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Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

Given that the number of children and young people needing care keeps rising and fewer people are becoming foster carers, efforts to support carers and workers in foster caring are essential. This paper considers the experiences of carers and foster care agency workers involved in Australia's piloting of the Mockingbird Family. With a view understanding experience, data were collected via focus groups with carers and agency workers (n = 20) involved in piloting, implementation and evaluation. Deductive analysis applied the theory of experience to generate understanding of experience, as both intrinsic and extrinsic dimensions to capture strengths in the Mockingbird Family's foster caring networks. These dimensions of experience included collective passions of carers and workers; experiential change over time; collective experiences as a moving force; and experiences as transformational. Understanding of experience associated with the perceived strengths of the Mockingbird Family, including strategies to promote strong professional relationships between carers and workers, is an important element in strengthening environments of children and young people in care. Safe and stable environments are crucial for wellbeing. [ABSTRACT FROM AUTHOR]

Romantic relationships are more satisfying and fulfilling when power is balanced relatively equally between partners (Leonhardt et al., Journal of Family Psychology, 34, 2020, and 1). Yet, few couples therapy models explicitly outline how to confront relational power issues (Knudson‐Martin & Huenergardt, 2015, Socio‐emotional relationship therapy: Bridging emotion, societal context, and couple interaction, Springer). Emotionally Focused Therapy (EFT; Johnson, 2020, The practice of emotionally focused couple therapy, Routledge) is a well‐established, evidence‐based therapy modality that many therapists use with couple clients, yet despite its effectiveness, it does not provide direction for explicitly addressing and treating power differentials in couple relationships. In this paper, we explore the integration of EFT with Socio‐emotional Relationship Therapy (SERT), a model overlay that acknowledges the impact of social discourse on enactments of power in intimate couple relationships. We first address the importance of understanding power in couple relationships, addressing power in couples therapy, and provide a brief overview of SERT and EFT. We then introduce an integration of the models intended to help therapists balance power, increase connection, and secure attachment bonds between romantic partners. [ABSTRACT FROM AUTHOR]

The paper presents a model of care focusing on family emotions in the treatment of adolescent obsessive‐compulsive disorder, which is illustrated by a case study. It is concluded that augmenting current treatments by targeting family emotions may enhance adolescent outcomes and improve family functioning. The model is illustrated by a case study, and further systematic research with a larger sample size is recommended. [ABSTRACT FROM AUTHOR]

Summary: Background: Impulsivity and reward sensitivity are personality traits associated with obesity and binge‐eating disorder (BED), but little research has examined prospective associations between these traits and body mass index z‐score (BMI‐z) differentially for children with and without BED. Objective: Using data from the Adolescent Brain and Cognitive Development study, the present analysis examined predictive associations between impulsivity and reward sensitivity facets with BMI‐z 1 year later in children with versus without BED. Methods: Nine‐to‐ten‐year‐old children were recruited across the United States and completed self‐report questionnaires and clinical interviews at baseline, and height and weight were taken at baseline and 1‐year follow‐up. Multivariable models were run with baseline impulsivity and reward sensitivity facets predicting 1‐year BMI‐z in children with versus without BED. Results: Reward sensitivity and impulsivity were unrelated to BMI‐z at follow‐up in children without BED. Greater negative urgency (i.e., proclivity to act rashly without forethought in response to negative emotions) and lower positive urgency (i.e., proclivity to act rashly without forethought due to positive emotions) predicted increased BMI‐z at 1‐year follow‐up in children with BED subsample. Conclusions: Findings indicate the importance of developing theoretical models and interventions for obesity prevention in children with BED that address emotional impulsivity. [ABSTRACT FROM AUTHOR]

The aim of the study was to test variables that explain long‐term commitment to volunteering among volunteers in the first wave of the COVID‐19 pandemic in Israel. Long‐term commitment to volunteering was tested by the participants' evaluation of the stability, consistency, and intensity of their volunteering over time. Two theoretical frameworks served for explaining commitment to volunteering: the social‐structural approach and the psychological characteristics approach. The sample was comprised of 504 Jewish participants: 173 men and 331 women. The data were collected via structured questionnaires distributed by nonprofit volunteer organizations. The most significant contribution to explaining long‐term commitment to volunteering, in all its forms, was for psychological characteristics reflected in emotions during the pandemic and in the motives for volunteering, the volunteer's gender, level of education, and tendency to volunteer during routine times. Volunteer organizations should focus on cultivating a large and motivated population of volunteers to maintain long‐term volunteering during emergencies and in routine times. [ABSTRACT FROM AUTHOR]

Psychotherapists can improve their patients' outcomes during and after therapy by improving patients' self‐management. Patients who do not effectively manage their mental illness generally have worse outcomes. Leventhal's Common‐Sense Model of Self‐Regulation theorizes that patients' perceptions of their illness (illness representations) guide their self‐management, influencing health outcomes. The present study quantified the relations between illness representations, self‐management and outcomes for mental illnesses. We conducted a meta‐analysis and included articles if they reported (1) on adults with mental illnesses and (2) the correlation between mental illness representations and mental illness outcomes. Twenty‐five articles were included which represented 28 independent samples. The pattern of correlations among illness representations (identity, consequences, timeline, control, coherence and emotional representations), self‐management strategies (attendance, engagement and adherence to treatment) and mental illness outcomes (symptom severity and quality of life) was consistent with analyses from previous studies of mental and physical illnesses. The results found threat‐related illness representations mostly had a large relationship with worse mental illness outcomes and self‐management. Protective illness representations had a small‐to‐large relationship with better mental illness outcomes and self‐management. The results suggest patients' perceptions of their mental illness may be a critical indicator of their mental illness outcomes, including symptom severity and quality of life. This theory‐driven meta‐analysis supports calls for the inclusion of illness representations in psychotherapy for mental illness. [ABSTRACT FROM AUTHOR]

Increases in positive emotions may not only be indicators of progress in therapy but also precursors to that improvement. Conducted in a psychology training clinic, this naturalistic, repeated‐measures study tracked changes over the course of therapy in 34 clients' emotional experience and two of the primary targets of clinical interventions, symptom distress and relationship functioning. During treatment, positive emotions increased, negative emotions decreased, and improvements were seen in therapeutic outcomes. Positive and negative emotions were correlated, as were changes in positive and negative emotions. However, despite this association, increases in positive emotions were a significant predictor of concurrent improvements in symptom distress and relationship functioning, even when decreases in negative emotions were included in the same model. Additionally, positive emotions not only predicted change in these treatment outcomes over the same time period, but they also predicted future change. This study contributes to research on the critical role positive emotions play in psychotherapy and may encourage the development of interventions focusing on increasing positive emotions. These findings highlight the distinct functioning of positive emotions separate from negative and the value of attending to positive emotions during therapy. [ABSTRACT FROM AUTHOR]