This paper examines the relationship between critical thinking and mental health in three ways. First, by pointing out how critical thinking plays a role in two current psychotherapies (Rational Emotive Behavior Theory and Cognitive Therapy) insofar as critical thinking deficiencies are an important source of client problems and so part of therapy should be directed at removing irrational thought processes. Second, by articulating the similarities and differences between what mental health professionals do when they employ critical thinking concepts (...) to deal with problems of their clients and what philosophers do when they teach critical thinking in an academic context. Third, by arguing that critical thinking courses can be improved in certain ways to both promote the mental health of students and by highlighting the practical implication that studying critical thinking has on mental health. (shrink)

The global COVID-19 pandemic has triggered a wide variety of psychological crises worldwide. In order to respond rapidly and efficiently to the complex challenges, mental health professionals are required to adopt a multidimensional and integrative view. Rational Emotive Behavior Therapy founded by Albert Ellis promotes rationality and self-acceptance. Logotherapy, pioneered by Viktor Frankl potentiates meaning and resilience. Both approaches are complementary and mutually enriching. The goal of this paper is to propose an integrative model of “optimal sense-making,” a (...) concept that combines both rationality and meaning, as well as the role of self-transcendence and healthy negative emotions. The model offers a theoretical and clinical foundation for efficient and effective psychological intervention plans for those affected by the pandemic. Along with theoretical background, illustrating case studies are presented to support potential application of the integrative model to affected individuals as well as the work of first-line health professionals during these times of pandemic. Implications are considered for utilizing theoretical and applied insights from the model to cultivate resilience in face of adversity and suffering. (shrink)

Studies investigating the COVID-19 pandemic from a psychological point of view have mostly focused on psychological distress. This study adopts the framework of existential positive psychology, a second wave of positive psychology that emphasizes the importance of effective coping with the negative aspects of living in order to achieve greater wellbeing. Trait emotional intelligence (trait EI) can be crucial in this context as it refers to emotion-related personality dispositions concerning the understanding and regulation of one’s emotions and those of (...) others. The present study investigated the relationship between trait EI and both wellbeing and psychological distress (i.e., depression, anxiety, and stress), while exploring the mediating role of meaning-centered coping (proactive transformative strategies based on meaning in life) and maladaptive coping (i.e., behavioral disengagement and self-blame) during the first few months of the COVID-19 pandemic. A sample of 326 Lebanese adults completed measures of trait EI, wellbeing, psychological distress, coping, and meaning-centered coping. Results showed a strong positive correlation between trait EI and meaning-centered coping. Trait EI also correlated positively with wellbeing and negatively with psychological distress. Structural equation modeling showed that meaning-centered coping partially mediated the relationship between trait EI and wellbeing. Maladaptive coping fully mediated the relationship between trait EI and psychological distress. Findings indicate that trait EI is positively related to dealing with a stressful situation such as the pandemic in positive ways at both the cognitive level, by reformulating the situation to see something valuable in it, and behavioral level, by being proactive about it. Trait EI was positively linked to seeing the situation as an opportunity for personal growth, finding personal meaning in this situation, maintaining an attitude of hope and courage, and acting more responsibly with one’s self and others during the current crisis. In turn, this coping formula was related to lower psychological distress and improved mental health. These results are consistent with the existential positive psychology framework and can inform implementation programs and policies aiming at raising awareness and promoting healthy and successful coping during the pandemic. (shrink)

Happiness can be regarded as an evaluation of life satisfaction. A high level of wellbeing can promote self-fulfillment and build a rational, peaceful, self-esteem, self-confidence, and positive social mentality. Therefore, the analysis of the factors of happiness is of great significance for the continuous improvement of the individual’s sense of security and gain and the realization of the maximization of self-worth. Emotion is not only an important internal factor that affects happiness, but it can also accurately reflect the individual’s happiness. (...) However, most of current happiness evaluation methods based on the emotional analysis belong to shallow learning paradigm, making the deep learning method unexploited for automatically happiness decoding. In this article, we analyzed the emotions of graduates during their employment and studied its influence on personal happiness at work. We proposed deep restricted Boltzmann machine for graduates’ happiness evaluation during employment. Furthermore, to mitigate the information loss when passing through many network layers, we introduced the skip connections to DRBM and proposed a deep residual RBM for enhancing the valuable information. We further introduced an attention mechanism to DRRBM to focus on the important factors. To verify the effectiveness of the proposed method on the happiness evaluation tasks, we conducted extensive experiments on the statistical data of the China Comprehensive Social Survey. Compared with the state-of-the-art methods, our method shows better performance, which proves the practicability and feasibility of our method for happiness evaluation. (shrink)

Objective: Traditional research often categorizes emotion regulation strategies as adaptive or maladaptive, overlooking crucial situational and individual differences that dictate their efficacy. The literature highlights the need for a more nuanced approach, like the role of emotion regulation flexibility. Despite its importance, research on developing and testing interventions that promote this flexibility is scarce. Addressing this gap, our study designed and tested an “Emotion Regulation Flexibility Booster Program” (ERFBP). We aimed to assess its efficacy in improving emotion (...) regulation flexibility (ERF) and its impact on various mental health indicators. Method: We recruited 153 participants with low emotion regulation flexibility, randomly assigning them to experimental, control, and no-treatment groups. The experimental group was provided with an intervention based on an ERF model. The control group received sessions on study habits, whereas no-treatment group received no training. Results: The analysis indicated that participants in the ERFBP group exhibited significant changes in ERF, subjective wellbeing, and emotion regulation goals and psychological distress compared to baseline measurements and post-intervention scores of other two groups. Conclusion: These findings support the effectiveness of the ERFBP in enhancing ERF and wellbeing. However, further research must confirm these findings across diverse contexts and populations. (shrink)

This study investigated the relationships between selected emotional aspects of mental ill-health and mental well-health experienced during the COVID-19 pandemic. The theoretical model of the study was based on Martin Seligman’s positive psychology and PERMA theory and Paul Wong’s Existential Positive Psychology 2.0 Theory, which postulates that negative experiences contribute to well-being and personal growth. The static approach was complemented by exploring the mediating role of psychological flexibility in the relationship between negative emotions and well-being. The (...) data were collected during the initial phase of the COVID-19 pandemic from 277 participants, aged M = 33.83, SD = 12.77. The results confirmed that negative emotions correlated negatively with various domains of well-being, except for accomplishment. Moreover, negative emotions were related to the general well-being through psychological flexibility in that higher depression, anxiety, and stress were associated with lower psychological flexibility, which decreased general well-being. Finally, negative emotions were shown to be beneficial, having an adaptive effect that allows individuals to maintain their ability to cope with the situation, reach goals, and fulfill daily duties and responsibilities despite critical, stressful situation that limit their psychological flexibility. This observation confirmed the positive potential of negative aspects of life postulated within Existential Positive Psychology. (shrink)

