Personal Emotional Experiences Research Articles

Walk to recovery: an evaluation of adventure therapy in an early intervention for psychosis service

ABSTRACT Background It was considered useful to describe service-users’ and staff’s experience of Adventure Therapy (AT) in an Early Intervention for Psychosis (EIP) service, exploring the impact on personal wellbeing and feasibility of use. Method Focus groups were conducted with 14 participants, immediately following, and three months after a four day hiking trip. Transcripts were analysed using inductive thematic analysis. Questionnaires were administered pre and post trip to describe service-users’ physical activity, recovery and personal goals. Results A majority of participants reported progress towards personal goals on the AT trip and improvements in confidence and connectedness. Questionnaire items did not show improvements in physical activity and recovery measures at 3- and 6-month follow-up. Four key themes emerged from the focus groups. The themes centred around the social experience of being in relation to others and a more personal emotional experience: (a) social connectedness, (b) challenging perceptions of self-capabilities, (c) positive reaction to new experiences and (d) motivation for more. Discussion AT was positively experienced by both staff and service-users. Key areas of benefit were recognised and considered for utilisation in services in different ways. Further studies are warranted exploring maintaining and supporting benefits gained following AT.

Exploring the Mechanisms of Emotion Elicitation and Regulation through Music in Music Therapists

This qualitative study investigates the personal emotional experiences and strategies employed by music therapists in India for emotion elicitation and regulation through music. Fifteen certified music therapists participated in semi-structured interviews. An explanatory qualitative research design was employed to gain a comprehensive understanding of these concepts. Interviews were meticulously transcribed and analyzed using thematic analysis. The analysis revealed five broad themes and focus on the integration of personal and professional realms in music therapy, emphasizing tailored interventions, cultural inclusivity, and the transformative potential of music in emotional regulation. Recommendations for future research include longitudinal studies with diverse samples, investigation of technique efficacy across populations, and exploration of cultural competence in music therapy practices.

“Treat Me as Your Friend, Not a Virtual Being”: The Impact of Intelligent Virtual Agent’s Self-Disclosure of Different Emotions on Children’s Friendship

Intelligent virtual agents (IVAs) in virtual reality have become integral companions for children. They have gained prominence in children’s daily engagements by offering a rich interactive experience. In interpersonal relationships, self-disclosure, the process by which individuals share personal information and emotional experiences with others, plays a crucial role. In interactions with IVAs, self-disclosure not only influences the formation of relationships between children and IVAs but is also an important criterion for assessing whether IVAs can serve as effective interpersonal interaction partners. While self-disclosure plays a pivotal role in interpersonal relationships, its impact, especially when conveyed through varied emotional tones in IVAs, remains largely uncharted. This study investigated the intricate dynamics of how different emotional tones in IVAs’ self-disclosures influence children’s perceptions and relationship-building. By engaging 30 children in a structured experiment, we discovered that self-disclosure infused with high-valence emotions foster more profound connections. Interestingly, children exhibited muted sensitivity to arousal variations in high-valence emotions. However, their perceptions markedly shifted with arousal changes in low-valence emotions. Specifically, children resonated more with IVAs that showcased low-arousal negative self-disclosures. These findings not only shed light on the nuanced interplay of emotions in IVAs’ self-disclosure but also pave the way for more informed design strategies for child-oriented educational IVA.

