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Customer care is important for its role in relationship building. This role has traditionally been performed by human customer agents; however, the emergence of interactive generative AI (GenAI) shows potential for using AI for customer care in emotionally charged interactions. Bridging practice and the academic literatures in marketing and computer science, this article develops an AI-enabled customer care journey, from accurate emotion recognition to empathetic response, emotional management support, and, finally, the establishment of an emotional connection. Marketing requirements for each of the stages are derived from in-depth interviews with top managers and a survey of chief marketing officers. By juxtaposing these requirements against the current feeling capabilities of GenAI, the authors highlight the technological challenges engineers must tackle. The article concludes with a set of marketing tenets for implementing and researching the caring machine. These include verifying emotion recognition accuracy using marketing emotion theories through multiple emotion signals and methods, utilizing prompt engineering to enhance GenAI's emotion understanding, employing "response engineering" to personalize emotion management recommendations, and strategically deploying GenAI for emotional connection to simultaneously enhance customer emotional well-being and customer lifetime value. [ABSTRACT FROM AUTHOR]

Introduction: Mild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum. Methods: This study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester "online mindfulness combined with music rhythm SEL course". The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns. Results: The research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise. Discussion: These findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students. [ABSTRACT FROM AUTHOR]

Enterprise Instant Messaging (EIM) has become an increasingly important tool for enterprises to operate efficiently and for the employees to communicate smoothly, especially with the recent outbreak of the pandemic. This means that employers and employees are having to adapt to new ways of working, e.g. teleworking or home-based working, and they could experience emotional stress, irritability and anxiety. However, few studies have used sentiment analysis to help employees manage their emotions and past studies mostly applied retrospective sentiment analysis on user-generated content as such as Twitter or the internal enterprise data. In this study we present an Employee Sentiment Analysis and Management System (ESAMS) that continuously monitors the emotions of the employees in real time by analyzing the conversations so the managerial members and the team members can actively manage their emotions or adjust their actions on the spot. As a proof-of-concept, we use Naïve Bayes as our sentiment classifier and achieve an average classification accuracy of 74%. The ESAMS was pilot-tested for one month by 10 participants, who were later interviewed as part of the evaluation. The results show that the ESAMS was helpful in improving team performance and team management. [ABSTRACT FROM AUTHOR]

In this study, we aimed to determine the relationship between the emotion management competencies of school administrators and their decision-making styles. The research was conducted with 435 teachers in Sakarya using a survey model. According to the results, the emotion management competencies of school administrators were found to be high. Based on the opinions of the participant teachers, while the "marital status" variable did not differentiate the opinions regarding the administrators' ability to manage emotions, significant differences were observed in relation to the variables of "gender," "school type," and "tenure at the school." Regarding the decision-making styles of the administrators, participant teachers reported that the variables of "marital status," "school type," and "working time at school" did not lead to differing opinions; however, differences were noted in the "gender" variable. This study, which investigated the relationships between emotion management and decision-making styles, revealed that emotion management ability is effective in the decision-making process. It has been demonstrated that effective decisions can result from evaluating both emotion and logic together in a decision-making process closely corelated to both. [ABSTRACT FROM AUTHOR]

In this study, we aimed to determine the relationship between the emotion management competencies of school administrators and their decision-making styles. The research was conducted with 435 teachers in Sakarya using a survey model. According to the results, the emotion management competencies of school administrators were found to be high. Based on the opinions of the participant teachers, while the "marital status" variable did not differentiate the opinions regarding the administrators' ability to manage emotions, significant differences were observed in relation to the variables of "gender," "school type," and "tenure at the school." Regarding the decision-making styles of the administrators, participant teachers reported that the variables of "marital status," "school type," and "working time at school" did not lead to differing opinions; however, differences were noted in the "gender" variable. This study, which investigated the relationships between emotion management and decision-making styles, revealed that emotion management ability is effective in the decision-making process. It has been demonstrated that effective decisions can result from evaluating both emotion and logic together in a decision-making process closely corelated to both.