First published in 1991, _In Praise of Cognitive Emotions_ comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues - (...) from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education. Scheffler is especially concerned to promote a broad interpretation of rationality to counteract the narrowing of vision accompanying the technological revolution now sweeping education. Addressing three specific areas of curriculum, the work offers a critique of computer applications to education, develops a notion of strategic rationality in understanding mathematical reasoning, and, contrary to prevalent notions of moral education, connects reason with care, thus emphasizing the intimate connection between emotion and reason and challenging the dominant perception of the two as oppositional. (shrink)

The aim of the present paper is to offer a critical examination of the episte- mological foundations of rational emotive behavior therapy (REBT). Taking the tension between the basic presupposition between REBT and the ABC cognitive model constituting its core as its cue, the paper focuses on the causal relation between cognition and emotion and tries to argue that, at closer inspection, neither the theoretical, nor the experimental reasons ad- duced in favor of the idea of a determining role of (...) cognition in the appear- ance of mental disturbance actually hold. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Keeping Philosophy in Mind:Shadworth H. Hodgson's Articulation of the Boundaries of Philosophy and ScienceThomas W. StaleyIntroductionShadworth H. Hodgson's (1832–1912) contributions to Victorian intellectual discourse have faded from prominence over the past century. However, despite his current anonymity, Hodgson's case is important to an understanding of the historical split between philosophy and science in late nineteenth century Britain. In particular, his example illuminates the specific role played by developing concepts (...) of the mind in a period of deep transition in the British intellectual community. His virtual disappearance from the record, I contend, is indicative also of the disappearance of his form of philosophy as a vital social project. His ideas, rather than being rejected, were instead largely neglected—they became lost as philosophical discussion moved elsewhere, both conceptually and institutionally. However, in the inaugural volume of Mind in 1876, Hodgson's ideas initially found a prominent place in a central dialogue over the position of philosophy with respect to science. There, and throughout his career, Hodgson engaged in the defense of an intellectual tradition he regarded as under threat from psychological science. Both his particular formulation of an ongoing role for philosophy and his own uneasy position in the intellectual environment of late Victorian Britain shed significant light on an under-examined issue [End Page 289] of the period: the fraught relationship between philosophy and science as competing enterprises engaged in the study of the human mind."Philosophy" and "science" are easily construed as partnered intellectual complexes in modern Western society. However, closer scrutiny of the historical record shows that the two terms—whether as theoretical referents or actors' categories—have often reflected divergent priorities and that transitions from "philosophical" to "scientific" terms have been contentious. In examining the birth of natural science out of natural philosophy during the Enlightenment, the historian Andrew Cunningham has emphasized how the reordering of intellectual fields created new conflictive relationships between philosophy, science, and religion.1 He reminds us that the process of scientific secularization was but one of a set of constitutive shifts among these human activities, and that the earlier natural philosophy thus played by fundamentally different rules than its successor. A similar story can be told about the late nineteenth-century transition I am considering: in a nutshell, to borrow a phrase from Cunningham, men did not start doing mental science until they stopped doing moral philosophy. However, this time, philosophy already stood in competition with existing scientific institutions, sparking a more severe contest for authority. As mental science began to develop along the lines of the natural disciplines, Hodgson and others feared little would remain as a distinctive domain for philosophy as such, moral or otherwise. His efforts on the part of philosophy thus represent one front in an intellectual "turf war"—what recent scholars have called "boundary work," shoring up the institutional positions of different intellectual enterprises competing for authority in the world.2 Gieryn's formative analysis of boundary work was based on the contemporaneous example of John Tyndall's campaign to promote scientific over religious authority in Victorian Britain, but this was much more than a two-way struggle. The early career of Mind bears witness to a closely related, but less discussed, battle for influence between philosophy and science, in which the journal itself served as a critical "boundary object," a medium for enforcement of the distinctions between these two intellectual fields.3 [End Page 290]Thomas Dixon has recently surveyed the origins of this shift. Like Cunningham, Dixon emphasizes the constitutive differences in scope and orientation of the two intellectual enterprises, salient among them the secularization of the new human sciences.4 This process—begun tentatively by Thomas Brown and brought to fruition by Bain, Spencer, and Darwin—involved wholesale shifts in the scholarly linguistic complex, from a set of several mental categories rooted in Christian philosophical categories—affections, passions, sentiments, etc.—to a novel, explicitly "scientific," and singular grouping of emotions. While the older tradition dominant until mid-century had understood the broad range of mental phenomena as largely rational and voluntary, the new emotions were formulated as more circumscribed in purview, subconscious or autonomic in action... (shrink)

This study addresses inclusive strategies and the impact of public policies on the integration of university students with disabilities, with special emphasis on their mental well-being in academic settings. Through a quantitative approach, data from a sample of students with disabilities in public and private universities were analyzed. The results reveal that the proper implementation of inclusive policies significantly improves both academic integration and the emotional well-being of students. Key areas were identified for improving psychological care and academic (...) accommodations, highlighting the importance of a holistic approach to addressing diversity in higher education. (shrink)

This paper aims to verify the effects of work–family conflict and work–family facilitation on employee innovation in the digital era. Based on resource conservation theory, this study regards the work–family relationship as a conditional resource. Employees who are in a state of lack of resources caused by work–family conflict will maintain existing resources by avoiding the consumption of further resources to perform innovation activities; employees who are in a state of sufficient resources are more willing to invest existing resources to (...) obtain more resources. In this study, 405 employees from enterprises in the Chinese provinces of Jiangsu, Anhui, Sichuan, and Guangdong, and in the municipality of Tianjin were selected as the research object. These enterprises are knowledge-based companies, and their employees frequently transfer knowledge at work. We collected questionnaires from the frontline employees of these companies. The results show that negative and positive emotions mediate the effect of work–family conflict and work–family facilitation on employee innovation. Moreover, work flexibility has a significant moderating effect on the mediating role of emotions between work–family facilitation and employee innovation behavior. In the digital era, when facing different work–family situations, employees need to pay attention to and dredge their negative emotions to avoid reducing their innovative behaviors due to self-abandonment; in parallel, they need to guide their positive emotions toward innovation, so as to promote their innovative consciousness and behavior. This paper expands the research perspective of employee innovation behavior. (shrink)