Essential strategies for the initial assessment and resuscitation of critically injured polytrauma patients

Pain is a common symptom associated with trauma, often ignored, which can have significant consequences for the patient. It is essential to recognize that pain is a deeply personal emotional experience, and the patient is the best source to determine its intensity. Chronic pain can hinder patients' reintegration into society, leaving them with prolonged disabilities. Currently, pain is considered a vital sign, highlighting the need to understand it thoroughly in order to develop effective treatment plans. This article presents key strategies for the initial assessment and resuscitation of critically injured trauma patients, emphasizing a systematic approach that includes the identification of life-threatening injuries, hemodynamic stabilization, and preparation for surgical interventions, all within a context of multidisciplinary collaboration. Through a systematic review of the literature and a prospective cohort study, the impact of these strategies was evaluated. Semi-structured interviews with healthcare professionals revealed that, although most feel familiar with the protocols, their implementation is inconsistent, indicating the existence of barriers. The results show that early identification of injuries, continuous monitoring, and effective collaboration are essential for improving care and reducing mortality. This study provides a foundation for developing standardized protocols that optimize the care of critically injured trauma patients and highlights the importance of ongoing training for medical personnel

METHODS OF TEACHING OF AGGRESSION THEORIES

The article presents a brief overview of the theoretical study of aggression and methods of teaching the fundamental theories of aggression. It is shown that the problem of studying the phenomenon of aggression in modern society is widely widespread. Different teaching methods are characterized, with the help of which an empirical study was conducted. The general purpose of the study is presenting the idea of the need to study teaching methods in the psychology of aggression. The study’s main result was that the process of teaching the theories of aggression is accompanied by a significant emotional load. Students tend to perceive the subject of learning through the prism of personal experience and emotional experiences. The article emphasizes the need for further research in order to develop an optimal teaching method. The scientific innovation of this study is a manifestation of the trends of aggression theories interpretations.

Changing Motherhood in the South African Middle-Class Context

Parenting has been found to be highly contextually and culturally determined and there have been calls to research parenting within culture as it is lived. Due to changing social and economic factors, middle-class South African mothers face unique challenges in relation to the navigation of culture and class in child-rearing. Foregrounding the complexity of acculturation, this paper uses social constructionist theory in the analysis of maternal narratives and responses to video-recordings of their interaction with their infants, of a group of middle-class South African mothers from various cultural and racial groups, with an aim to understanding how mothering is changing amongst middle-class South African mothers. The findings suggest that acculturation is complex and influenced by a combination of socioeconomic status, geographical location, contact with other cultural groups and personal emotional experiences of having been parented within a particular culture.

Analysis of the effect of music on personal emotional experience and identification of psychophysiological signals

Abstract Human beings have a long history of understanding, exploring, and pursuing music and health, and ancient and modern cultures have provided detailed and clear records of this. We here attempt to examine the effects of music on individuals’ emotional experiences and psychophysiological signals by exploring the functions of music at both the psychological and physiological levels. The present study investigated the mood induced by popular music from a psychological and physiological measurement perspective, focusing on the effects of the following factors on mood: key (major, minor, pentatonic); rhythmic pattern (steady rhythm, flowing rhythm), and a total of 40 subjects were recruited for the study. Psychophysiological signals under the influence of music were measured and analyzed. The results showed that: tonality had a significant effect on arousal and potency, and pentatonic tonality had a significant difference in a poetic sense and heart rate variability from Western tonality; the rhythmic type had a significant effect on arousal and poetic sense; in the presence of musical stimuli only, theta power spectral moments were significantly different in the left and right hemispheres, and the right side was larger than the left side; theta power spectra differed with different tonality and rhythmic type: theta power The theta power spectrum differs with different tunings and rhythmic patterns: the difference between left and right brain is smaller in pentatonic than in Western tuning. Therefore, music has significant effects on both emotion and physiological psychology, and the theoretical and methodological findings of this study lay the foundation for the design of musical interaction services.