Abstract With the widespread proliferation of the Internet, social networking sites have increasingly become integrated into the daily lives of university students, leading to a growing reliance on these platforms. Several studies have suggested that this emotional dependence on social networking sites stems from unmet psychological needs. Meanwhile, social rejection has been identified as a prevalent phenomenon that exacerbates the deficiency of individual psychological needs. However, existing research on aspect-level sentiment analysis among college students within social networking sites faces challenges such as inadequate feature extraction, ineffective handling of data noise, and the neglect of complex interactions in multimodal data. To address these issues, this paper introduces a novel approach, the Multi-Granular View Dynamic Fusion Model (MVDFM), developed from both coarse-grained and fine-grained perspectives. MVDFM extracts multi-granular view features from textual and visual content, incorporating a dynamic gating self-attention mechanism. Additionally, it proposes a three-view decomposition higher-order pooling mechanism for a two-stage dynamic fusion of these features. Experimental results demonstrate the model’s effectiveness, achieving accuracy and F1 values of 78.78% and 74.48% on the Twitter-2015 dataset, and 73.89% and 72.47% on the Twitter-2017 dataset, respectively. This efficient supervision enables the extraction of deep semantic information from multimodal data generated by college students on social networking sites. The model adeptly mines pertinent information related to target aspect-based words, enhancing the efficacy of aspect-level emotion prediction. Furthermore, it facilitates an effective exploration of the intricate interplay between social rejection, monitoring on social networking sites, the fear of missing out, and dependence on social networking sites, ultimately aiding university students in regulating their emotional management.

In England, Wales, and Northern Ireland, people can choose to donate their bodies post-mortem to Medical School Anatomy Units. The body donation (BD) process is facilitated by anatomy unit staff (AUS). However, little is known about the extent and nature of AUS work with families, including when a body cannot be accepted. To address this gap, this paper draws on data from an ethnographic study, including a survey of 15 anatomy units (AUs) in England and Northern Ireland, a case study of one AU, 20 semi-structured interviews with 31 AUS and document analysis. We reveal the number of bodies (878) that are refused across AUs and examine how AUS deal with refusals. We argue that activities around refusals constitutes 'over and above' work for AUS, as it goes beyond their expected role. We suggest that this is done out of a duty of care, and is related to the discomfort of refusing the BD gift. Attention is given to the 'over and above' work of the AUS which allows for an exploration of gift relationships and emotion management in a new arena. We conclude with recommendations to address the lack of recognition and training around AUS refusal work. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emotion-focused parenting refers to parents teaching their children about emotions, talking about emotions within the family, and expressing their reactions to their children's emotions. This study aims at examining the emotion-focused parenting approaches of parents with preschool-aged children (3–6 years). In this line, the purpose of this study is to explore the ways in which parents in Türkiye incorporate emotions into their interactions with their children and to discover their life experiences in this regard. To achieve this purpose, the study employed the descriptive phenomenological research design, one of the qualitative research methods. Since the participants were selected based on specific criteria, the criterion sampling method was preferred in the study. 16 parents were interviewed during the study period. The researchers created a semi-structured interview form, based on emotion-focused parenting literature to collect the study data. The data were analyzed using Giorgi's phenomenological method and the computer-assisted data analysis program NVivo 14. At the end of the study, three themes were identified: identifying emotions, expressing emotions, and strategies used in emotion management. The study findings show that it is necessary for parents to first recognize, notice and manage their own emotions before they can recognize their children's emotions and respond appropriately. Emotions are taught to children by parents in a natural process in daily life. Considering the study findings, parents are recommended to review their parenting styles in the process of teaching emotions to their children, and experts are recommended to develop various psychoeducation programs for parents. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research shows that people use emotions to manage service encounters. Little research has examined how rule enforcers manage status with different emotion displays. This article conceptualizes emotion displays as defensive and protective strategies to study how rule enforcers use emotions to control status dynamics in contested encounters. Based on 30 body-worn camera-recorded ticket-fining events and 11 interviews, the analysis shows that inspectors use emotion strategies of displaying dominance and giving and claiming sympathy to manage situations and negotiate status. Feeling rules prescribe inspectors to avoid conflict escalation and personal investment, yet rule enforcement involves interpersonal contests with emotional tension that makes emotional investment difficult to avoid. The findings yield insights into microprocesses of emotion management with an appreciation of the strategic use of emotion displays and their relation to micro-level status dynamics. The article discusses the prospects of studying the microprocesses of negotiating status and its methodological implications. [ABSTRACT FROM AUTHOR]

This study applies Garfinkel's (1967) concept of 'breaching experiment' to explore the impact of COVID-19-induced disruptions on the 'emotion management' practices of residential care workers in the United Kingdom and Germany. It examines the influence of professional feeling rules on workers, emphasizing the prescribed importance of displaying affective, empathetic concern for residents' health and well-being. Findings demonstrate that authenticity and adherence to professional feeling rules in relation to emotional management are not mutually exclusive. The authors underscore how adherence to professional feeling rules upholds authentic care by reinforcing a professional ethos, which acts as a cornerstone motivating residential care workers. Ultimately, the study showcases how a professional ethos substantiates altruistic motivations, guiding proficient emotion management practices among care workers. It highlights how these workers drew upon their personal understanding and experiences to determine the appropriate emotions to express while providing care for residents amid the unprecedented challenges of the pandemic. [ABSTRACT FROM AUTHOR]