The widespread effects of the coronavirus disease 2019 (COVID-19) pandemic have negatively impacted upon many athletes’ mental health and increased reports of depression as well as symptoms of anxiety. Disruptions to training and competition schedules can induce athletes’ emotional distress, while concomitant government-imposed restrictions (e.g., social isolation, quarantines) reduce the availability of athletes’ social and emotional support. Written Emotional Disclosure (WED) has been used extensively in a variety of settings with diverse populations as a means to (...) promote emotional processing. The expressive writing protocol has been used to a limited extent in the context of sport and predominantly in support of athletes’ emotional processing during injury rehabilitation. We propose that WED offers an evidence-based treatment that can promote athletes’ mental health and support their return to competition. Research exploring the efficacy of the expressive writing protocol highlights a number of theoretical models underpinning the positive effects of WED; we outline how each of these potential mechanisms can address the multidimensional complexity of the challenging circumstances arising from the COVID-19 pandemic (e.g., loss of earnings, returning to training and competition). Considerations and strategies for using WED to support athletes during the COVID-19 pandemic are presented. (shrink)

It is time to transcend the arid debate between rationality and ir-, a-, or non-rationality as our basic assumption about human agency.1 There are powerful arguments and extensive evidence both for and against the rationality assumption, with heavily defended entrenchments on both sides. Managers and management scholars continually make at least tacit assumptions about how they expect others to behave. If only we could have in both theory and practice the coherence and precision of rational models as (...) well as the descriptive richness of ‘behavioural’ approaches. The message of this paper is that perhaps we can. The advent of consciousness studies and, more recently, neuroeconomics would seem to indicate the way forward to transcend the opposition in some kind of synthesis. This paper investigates rationality in the light of Daniel Dennett’s thesis that it is at the core of all intentionality that is the defining characteristic of mental phenomena. Neuroeconomics seeks to enhance understanding of agency by investigating new insights on the materialist basis of mental phenomenology in the neurophysiology of the brain and nervous system. Experimental evidence mapping intentional states onto neurophysiological states is emerging, some researchers even claiming to have found a ‘neurophysiological utility function’. Dennett closes the circuit by locating the existence of brain-hardware supporting satisficing intentional choice and action as the output of evolutionary ‘design’. The dichotomy is transcended: satisficing models (of which normative optimising rational choice models are a reasonable abstraction) are a good basis both for statistical prediction of the behaviour of large numbers, and as the first base on which to construct and refine a model of expectation-formation about particular types of agent and then of individual agents. Using both the old (‘external’) and the new (sub-individual) behaviourism as well as work on unpacking the abstract notion of rationality, we can concretise optimising rational choice both generally, for epistemic theory-building purposes, and specifically for understanding and deploying models of managerial agency. Such models will need to incorporate emotion with cognition in an integrated approach. (shrink)

Cushman seeks to explain rationalization in terms of fundamental mental processes, and he hypotheses a selected-for function: information exchange between “rational” and “non-rational” processes in the brain. While this is plausible, his account overlooks the importance – and information value – of rationalizing the emotions of ourselves and others. Incorporating such rationalization would help explain the effectiveness of rationalization and its connection with valuation, as well as raise a challenge to his way of bifurcating “rational” and “non-rational” processes.

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic (...) neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement. (shrink)

This ground-breaking textbook focuses on the use of play techniques and games to facilitate the positive behavioral, social, and emotional development of children with and without special needs. The chapters in this book center on the use of games and play to facilitate emotional expression, develop friendships and encourage appropriate behaviors in community contexts, such as schools, that are critical to children's adaptation in the world. For example, there are chapters explaining the importance of playground interactions for children, (...) role play to develop social skills and learn to express emotions, games to facilitate appropriate behavior and prosocial development in the classroom, and play as an outlet for the expression of emotion and development of children with special needs, including medical and mental health conditions. Readers will learn skills for coaching positive behaviors in individual and group settings, and will learn strategies to enhance social skills and help children develop emotionally in a variety of contexts (e.g., classrooms) and circumstances (e.g., having chronic illnesses or coping with mental health issues that make social engagement more challenging). Important "take-home" messages and critical techniques for fostering children's skills will be presented, and the engaging material presented in the chapters will facilitate knowledge of what to do and how to improve children's social and emotional development through play techniques and games. -- Back cover. (shrink)

Imagine a scenario where you are cooking and suddenly, the contents of the pot start to come out, and the oven bell rings. You would have to stop what you are doing and start responding to the changing demands, switching between different objects, operations and mental sets. This ability is known as cognitive flexibility. Now, add to this scenario a strong emotional atmosphere that invades you as you spontaneously recall a difficult situation you had that morning. How (...) would you behave? Recent studies suggest that emotional states do modulate cognitive flexibility, but these findings are still controversial. Moreover, there is a lack of evidence regarding the underlying brain processes. The purpose of the present study was, therefore, to examine such interaction while monitoring changes in ongoing cortical activity using EEG. In order to answer this question, we used two musical stimuli to induce emotional states (positive/high arousal/open stance and negative/high arousal/closed stance). Twenty-nine participants performed two blocks of the Madrid Card Sorting Task (MCST) in a neutral silence condition and then four blocks while listening to the counterbalanced musical stimuli. To explore this interaction, we used a combination of first-person (micro-phenomenological interview) and third-person (behavior and EEG) approaches. Our results show that compared to the positive stimuli and silence condition, negative stimuli decrease reaction times (RTs) for the shift signal. Our data show that the valance of the first emotional block is determinant in the RTs of the subsequent blocks. Additionally, the analysis of the micro-phenomenological interview and the integration of first- and third-person data show that the emotional disposition generated by the music could facilitate task performance for some participants or hamper it for others, independently of its emotional valence. When the emotional disposition hampered task execution, RTs were slower, and the P300 potential showed a reduced amplitude compared to the facilitated condition. These findings show that the interaction between emotion and cognitive flexibility is more complex than previously thought and points to a new way of understanding the underlying mechanisms by incorporating an in-depth analysis of individual subjective experience. (shrink)

This study presents a philosophical exploration of how regional dance, as a form of cultural heritage, influences emotional regulation and mental health, drawing on theories of psychological resilience and cognitive engagement with cultural practices. Engaging 206 participants from diverse regional, age, and occupational backgrounds, we employed the Simplified Mood State Scale, Anxiety Self-Rating Scale, and Depression Self-Rating Scale to quantitatively assess their emotional states. Our findings reveal that engagement in folk dance markedly enhances mood, with participants showing (...) lower scores on negative mood factors and higher on positive mood factors compared to those not involved in dance activities. Correlation analyses further indicated significant relationships between positive emotions, psychological resilience, and the appreciation of dance heritage, with coefficients of 0.5 and 0.450, respectively. Notably, psychological resilience exhibited a strong correlation (0.70) with the perception of cultural heritage, underscoring its crucial role in deepening the understanding and appreciation of cultural practices. Hierarchical regression analysis revealed that psychological resilience mediates the relationship between emotional regulation and the perception of dance cultural heritage significantly. After accounting for the influence of psychological resilience, the impact of emotional regulation on heritage perception diminished, confirming the profound effect of psychological resilience. This study not only confirms the therapeutic potentials of dance in emotional management but also enriches our understanding of how cultural engagement acts as a medium for spiritual and emotional expression, aligning with philosophical inquiries into the interplay between tradition, spirituality, and well-being. (shrink)

