the stage of implementing communication

The problem for the research. A language as a means of communication relates to the basics of people’s worldview, to the sphere of their emotional response. The process of teaching foreign languages is associated with the entry of students into the world of emotions and values of representatives of another culture. The search for means of implementing the emotional value orientation of a teaching process makes us turn to the emotional value technology. We intend to characterize its use and prove its effectiveness at the stage of implementing foreign-language communication in a secondary school. Methods of investigation. 78 students of the 9th grades of schools in Kirov and the city district “Lesnoy” (Sverdlovsk region, Russian Federation) participated in the experimental work. In order to obtain experimental data of a subject character, the method of calculating the success rate was used (V. P. Bespalko, A. N. Shamov); of metasubject and personal character – the questionnaire “Formation of universal educational actions” by L. I. Timonina; of personal character – the author’s method “Determining the level of students’ proficiency in the system of national and universal values in a foreign language class”; “Emotional intelligence” by N. Hall; the questionnaire by A. V. Zverkov and E. V. Eidman “Research of volitional self-regulation”. To process the results, methods of mathematical statistics were applied: standard deviation, F-criterion. The findings of the study. At the end of the experimental training, the level of proficiency in subject educational results increased in 86 % of schoolchildren, and only in 14% it did not change. Concerning the metasubject results, the corresponding indicators are 85 and 15%; in the sphere of personal results – 88 and 12. The differences in the results of students in the control and experimental groups are explained not by random reasons, but by conducting experimental training (F = 1.7/1; 1.65/1 and 1.0022/1 (p<0,05) respectively). The data indicate the effectiveness of the emotional value technology. Conclusions. In the process of adaptation, the technology model acquired the ability to function in the conditions of the stage of implementing communication. The results of using the technology are of a subject, metasubject and personal character. This is a contribution to the formation of an integral linguistic and cultural personality of a student. Keywords: teaching foreign languages, the emotional value orientation, the emotional value technology, technology adaptation, foreign-language communication