THE RUSSIA-UKRAINE WAR AND METAMODERN STRUCTURE OF FEELING

The study takes into the consideration the existing dynamic relationship between metamodernism and the Russia-Ukraine war. The article aims to draw the parallels between metamodern structure of feeling and the harsh reality of war in Ukraine. The author has summarized the conceptual foundations of metamodernism and its paradigmatic benchmarks such as historicity, affect, and depth. It has been argued that these markers of metamodernism, conceptualized by Timotheus Vermeulen and Robin van den Akker, have intensified in the context of the Russia-Ukraine war. In particular, the past and the narrative of a nation problematized by the postmodern thinkers are re-activated within the Russia-Ukraine war. They are necessary to tie the past with our present and our future as well as to join disconnected presents. Metamodern historicity compensates historical amnesia of postmodernism and gives grounds to imagine a historical moment. Affect as a metamodern intensity through which we articulate the emotional reactions and responses has gained new currency during the Russia-Ukrainian war. Thousands of Ukrainian refugees are receiving help and support from the governments of different countries and people across the world. This situation exemplifies a desire of metamodern subjectivity for a meaningful personal emotional experience and interconnectedness. It has been concluded that metamodern logic has been forged during the Russia-Ukraine war and metamodern touchstones (historicity, affect, and depth) are contextualized in the reality of the 21st-century barbaric bloodshed. Moreover, the Russia-Ukraine war has disclosed that the intellectual life under the postmodern negation of grand narratives, truth, tradition, center, and other categories led us to intellectual and practical dead ends. The clash of civilizations that we experience today confirms the end of postmodern skepticism and irony, fragmentation, and playfulness. The postmodern logic blocked out our ability to respond to the tragedies and deaths brought by the war. We need a metamodern return to emotionality and sincerity to heal the traumas of war.

“In Line with” and “Against the Current”: Changes in Ideological and Artistic Focus in Dominik Tatarka’s Works

The Slovak writer Dominic Tatarka has been working for more than forty years, and his writings fully reflect the dramatic shifts both in his personal life and that of the country as a whole. Tatarka has written in many genres. He started with existentialist and surrealist novellas (“The gloom of searching”, 1942; “The lady enchantress”, 1944), moving on to a socio-psychological novel (“The parish republic”, 1948), which reflected the author’s own experience during the war. His novels on the formation of the new man were written according to the canons of socialist realism (“The first and second strikes” (1950), “The day of joy” (1954), “The friendship years” (1954)). The 1956 satirical pamphlet “The demon of agreement” clearly showed the author’s political disillusionment. In the “Endless conversations” (1959) and “Wicker chairs” (1963) novellas, Tatarka returned to the examination of complex spiritual issues, reexamining his personal emotional experience. From mid-1960s onwards the writer mostly wrote non-fiction works, focusing on the issues of national identity and culture. After the events of 1968, Tatarka was excluded from public and intellectual life. His later works, “Bad Weather” (1978), “Notes” (1984), “One against the night” (1984), “Letters to eternity” (1988), “Records with Dominic Tatarka” (2000), “Letters to beloved Lutetia” (2013) were written as essays, employing inner monologue, dialogues with imaginary or real characters, reminiscences, political reflections and erotic sensations.

Poetic autoethnography: sonnets for both dads

ABSTRACT The author uses poetic-autoethnography to share the complexities of her personal emotional experience as a perpetual griever with on-going sorrow about the traumatic loss of both her fathers. She writes sonnets to memorialize the loss that triggers memories. Poetic-autoethnography becomes therapeutic as she shares how her life has been interrupted by the cultural and social phenomena of losing significant parental figures.

The avatar will see you now: Support from a virtual human provides socio-emotional benefits

When people are in emotional distress, they often seek support. Virtual humans may provide unique and complementary benefits to human support provision, given that virtual humans are readily available and help sharers overcome socio-evaluative threats, thereby increasing willingness to disclose. Here, we examined whether talking to a virtual human elicits socio-emotional benefits, and whether this is moderated by the type of support provided. To examine the scope of the potential effect, we compared two key types of support (emotional and cognitive), across two emotions (anger and worry). Participants (N = 115) shared two personal emotional experiences with a virtual human, who provided either emotional or cognitive support via the Wizard-of-Oz method (i.e., a human-operated avatar). Results showed that participants felt better after talking to the virtual human, as evidenced by reduced intensity of the target emotion and generally improved affect. The emotional improvement was similar for emotional and cognitive support. Cognitive support was also experienced as equally effective as emotional support, and led to similar levels of experienced closeness and desire to interact with the virtual human again. These findings suggest that talking to a virtual human can be a valuable form of support at times of distress.