BackgroundNurses are facing increasing pressure due to the progressing of society, broadening of nursing service connotation, and increasing of the masses’ demand for medical treatment. Psychiatric nurses face suicides, violence, and lost along with other accidents involving patients with mental disorders under higher psychological pressure. A coping style, which is affected by individual emotions and cognition, is an essential psychological resource that allows individuals to regulate stress. The purpose of this study was to investigate the correlation between self-acceptance and (...) the positive coping style of psychiatric nurses, and investigate the mediating role of emotional intelligence.MethodsA total of 813 psychiatric nurses from six natural regions in Shandong Province were investigated using the Self-Acceptance Questionnaire (SAQ), Emotional Intelligence Scale (EIS), Simplified Coping Style Questionnaire (SCSQ), and self-compiled general information questionnaire.ResultsThe total EIS score of psychiatric nurses was 3.848 ± 0.459. The highest score was for others’ emotional management (4.071 ± 0.548) and the lowest was for emotion perception (3.684 ± 0.483). EIS and positive coping style were statistically significant based on age, work experience, professional title, education level, and gender (p < 0.05,p < 0.01). Self-acceptance was statistically significant only for professional titles (F = 3.258,p = 0.021). Self-acceptance and emotional intelligence were positively correlated with positive coping style (r = 0.361,p < 0.01;r = 0.492,p < 0.01, respectively). The factors were also positively correlated with each other (r = 0.316,p < 0.01). Self-emotion management, others’ emotional management, emotion perception, self-acceptance, and education level jointly predicted positive coping styles (R2 = 0.305,F = 60.476,p = 0.000). Emotional intelligence partially mediated the relationship between self-acceptance and positive coping styles, with a mediating effect of 16.3%.ConclusionEmotional intelligence and self-acceptance can promote positive coping styles and improve psychiatric nurses’ mental health. (shrink)

Pt. I. Philosophy and cognitive-behavioral therapy (CBT) -- Ch. 1. The "philosophical origins" of CBT -- Ch. 2. The beginning of modern cognitive therapy -- Ch. 3. A brief history of philosophical therapy -- Ch. 4. Stoic philosophy and psychology -- Ch. 5. Rational emotion in stoicism and CBT -- Ch. 6 Stoicism and Ellis's rational therapy (REBT) -- Pt. II. The stoic armamentarium -- Ch. 7. Contemplation of the ideal stage -- Ch. 8. Stoic mindfulness of the "here and (...) now" -- Ch. 9. Self-analysis and disputation -- Ch. 10. Autosuggestion, premeditation, and retrospection -- Ch. 11. Preditatio malorum and mental rehearsal -- Ch. 12. Stoic fatalism, determination, and acceptance -- Ch. 13. The view from above and stoic metaphysics. (shrink)

Understanding and measuring mental well-being among adolescents has recently become a priority. The validity and reliability study of the 7-item short version of the Warwick Edinburgh Mental Well-Being Scale (SWEMWBS) has not been examined in Turkish adolescents. Therefore, this study aims to adapt the 7-item Warwick Edinburgh Mental Well-Being Scale to Turkish and examine the relationships between loneliness, emotional flexibility, resilience, and mental well-being. The data were collected by convenience sampling method from 820 adolescents (...) aged 14-18 from 73 city of Turkey. During the adaptation process of SWEMWBS, confirmatory factor analysis, concurrent validity, and reliability analysis were performed. The findings confirmed the one dimensionality of the 7-item scale on the Turkish adolescent sample. In addition, a significant positive relationship was found between mental well-being and emotional flexibility and resilience. However, there was a significant negative correlation between mental well-being and loneliness. The results showed that the Turkish version of SWEMWBS had strong psychometric properties in adolescents. (shrink)

Mentalization is a useful ability for social functioning and a crucial aspect of mentalizing is emotion regulation. Literature suggests programmes for children and adults to increase mentalizing abilities useful both for emotional and social competences. For this reason, the issue of how to prompt children’s mentalization has started to attract researchers’ attention, supporting the importance of the interpersonal dimension for the individual differences in the developmental of mentalization. The TiM (Thoughts in Mind) Project, a training programme based on the (...) explanation of mentalization mechanisms and designed for adults, deals with emotion regulation. Starting from the TiM Project, this study tests the effects of the TiM Child (TiM-C) training programme, over a control training programme, a conversational training designed for the school context, in children attending Year 2 of primary school. We designed a training based on narratives, followed by multiple-choice questions and conversations about mental states. Our results revealed significant improvements over the training period only in the TiM-C Project group for Metacognition, Emotion Regulation Strategies and a Theory of Mind task. As far as the educational implications, our findings suggest that it is possible to enhance mentalization through activities at school by promoting not only the understanding of the relations between mind and emotion, but also metacognitive skills. (shrink)

COVID-19 has created significant concern surrounding the impact of pandemic lockdown on mental health. While the pandemic lockdown can be distressing, times of crisis can also provide people with the opportunity to think divergently and explore different activities. Novelty seeking, where individuals explore novel and unfamiliarly stimuli and environments, may enhance the creativity of individuals to solve problems in a way that allows them to adjust their emotional responses to stressful situations. This study employs a longitudinal design to (...) investigate changes in novelty seeking and mental health outcomes before, during, and after COVID-19 pandemic lockdown, among a group of students from a university in southeast China. Participants were surveyed at three points: November, 2019 ; between February and March, 2020 ; and between May and June, 2020. Cross-sectionally, correlation analysis indicated that greater novelty seeking was associated with lower levels of stress, anxiety, and depression at all three time points. Univariate latent curve modeling indicated a growth trajectory in which novelty seeking increased over time and then remained high during the post-lockdown period. Stress, anxiety, and depression all showed V-shaped growth trajectories in which these variables decreased during lockdown, before increasing in the post-lockdown period. Multivariate LCM indicated the growth trajectory for novelty seeking was associated with the growth trajectories for stress, anxiety, and depression. This suggests that the observed decreases in stress, anxiety, and depression during the lockdown period may be attributable to the sample’s observed increase in novelty seeking. These findings are valuable in that they challenge the notion that lockdown measures are inherently detrimental to mental health. The findings indicate the important role of novelty seeking in responding to crises. It may be possible for future public health measures to incorporate the promotion of novelty seeking to help individuals’ respond to stressful situations and maintain good mental health in the face of crises. (shrink)