Drawing on interviews with two types of essential workers - wound clinicians and care workers - the chapter examines stigma management in dirty care work through the lens of emotion management. The study combines two dimensions of dirty work: physical taint in relation to bodywork and social taint linked to working in close proximity to socially stigmatized clients. Hence, stigma management extends to dealing with the physically and socially dirty features of essential care work. In addition, the authors' assessment of social stigma includes how essential care workers also sought to alleviate the social stigma encountered by their clients. In so doing, the authors extend the literature on dirty work to identify how emotion management skills are central to the stigma management strategies of the essential care workers in this study. The authors demonstrate how both groups deal with their stigma by emphasizing the emotion management skills in 'doing' dirty work and in the 'purpose' of this work, which includes acknowledging how the authors attempt to address the social taint encountered by their clients. Additionally, by comparing two occupations with different contexts and conditions of work, the authors show how complex emotion management skills are gendered in care work to expand the understanding of gender and stigma management. Furthermore, these emotion management skills emanate from the deep relational work with clients rather than through occupational communities. The authors argue that by focussing on emotion management, the hidden skills of dirty work in gendered care work are illuminated and contribute to contemporary debates about whether stigma can be overcome. [ABSTRACT FROM AUTHOR]

Taiwan's bed and breakfast (B&B) industry has experienced significant development in its nearly 25-year history, transforming from B&B run by retirees to mature service providers that adopt modern business and Internet technology skills in line with sustainable lodging development. This study explores the basic professional capabilities required for the sustainable development of B&B management, including social-emotional intelligence (EQ) capabilities and their impact on the quality of sustainable tourism services. The study used the K–S Z test to assess the importance of various abilities, including emotional intelligence abilities, financial management abilities, technical skills abilities and marketing abilities. The findings, validated with p-values less than 0.05, confirm the multi-disciplinary nature of sustainable tourism management skills in B&Bs and highlight their importance in sustainable service attitudes and strategic marketing. The identified capabilities are not only crucial for the sustainable development of the B&B industry, but are also crucial for contributing to the B&B's national diplomacy and sustainable development status in global tourism. This study provides both novice and experienced B&B operators with actionable insights to improve their operational efficiency and achieve sustainable tourism development goals. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study documents how sports officials negotiate aggression from cisgender male athletes as a key feature of their occupational role. Through an ethnographic case study of a collegiate intramural athletic organization, sports officials (N = 24) were observed while officiating and interviewed about their experiences with athlete aggression. Utilizing a phronetic iterative approach and positioning theory as an analytic framework, three organizational storylines were identified that contribute to the implicit, often gendered, rules related to the experience and expression of aggression in this context. Findings also indicated that male and female officials differed in their positioning strategies in response to athlete aggression, through (a) confidence positioning, (b) stoic positioning, (c) expert positioning, and (d) coercive positioning. Implications for how aggression work and positioning theory might build on past emotion management literature are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The main aim of the article is to describe the role and significance of emotional intelligence in the employee management process. The authors focused on describing the elements shaping emotional intelligence in the context of self-awareness, self-motivation, empathy, and the development of social skills, as well as the regulation of one's own emotions. The aim of the research is to identify the level of knowledge contemporary managers have about emotional intelligence, the ways they use it, and the factors preventing its application. The research problem constructed in the article is: What is the awareness of contemporary managers about emotional intelligence, do they use it in their daily duties, and does the impact of EQ have significance on the effectiveness of their team? Design/methodlogy/approach: In the research process, a quantitative method was applied. In the theoretical part, a critical analysis of secondary data in the form of available publications, journals, reports, and neographic sources was used. To verify the research questions posed, a qualitative method was employed. In the research part, an interview questionnaire was used to collect empirical data. The authors used this tool to obtain in-depth answers regarding the role and significance of emotional intelligence in management. Findings: The conducted research indicates that the surveyed managers possess knowledge about emotional intelligence and its significance and impact on managing organizational resources, including human resources. The managers understand and accurately determine the level of influence emotional intelligence has on the effectiveness of managing people or other resources within the organization they work for. They rate the impact of EQ on their personal management style, as well as on management as a whole, quite highly. Practical implications: The authors recommend increasing knowledge and awareness among managers in organizations about the significance of EQ and its role in management. It becomes essential to invest in training or courses that improve the key competencies that make up this type of intelligence. Management should be aware of promoting the role and significance of this tool among functional employees by raising awareness of the connection between Emotional Intelligence and the company's profits, its success, and building the employer's brand in the trend of employer branding. Originality/value: The added value of the article is addressing the topic of Emotional Intelligence in the context of its significance in the process of personnel management in an era of constant change and environmental uncertainty in which companies operate. The ability to reactively reprogram and adapt to changes is an extremely important skill that builds organizational agility, which significantly impacts the competitiveness of business entities, and the tool supporting this process is Emotional Intelligence. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychological & Educational Sciences is the property of Journal of Psychological & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This narrative review aims to summarize the use of alternative treatments (e.g., relaxation training, meditation, written intervention) for emotional expression, processing, control, or management in patients with migraine and tension-type headaches, which the previous literature has shown to be related to migraine pain perception and headache symptoms. Online databases including PubMed, Scopus, Web of Science, PsycINFO, and Medline were searched to identify studies published between 2000 and 2023. A descriptive synthesis of the included studies was conducted. We included seven articles after screening 1.173 records. A total of 610 patients with a diagnosis of migraine or tension-type headache, and an average age of 19–45.5 years (68–90.4% females) were recruited in the selected studies. Overall, the results show that alternative approaches to headache treatment contribute to the management, reduction, or control of negative emotions and at the same time have a positive impact on pain perception and headache symptoms. However, in some cases, the effects are more promising than others, depending on the peculiarities or limitations of each approach considered. This review provides useful insights from a methodological point of view for future studies on the management or control of negative emotions in patients with migraine and tension-type headache. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionMild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum.MethodsThis study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester “online mindfulness combined with music rhythm SEL course”. The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns.ResultsThe research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise.DiscussionThese findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students.