Neoliberal subjectivities and the teaching and learning of emotional geographies

ABSTRACT This paper reflects on tensions and challenges in encouraging and enabling students to foreground their personal emotional material in the learning process, while this process itself remains embedded in the neoliberal subjectivities of the university, wider social contexts and the individual selves. We explore our teaching on a final year undergraduate module in which students are asked to explore the emotional geographies of their everyday lives, and for which specific strategies were employed to create a supportive space in the classroom and beyond. We reflect on how these intentions to enable students to engage in emotional explorations conflict with: the overarching neoliberal infrastructures of the university and its intrinsic grounding in assessment and monitored performance; the wider societal landscapes of inequality; and with how these structural issues pervade individual hopes, routines, anxieties and interpersonal relationships. We conclude by outlining how emotional geography pedagogies need to simultaneously provide adequate space to engage with personal emotional experiences and to question and challenge established institutional frameworks and practices.

Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying

AbstractIn this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio‐cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two children at a Finnish primary school. Liam and Vera engaged in digital storying in their local forest using an augmented storycrafting app, MyAR Julle. The data were collected during two storying workshops by means of observational field notes, video recordings, interviews with the children and digital artefacts. The results illustrate how engaging in the narrative plot of a fictitious augmented character invited the children to create necessary open‐endedness in the activity which further stimulated their storying. The children's experiences were imbued with emotions and distributed across human and non‐human actors. The children's digital storying not only communicated their personal emotional experiences in local surroundings, but was also grounded in broader societal narratives, such as climate change and forest conservation, with considerations of the future of the planet. The results suggest how digital storying offers a pedagogical method for early environmental education that builds on children's emotional experiences.

EDUCATION OF SPECIALIZED PROFESSIONAL COMPETENCES IN THE STUDENTS OF THE SPECIALTY «MUSICAL ART» FROM THE DISCIPLINE «BASIC MUSICAL INSTRUMENT»

The article highlights the methodology of teaching specialized – professional competencies in the discipline “Basic Musical Instrument” in the process of instrumental training of students majoring in “Musical Art”. The scientific phenomenon is modified on the basis of the musician’s traditional instrumental training with the projection of an innovative approach; new methods, experimental components, demand in today’s society. A component of such processes is the ratio of understanding of instrumental training and performance in the interpretation of instrumental and performance training or art in general. At the current stage, the training of a highly qualified specialist requires the most clear idea of the main professional competencies of a specific academic discipline. It has been proven that instrumental art is the basis of the formation of performance skills of the future music teacher in the class of the main musical instrument. Gradual educational process by mastering both playing the instrument on generally accepted principles and preparing the instrumentalist for concert and performance activities. A specific feature of the activity of a teacher-musician is the desire to develop the musical and creative potential of students through personal emotional experiences, which is connected with the emotional impact of musical art in creative and performing activities. Based on the scientific analysis of research, a certain author’s formula for studying the program material of the main musical instrument has been determined, in combination with theoretical knowledge, abilities, talent, perseverance, and systematic preparation gives an excellent result and forms the creative personality of the musicianinstrumentalist. The article clearly defines the goals and objectives of the instrumental and performing activities of student musicians.