The narrative view of personhood suggests that we as persons are constituted by self-narratives. Self-narratives support not only the sense of personal persistence but also agency. However, it is rarely discussed how self-narratives promote or hinder personal well-being. This paper aims to explore what a healthy self-narrative looks like. By reframing a famous debate between Strawson and Schechtman about narrative personhood, I argue that self-narratives can hinder our personal well-being when affective identification leads to inflexible self-images, illustrated with the examples (...) of imposter syndrome and rationalization. Furthermore, I explore how having a healthy self-narrative is not about disengaging from one's personal past and future, but about fostering affective identification in ways that allow flexible self-images. (shrink)

Two primary philosophical underpinnings of humanism are rationality and emotionality. Rationality along with a focus on reason, logic, and an empirical brand of science fortifies our skepticism toward belief in God, and promotes our theories of evolution. Emotionality provides the deeper feelings and compassion we have for one another. These two, rationality and emotionality, are symbolized by the head and heart of ourselves as individuals. They also, to varying degrees, underlay the religions and institutions of which we (...) are a part. (shrink)

The aim of this article is to explore in a systematic way the rationality of emotions elicited when we engage with works of fiction. I first lay out the approach to the emotions on which my discussion is premised. Next, I concentrate on two facets of emotional rationality—the first pertains to the relation between emotions and the mental states on which they are based, the second to the relation between emotions and the judgements and behaviour they (...) elicit. These observations about emotional rationality are then applied to emotions elicited by works of fiction. After having distinguished several families of emotions, I concentrate on what I call blob-emotions and emotions-for. I argue that, given their nature as direct responses to a restricted range of stimuli, blob-emotions are not irrational. As regards emotions-for fictional entities, I emphasize that a subject’s rationality shows in the way her emotions-for respond to evidence. On this basis, I discard an influential reason to think that emotions-for fictional entities are irrational. Finally, I offer an argument to conclude that they are typically correct and rational. (shrink)

Justice for painful experiences or human rights violations is pursued in many forms. In furtherance of justice, individuals and communities adopt creative and meaningful ways to express their pain, heal, and become more resilient. One such practice is dance—an arts-based solution with both therapeutic value and the power to promote physical, emotional, and mental well-being. Dance has been described as a much-needed “solution to the problems of the world”, and “an important player in countering tyranny [that] helps heal (...) the wounds of torture and trauma and build a more humane society.” A closer look at dance-based interventions also signals the limitations of legal and political mechanisms and practices (courts, tribunals, policy, etc.) in matters of justice and well-being. (shrink)

This article argues for a view on languaging as inherently affective. Informed by recent ecological tendencies within cognitive science and distributed language studies a distinction between first order languaging (language as whole-body sense making) and second order language (language as system like constraints) is put forward. Contrary to common assumptions within linguistics and communication studies separating language-as-a-system from language use (resulting in separations between language vs. body-language and verbal vs. non-verbal communication etc.) the first/second order distinction sees language as emanating (...) from behavior making it possible to view emotion and affect as integral parts languaging behavior. Likewise, emotion and affect are studied, not as inner mental states, but as processes of organism-environment interactions. Based on video recordings of interaction between (1) children with special needs, and (2) couple in therapy and the therapist patterns of reciprocal influences between interactants are examined. Through analyzes of affective stance and patterns of inter-affectivity it is exemplified how language and emotion should not be seen as separate phenomena combined in language use, but rather as completely intertwined phenomena in languaging behavior constrained by second order patterns. (shrink)

For half a century the idea of rational thought has been challenged by discoveries that call into question some of its foundations. How we actually think seems to be at odds with descriptive and prescriptive models that once held sway in the development of modern science and scholarship. One response to these challenges has been a loss of nerve. Another—the one on display in Rationality: Contexts and Constraints—is an active attempt to revise those models, so as to enhance their (...) compatibility with new discoveries, in a maximally coherent and inclusive way. Rationality: Contexts and Constraints is an inter-disciplinary reappraisal of the nature of rationality. In method it is pluralistic, drawing upon the analytic approaches of philosophy, linguistics, neuroscience, and more. These methods guide exploration of the intersection between hoary scholarship and cutting-edge philosophical or scientific research. In this way, Rationality: Contexts and Constraints contributes to development of a suitably revised, comprehensive understanding of rationality, one that befits the 21st century, one that is adequately informed by recent investigations of science, pathology, non-human thought, emotion, and even enigmatic Chinese texts that might previously have seemed to be expressions of irrationalism. • Addresses recent challenges and Identifies a direction for future research on rationality • Investigates the relationship between rationality and mental disorders such as delusion and depression • Assesses reasoning in artificial intelligence and nonhuman animals • Reflects on ancient Chinese Philosophy and possible cultural differences in human psychology • Employs philosophical reflection along with linguistic, probabilistic, and logical techniques -/- . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 26.1 (2002) 207-215 [Access article in PDF] Notes and Fragments Poetics of Sentimentality Rick Anthony Furtak IN HIS MAJOR WORK, The Passions, Robert Solomon argues that emotions are judgments. 1 Through a series of persuasive examples, he shows that emotions are best understood as mental states which involve certain beliefs about the world. This means that every emotion has an object: if I am angry (...) at John for stealing my car, the object of my anger is the fact (or what I take to be a fact) that my car has been stolen by John. If I find out that this is not the case, that my car has not even left the garage, then my anger should vanish along with its justification. 2 The key point here is that anger, like any other emotion, may be reasonable or inappropriate depending on the situation. If there is nothing to be angry about, then it would be irrational for me to cultivate anger simply because I enjoy having this particular emotion. In general, emotional responses are cognitively flawed whenever they are at odds with the properties of their objects. If we want our judgments to be realistic and not delusional, then we must avoid this kind of error.It is curious, then, that Solomon has written an essay in which he categorically declares that "there is nothing wrong with sentimentality." 3 For it would appear that his theory of emotion provides precisely the terms needed in order to specify what is wrong with it. If emotions are judgments, then "sentimentality" ought to be an important critical term to designate the habit of having emotions that involve either impaired or mistaken judgment. Nevertheless, Solomon is willing to defend any and every episode of tender emotion, of the kind associated with the [End Page 207] death of Little Nell in The Old Curiosity Shop (S, p. 240). He suggests that the more we can muster up this sort of response to literature or life, the better. What he seeks to encourage, in other words, is what Hume would call "delicacy" of (aesthetic) taste and of (ethical) passion. 4 But while Hume acknowledges that sensitivity to beauty and to ugliness are two sides of the same coin, such that anyone who is susceptible to lively enjoyments is also liable to undergo pungent sorrows, Solomon wants to promote only the tender aspect of emotion.On the principle of passionate maximization, it is good if I can be tenderly affected by a poem—any poem! The problem with such crass emotion-stoking is that it precludes the possibility of distinguishing between, for instance, the two stanzas below. Both are by Wilfred Owen: the first was written in 1914 and the second in 1918. 5 I O meet it is and passing sweet To live in peace with others, But sweeter still and far more meet To die in war for brothers. II Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of tired, outstripped Five-Nines that dropped behind. Only if emotions did not involve rational judgment could a person's passionate response to these two stanzas be a matter of indifference. But it seems that, on the contrary, an essential component of understanding them is recognizing that they express irreconcilable cognitive attitudes. The tone of the 1918 stanza is strikingly different from that of the earlier one, even though they share roughly the same topic. The latter stanza is stark and ominous, and filled with vivid detail; the one from 1914 is sweet and vague. Clearly, we might describe the earlier of the two as "sentimental"—the question is, what kind of judgment does [End Page 208] it involve? I suggest that its insipid jingles endorse the view that war is a delightful opportunity to nurture brotherhood and gain... (shrink)

We investigated people's ability to infer others’ mental states from their emotional reactions, manipulating whether agents wanted, expected, and caused an outcome. Participants recovered agents’ desires throughout. When the agent observed, but did not cause the outcome, participants’ ability to recover the agent's beliefs depended on the evidence they got. When the agent caused the event, participants’ judgments also depended on the probability of the action ; when actions were improbable given the mental states, people failed to (...) recover the agent's beliefs even when they saw her react to both the anticipated and actual outcomes. A Bayesian model captured human performance throughout, consistent with the proposal that people rationally integrate information about others’ actions and emotional reactions to infer their unobservable mental states. (shrink)

The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293, 239, and 189 children from 25 childcare centers took part in the present study. Fourteen familial risk factors were assessed at T1 using an interview and a questionnaire that were administered to children’s primary caregivers. These 14 (...) familial risk factors were used to compute a familial risk factors score. Primary caregivers also reported on their children’s emotional problems at T2 and T3 and on their children’s general self-efficacy at T2. Children reported on their positive self-concept at T2. Results showed that early familial risk factors were positively associated with emotional problems in the short and long term, although the long-term effect was small and non-significant. Further, the pattern of effect sizes of both promotive and protective effects of general self-efficacy as well as positive self-concept was found to be consistent in the short term. However, in the long term, no consistent support for either the promotive or the protective role of general self-efficacy or positive self-concept was found. These results suggest that general self-efficacy and positive self-concept might contribute to promote mental health and to protect from undesired effects of familial risk factors in the short term. Possible reasons for a lack of long-term effects are discussed along with practical implications. (shrink)

Positive Youth Development (PYD) is an approach that promotes resilience and focuses on youth strengths rather than their weaknesses as done by the traditional deficit-based perspective. Research in Europe and North America show that developmental assets are associated with school success, psychological well-being, and lower health risks among youth and young adults. However, not much research has been done on these associations in Latin American contexts. The purpose of this research study is to assess the association between substance use behaviors, (...) such as drunkenness and the use of illicit drugs, and mental health, together with the mediating role of developmental assets representing youth strengths (e.g., social competence) and contextual resources (e.g., social support at home or school). Cross-national data was collected from Colombian (n= 210; 70.4% females) and Peruvian(n= 349; 66.5% females) 1st year university students. Results shed light on the protective role of developmental assets regarding substance use behaviors and mental well-being. Specifically, the results showed direct negative associations between developmental assets and substance use behaviors and positive associations of developmental assets with mental health indicators. Internal assets appear to be a stronger predictor of social, emotional, and psychological well-being compared to external assets. We did not find any statistical significance in the association of substance use behavior and mental health. We discuss implications regarding research, policy, and practice. (shrink)

Empathy is an emotional response that may facilitate prosocial behavior and inhibit aggression by increasing empathic concern for others. But the vicarious experience of other’s feelings may also turn into personal distress when the person has poor regulation skills and holds stigmatizing beliefs. In thinking about the processes that may trigger the experience of personal distress or empathic concern, research on the influence of psychological flexibility and inflexibility on stigma is showing promising results. Both processes are assessed with (...) the Acceptance and Action Questionnaire–Stigma. The current study sought to carry out a validity study of a Spanish version of the AAQ-S with a sample of adolescents aged 11–17 years. The study included an expanded test of its predictive validity with measures at three times to evaluate the role of psychological flexibility and inflexibility as risk or protective variables for the development of personal distress and/or empathic concern in the stigmatizer. Statistical analyses confirmed a two-correlated-factor solution, the adequate reliability of both factors, and their construct and predictive validity in the expected direction. The stigmatizer’s inflexible reaction to their stigmatizing thoughts predicted the occurrence of personal distress, whereas the stigmatizer’s flexible reaction to their stigmatizing thoughts predicted the occurrence of empathic concern for others. These findings confirm the importance of considering the role of regulatory skills in the experience of empathic concern or personal distress in the presence of stigmatizing thoughts, with possible implications for the promotion of prosocial behavior and the reduction of aggressive behavior among adolescents. (shrink)

Drawing from the dual process model of morality and life history theory, the present research examined the role of cognitive and emotional processes as bridges between basic environmental challenges and other-centered moral orientation. In two survey studies, cognitive and emotional processes represented by future-oriented planning and emotional attachment, respectively, or by perspective taking and empathic concern, respectively, positively predicted other-centeredness in prosocial moral reasoning and moral judgment dilemmas based on rationality or intuition. Cognitive processes were more (...) closely related to rational aspects of other-centeredness, whereas the emotional processes were more closely related to the intuitive aspects of other-centeredness. Finally, the cognitive and emotional processes also mediated negative effects of unpredictability, as well as positive effects of individual-level, contest competition on other-centeredness. Overall, these findings support the view that cognitive and emotional processes do not necessarily contradict each other. Rather, they might work in concert to promote other-centeredness in various circumstances and might be attributed to humans’ developmental flexibility in the face of environmental challenges. (shrink)