Emotional and aesthetic experience as a component of artistic activity among college students

Abstract. The formation of emotional and aesthetic experience of students in the process of artistic activity is important. We consider the educational environment in the arts college in the context of the implementation of the mechanisms of creative self-development of the individual. The tasks facing the teacher in the process of teaching students artistic activity are formulated. To consider the essence and structure of emotional and aesthetic experience we use theoretical research methods: analysis of psychological and pedagogical literature, comparison, systematization, generalization. Emotional and aesthetic experience is a complex, multifaceted, multi-level, multi-functional integral education. The complexity lies in the multiplicity – in their diversity in the sense of belonging to different fields of knowledge, the multilevel – in the constant improvement of components, starting from a different initial level of formation. In this type of experience, the following structural components are special, psychological, pedagogical and organizational. We analyze each component in detail and its significance for the formation of the emotional and aesthetic experience of students. Teachers do not sufficiently have technologies that could contribute to the intensive desire of a college student for creative self-development, especially in terms of enriching the personal emotional and aesthetic experience of performing. The theoretical results obtained are of interest to the scientific and pedagogical community, practicing teachers, and students.

Grupos de escucha y apoyo en un hospital universitario como modelo de intervención para profesionales de la salud durante la pandemia de COVID-19

BackgroundHealthcare workers facing the COVID-19 pandemic have experienced unexpectedly traumatic situations associated with concerns about the possibility of acquiring the infection, excessive workloads, and the increased inpatient mortality rates. The objective was to make changes in hospital practices that facilitate spaces for the well-being of healthcare worker teams. MethodsWe conducted an ongoing intervention during the first year of this outbreak. We established peer support groups by videoconference and individual virtual interventions for specialist physicians, resident physicians, nurses, and support personnel, focusing on problems and emotions related to the psychological impact of being on the clinical front line working with patients with pneumonia due to SARS-CoV-2 (COVID-19). ResultsThe group work helped the expression of feelings, peer support, and validation of personal emotional experience. The participants expressed the need for physical and psychological security in the battle against COVID-19 and the need for interpersonal ties and giving meaning to their experiences. ConclusionsBased on our findings, we consider it necessary to investigate the potentially traumatic experiences of healthcare workers and provide evidence-based knowledge that can generate novel approaches in psychosocial support work structures for this group.

PENGEMBANGAN KECERDASAN EMOSIONAL DAN SPIRITUAL SANTRI MELALUI PROGRAM TAHFIDZ DI PONDOK PESANTREN ROUDLOTUL QUR’AN CILACAP

This article aims to find out how to develop emotional intelligence and spiritual intelligence in students through the tahfidz program. This research is a qualitative research, taking the background of the Islamic Boarding School Roudlotul Qur'an Cilacap. The results showed that: 1) the concept of the tahfidz program, starting from planning routine deposit activities, sima'an al-Qur'an, and tahsin Al-Qur'an activities, 2) The tahfidz program is carried out three times a day by dividing the students into four groups , then when gathered in the santri assembly simultaneously put the santri's right hand above their head by reading surah al A'la verses 1-19 followed by reading a fragment of the burdah prayer with a pat on the forehead and ending with the recitation of their respective prayers and wishes. 3) the emotional and spiritual intelligence of the students tends to increase. Students are able to learn and master these skills if they have the motivation and effort to understand personal emotional experiences, motivate themselves, understand the emotions of others, and develop relationships with others. Likewise with spiritual intelligence, a person is able to get closer to the Creator by increasing spiritual abilities, the ability to face pain and fear, has a quality of life, and lives a devoted and responsible life.

Системное описание языкового сознания студента: реальный образ преподавателя

The paper discusses the results of a series of experiments aimed at studying how the teacher image changes in the student’s mind with time. The hypothesis of the study was as follows: during the years of study at the university the image of the teacher undergoes significant changes not only due to the student teacher interaction, but also due to the personal evaluation of this activity. This hypothesis was tested by a series of experiments conducted by the methods of free associations and unfinished sentences, the results of which complement each other. The hypothesis was confirmed: a change in the teacher image in the student’s linguistic consciousness is due not only to gaining experience of interaction with the teacher, but also, to a large extent, due to his personal emotional experience. The image of the teacher “consists” of specific features, properties, and characteristics rather than of the actions carried out by the teacher. The image of the teacher in the undergraduate’s linguistic consciousness is more specific and individual and less stereotypical than the same image in the linguistic consciousness of the first-year student. Negative evaluation of images increases with the first-year and fourth-year students, but not dramatically, because positive judgments and attitudes, also found in the answers of the undergraduates, receive greater differentiation. In general, both the modality and the emotions become more diverse in the associations and answers of the fourth-year students during their stay at the university, which indicates a certain development in the images of consciousness under study.