Over the course of the past several decades, Kant scholars have made significant headway in showing that emotions play a more significant role in Kant's ethics than has traditionally been assumed. Closer attention has been paid to the Metaphysics of Morals (MS) where Kant provides important insights about the value of moral sentiments and the role they should play in our lives. One particularly important discussion occurs in sections 34 and 35 of the Doctrine of Virtue where Kant claims we (...) have a duty to use sympathetic feelings "as a means of promoting active and rational benevolence" (MS 6:457). Kant labels this the "duty of humanity," and he suggests that nature has implanted sympathetic feelings in us "to do what the representation of duty alone might not accomplish" (ibid.). Commentators have rightly highlighted these remarks as prime evidence that feelings do play a positive role in Kant's ethics after all. (shrink)

Organizations have become essential institutions that facilitate the vital coordination and cooperation necessary to create value across societies. Recent research within moral psychology and behavioral ethics indicates that emotions play a pivotal role in promoting ethical decision making. The theory developed here maintains that most organizations retain norms that disfavor the experience and expression of many strong emotions while at work. This dynamic inhibits individual’s ability to generate moral intuitions and reason about ethical issues they encounter. This occurs as (...) individuals utilize specific emotion regulation mechanisms that stifle the experience and expression of emotion in organizational decision making. Over time, individuals fail to register emotion within organizational decision processes, which increases the prevalence of amoral decision making. Organizational emotion norms also influence the chronic accessibility of specific moral foundations that effect the contents of both moral intuitions that do occur, as well as deliberate reasoning that generates moral judgments. (shrink)

The thesis defends the view that there are basic emotions---pancultural emotions that can be, but are not necessarily, propositional attitudes---and endorses a version of the affect program theory of emotions, augmented with a special stress upon the relation of emotions to motor capabilities and strategies. After developing a taxonomy of affects, I argue against the reduction of emotions to other mental states like belief, desire, or judgment. I then discuss how affects relate to belief. First, I consider the claims (...) of social constructionists about emotion, and argue that only a weakened version of this view is tenable. Second, I consider the issue of emoting for fictions, and argue this common occurrence is incompatible with a number of cognitivist theories of emotion. Both of these discussions suggest that a better theory of the relation of emotion to propositional contents is weak content cognitivism, the view that basic emotions can have propositional contents which need not be believed. In conclusion, I consider the relation between basic emotions and intentionality. I argue that basic emotions are object-directed, and that this kind of intentionality can be explained by way of considering basic emotions as actions. This allows me to describe how basic emotions relate to rationality, and offer a special consideration of the kind of ethical internalism that a naturalist theory of basic emotions supports. (shrink)

_Background:_ Literature has documented the role of family in the outcome of chronic schizophrenia. In the light of this, family interventions (FIs) are becoming an integral component of treatment for psychosis. The First Episode of Psychosis (FEP) is the period when most of the changes in family atmosphere are observed; unfortunately, few studies on the relatives are available. _Objective:_ To explore burden of care and emotional distress at baseline and at 9-month follow-up and the levels of service satisfaction at (...) follow-up in the two groups of relatives (experimental treatment EXP vs. treatment as usual TAU) recruited in the cluster-randomized controlled GET UP PIANO trial. _Methods:_ The experimental treatment was provided by routine public Community Mental Health Centers (Italian National Health Service) and consisted of Treatment as Usual plus evidence-based additional treatment (Cognitive Behavioral Therapy for psychosis for patients, Family Intervention for psychosis, and Case Management). TAU consisted of personalized outpatient psychopharmacological treatment, combined with non-specific supportive clinical management and informal support/educational sessions for families. The outcomes on relatives were assessed by the Involvement Evaluation Questionnaire (IEQ-EU), the General Health Questionnaire (GHQ-12), and the Verona Service Satisfaction Scale (VSSS-EU). Differences within and between groups were evaluated. _Results:_ At baseline, 75 TAU and 185 EXP caregivers were assessed. In the experimental group 92% of relatives participated in at least 1 family session. At follow-up both groups experienced improvement in all IEQ and GHQ items, but caregivers belonging to the EXP arm experienced a significantly greater change in 10 IEQ items (mainly pertaining to the “Tension” dimension) and in GHQ items. Due to the low sample size, a significant effectiveness was only observed for 2 IEQ items and 1 GHQ-12 item. With respect to VSSS data at follow-up, caregivers in the EXP arm experienced significantly greater satisfaction in 8 items, almost all pertaining to the dimensions “Relatives' Involvement” and “Professionals' Skills and Behavior.” _Conclusions:_ The Family intervention for psychosis delivered in the GET UP PIANO trial reduced family burden of illness and improved emotional distress and satisfaction with services. These results should encourage to promote FIs on caregivers of first-episode psychosis patients. (shrink)

Weak judgmentalism of emotions posits that emotions necessarily involve judgments. However, a standard critique of weak judgmentalism is that it cannot adequately account for the rationality of recalcitrant emotions, which persist despite the agent holding beliefs that conflict with them. This leads to the seemingly counter-intuitive conclusion that recalcitrant emotions are as irrational as logical mistakes. In response to this critique, I make two arguments. First, I distinguish between low-level and high-level beliefs, and argue that having two beliefs with (...) contrary contents at different levels can be rational to some extent. Therefore, weak judgmentalism can explain why recalcitrant emotions are not as irrational as logical mistakes. Second, I argue that recalcitrant emotions involve mental conflicts, while normal emotions do not. By framing the issue in this way, weak judgmentalism can also explain why recalcitrant emotions are not as rational as normal emotions. (shrink)

Several scholars have highlighted the importance of examining moral disengagement in understanding aggression and deviant conduct across different contexts. The present study investigates the role of MD as a specific social-cognitive construct that, in the organizational context, may intervene in the process leading from stressors to counterproductive work behavior. Assuming the theoretical framework of the stressor-emotion model of CWB, we hypothesized that MD mediates, at least partially, the relation between negative emotions in reaction to perceived stressors and CWB by (...) promoting or justifying aggressive responses to frustrating situations or events. In a sample of 1,147 Italian workers, we tested a structural equations model. The results support our hypothesis: the more workers experienced negative emotions in response to stressors, the more they morally disengaged and, in turn, enacted CWB. (shrink)