Soviet Nostalgia of the Post-Soviet Digital Generation

The processes of formation and transformation of collective memory are complex and multifaceted. Research on this phenomenon is carried out in various fields of scientific knowledge and on different planes — from epistemological procedures to specific phenomena, such as nostalgia. This article is devoted to identifying the place and role of nostalgic processes in the collective memory of the digital generation of Russian students. This type of nostalgia can be denoted as “somebody else’s nostalgia”, nostalgia for the times unlived-in, etc. And it requires special study, because of some paradoxicality. From the methodological point of view, the study is based on a combination of analytical and qualitative sociological methods (in-depth interviews). The results of the study showed that nostalgia for the Soviet past is a real phenomenon of today’s collective memory of Russian society, affecting all its social strata and age groups. The reason for this massive spread of the phenomenon is rooted in the general unstable social conditions of human existence in the post­Soviet world, in the loss of confidence in the general idea of progressive course of history, and in progressiste liberation rhetoric in the absence of real socio-­political projects. In the digital generation of Russian students «nostalgia for things Soviet» takes the form of “nostalgia without memory”, in that it is a way of psychological protection from the present by reconstructing the memory of the great past. The space of this memory represents another deformation of the nostalgic phenomenon since it is not formed on the basis of personal emotional experience, which includes longing for childhood and the life lived, but is nourished by the memory of previous generations and by the media.

Елітарність і загальносприйнятність поетичної мови Ліни Костенко

The article proves that elitism and universality, common accessibility defining creative and aesthetic features of Lina Kostenko’s poetic language. Their harmony is created by three aesthetic and creative dimensions: world, national and individual. World culture in L. Kostenko’s texts reflects by different lingual-and-aesthetic units – images, aphorized statements, quotations. Panoramic linguo-culturally holistic perception of world culture in the poetry of Lina Kostenko represents the dictionary of precedent names. This dictionary is formed by names from the texts of Bible, culture of antiquity, folklore, literature, fine arts. Together they form a holistic elitist-intellectual text, the perception of which presupposes the presence of a prepared, erudite reader. L. Kostenko’s mini-texts and definitions persuasively reflects the national worldview. That is why they were organically included to the dictionary of literary language, enriched the arsenal of means of intellectual communication as recognizable, emotionally resonant formulas. Today they are actively used to confirm the opinion in various discourses – in journalism, in political rhetoric, in educational, in didactic and scientific literature. One of the factors of elitism just like as of the common accessibility of L. Kostenko’s poetry is her unique ability to verbalize world and national experience as her own. This feature unites L. Kostenko’s poetics with the traditions of T. Shevchenko and, Lesya Ukrainka. The accessibility of L. Kostenko’s artistic maxims as units of communication is promoted by knowledge of psychology, mentality of our contemporaries. They determine the correct formulations of poetic definitions. Among the most frequently updated – existential concepts (life, death), moral categories (conscience, truth, truth), feelings (love, sadness), abstract concepts (irony, vulgarity, glory). Many of them have already become formulas for verbalization of both collective and personal intellectual and emotional experience. Important factor of accessibility of L. Kostenko’s language is its growth from aesthetics, melody and philosophy of national language. Folk words, forms, constructions reflect the natural flow of the author’s thinking. L. Kostenko’s poetic language is an illustrative intellectual-temporal fragment of Ukrainian literary and artistic language of the second half of the XX – beginning of the XXI century. It combines the intellectualism and emotionality, bookishness and deep nationality, national sensuality.