Background: Alexithymia is a personality trait which is characterized by an inability to identify and describe conscious emotions of oneself and others.Aim: The present study aimed to determine whether various measures of mental health, interoception, psychological flexibility, and self-as-context, predicted through linear associations alexithymia as an outcome. This also included relevant mediators and non-linear predictors identified for particular sub-groups of participants through cluster analyses of an Artificial Neural Network output.Methodology: Two hundred and thirty participants completed an online survey (...) which included the following questionnaires: Toronto alexithymia scale; Acceptance and Action Questionnaire 2 ; Positive and Negative Affect Scale, Depression, Anxiety, and Stress Scale 21 ; Multidimensional Assessment of Interoceptive Awareness ; and the Self-as-Context scale. A stepwise backwards linear regression and mediation analysis were performed, as well as a cluster analysis of the non-linear ANN upper hidden layer output.Results: Higher levels of alexithymia were associated with increased psychological inflexibility, lower positive affect scores, and lower interoception for the subscales of “not distracting” and “attention regulation.” SAC mediated the relation between emotional regulation and total alexithymia. The ANNs accounted for more of the variance than the linear regressions, and were able to identify complex and varied patterns within the participant subgroupings.Conclusion: The findings were discussed within the context of developing a SAC processed-based therapeutic model for alexithymia, where it is suggested that alexithymia is a complex and multi-faceted condition, which requires a similarly complex, and process-based approach to accurately diagnose and treat this condition. (shrink)

Dominant approaches to punishment tend to downplay the socio-emotional dimension of perpetrators. This attitude is inconsistent with the body of evidence from social and affective neuroscience and its adjacent disciplines on the crucial role of emotions and emotion-related skills coupled with positive social stimuli in promoting prosocial behavior. Through a literature review of these studies, this article explores and assesses the implications that greater consideration of emotional and social factors in sentencing and correctional practices might have for (...) conventional punitive approaches to crime. It argues that proper attention to these factors within the judgment of offending can challenge the tenets of dominant punitive ideologies and responses to crime. It further emphasizes the higher rationality and effectiveness of a paradigm of justice that aims for the social reintegration of perpetrators through a path to self-reform and change that is based on relational and inclusionary processes in the least confining environments possible to still ensure public safety. Hence, this article supports the pursuit of social rehabilitation as the ultimate goal of criminal justice. (shrink)

IntroductionAnimal Assisted Interventions are increasingly common in pediatric care settings as a means to promote the physical, mental, and emotional well-being of hospitalized children and adolescents.ObjectivesThe aim of this work was to review published studies implementing AAIs in hospital settings and to assess the effects of AAIs on the biobehavioral response to stress and pain, social behavior, quality of life and level of satisfaction with hospitalization in children and adolescents. Stress and burden, quality of life, mood and level (...) of satisfaction with hospitalization in parents/caregivers as well as stress and burden, perception of the work environment and job satisfaction in hospital staff were also reviewed.MethodsAll published studies reporting quantitative assessments were systematically searched using PubMed, Scopus, ProQuest and Web of Science databases in accordance with PRISMA guidelines. The aim was to identify studies examining the effects of AAIs on behavioral, psychological and physiological responses to stress in children and adolescents formally admitted to a hospital for a stay, as well as in those undergoing a visit for treatments or medical examinations.ResultsOf the 350 studies screened, 21 were eligible for inclusion. Most of them focused on stress, pain, and anxiety reduction in pediatric patients, and used both physiological parameters and behavioral and psychological observations/scales. All studies employed dogs. Results show the potential of AAIs to reduce anxiety and behavioral distress in pediatric patients while acting on physiological measures associated with arousal.ConclusionAlthough further, more rigorous studies are still needed, the findings of this review may have implications for clinical practices suggesting appropriate planning of AAIs by pediatric healthcare professionals.Systematic Review Registration[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=178993], identifier [CRD42020178993]. (shrink)

Emotional labor generally exists in organization members. Emotional labor will not only affect employees’ interpersonal relationships, but also affect employees’ mental health. Affected by many factors such as the economic environment, they often need to bear multiple pressures. The degree of stress is positively correlated with the depth of the development of the times and people’s education. As mental health research has become the frontier and hot spot in the field of psychology, the role of (...) class='Hi'>mental health in the process of employee creativity has been paid more and more attention. Therefore, this paper proposes a study on the causes of employees’ psychological stress based on emotional feature clustering. Based on the clustering of emotional characteristics, this paper analyzes the causes of employees’ mental health stress from an economic perspective. For teams with low level of team openness, with the improvement of team heterogeneity, team task performance shows a slight upward trend. It is clear from the experiment that when the number of experiments reaches 100, the task performance of high atmosphere level is 12.14, while the task performance of low atmosphere level is only 9.89. Therefore, the atmosphere of team employees is very important to team task performance. Through the cluster analysis of employees’ mental health characteristics, it not only increases employees’ spare time life, but also reduces employees’ daily contradictions. It eases the work pressure of employees, and becomes a platform for employees to improve their awareness and a promoter of harmonious employee relations. (shrink)

Teachers face significant stressors in relation to their work, placing them at increased risk for burnout and attrition. The COVID-19 pandemic has brought about additional challenges, resulting in an even greater burden. Thus, strategies for reducing stress that can be delivered virtually are likely to benefit this population. Mental and Physical (MAP) Training combines meditation with aerobic exercise and has resulted in positive mental and physical health outcomes in both clinical and subclinical populations. The aim of this pilot (...) study was to evaluate the feasibility and potential effectiveness of virtual MAP Training on reducing stress and improving mood and well-being in teachers. Participants (n= 104) were from recruited online from kindergarten to grade twelve (K-12) schools in the Northeastern region of the United States and randomly assigned to a 6-week program of virtual MAP Training (n= 58) or no training (n= 13). Primary outcomes included pre-intervention and post-intervention ratings on self-report measures of social and emotional health. Changes in cognitive functioning and physical health were also examined in secondary analyses. By intervention end, participants in the MAP Training group reported less anxiety and work-related stress compared to those who received no training (ds = −0.75 to −0.78). Additionally, MAP Training participants reported improvements in depressive symptoms, rumination, work-related quality of life, perceived stress, and self-compassion (ds = 0.38 to −0.82), whereas no changes were observed in the no training group. Participants also reported increased subjective ratings of executive functioning, working memory, cognitive flexibility, and fewer sleep disturbances (ds = −0.41 to −0.74). Together, these results suggest that the combination of meditation and aerobic exercise is an effective virtual intervention for improving mental health and well-being among K-12 teachers and may enhance resilience to stressful life events such as occurred during the coronavirus pandemic. (shrink)

Normal interpersonal treatment is often based on the existence of the rational nature of both the agent and the target of the treatment, and their relationship is reciprocal and mutual. However, when the rational person confronts the irrational person, such as the mentally retarded or vegetative person, the reciprocal relationship cannot be maintained because the targeted person loses his or her rational capacity. But this inequality does not deprive the object of action of the right to be treated rationally, because (...) people treat the irrationally disabled not according to the principle of reason but according to the principle of emotion - specifically, the principle of love. The principle of love often disregards the specific conditions of the object of treatment and still treats them reasonably. Thus, the emotional principle has a broader application in interpersonal treatment. (shrink)