Introduction: The purpose of this study was to inverstigate the relationship between emotional intelligence and academic motivation among secondary school students in Kazakhstan. Methods: In total, 682 schoolchildren in grades 6 to 8, corresponding to the 11/12-year Kazakhstani curriculum, were interviewed, and their level of emotional intelligence was analysed using a scale that assessed the level of interpersonal and intrapersonal emotional intelligence, understanding emotions, managing emotions, and general level of emotional intelligence. Results: The results showed that emotional intelligence levels varied by class and gender, with males scoring higher on intrapersonal emotional intelligence, emotion management, and general emotional intelligence, while females scored higher on interpersonal emotional intelligence. Levels of academic motivation were also found to vary by grade and gender, with 6th grade students and females having higher levels of motivation. There was a significant positive correlation between emotional intelligence and academic motivation. Moreover, the study described differences in the level of emotional intelligence in the predominance of the academic motivation (intristic or extrinsic), desire to achieve success in school or avoid failure, and in the implementation of motives in the schoolchildren's behavior. Conclusion: This study indicates the relationship between the level of emotional intelligence and academic motivation of schoolchildren. The results of the study are important for policy makers in the field of school education and planning the academic life of schoolchildren. [ABSTRACT FROM AUTHOR]

This article breaks new ground in the sociology of sports work through its novel exploration of workplace deception and the associated development of an original typology of deceptive impression management. Analysis of data collected from a two-phased research design, comprising online interviews and survey responses from 102 participants, revealed that community sport coaches employed deceptive impression management to display emotional control, an ideal practice of their work, and to feign expert knowledge. These types of deceptive impression management consisted of disguising disdain, flattering insincerely, camouflaging alternative approaches, covering-up mistakes, hiding a lack of expected knowledge, and reporting favourable metrics. Drawing on theories of dramaturgical analysis [Goffman, E. (1959). The presentation of self in everyday life. Anchor, Goffman, E. (1967). Interactional ritual: Essays on face-To-face behaviour. Aldine Publications, Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Harvard University Press.] and emotional labour (Hochschild, A. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85(3), 551–575., Hochschild, A. R. (1983). The managed heart: Commercialisation of human feeling. The University of California Press] as used in constructing a professional image, we examine how the coaches used deception to cope with challenging work circumstances that endanger projecting a professional appearance. The present article not only advances our sociological understanding of sports work but raises important questions for the preparation, development, and support of sports workers. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The present study aimed to translate and validate Children's Emotion Management Scales into Urdu, the national language of Pakistan. Method: The current study comprised three different phases, i.e., phase I: Cross-language validation over a sample of (N = 169) school children, estimated at a 1-week interval. Results: The results indicate a significant correlation (r = 0.846-0.891) at p < 0.01. In phase II, the internal consistency reliability (r = 0.808-0.904) and split-half reliability (r = 0.737-0.898) of the scale were assessed (N = 683) at p < 0.01. Furthermore, significant results for test-retest reliability analysis (N = 168) were obtained (r = 0.736-0.917 at p < 0.01), following the confirmatory factor analysis (CFA) (N = 1,083). Exploratory factor analysis (EFA) was conducted on the same sample chosen for CFA. EFA resulted in the retention of original inhibition (INH), dysregulated expression (DYS), and emotional coping (EMO) factors. CFA findings suggest a good model fit. In phase III, convergent validity and divergent validity were checked (N = 385, 255, and 213). Convergent validity of INH and DYS subscales and divergent validity of EMO subscales were established, with SBI (r = 0.217-0.609; 0.210-0.445; -0.026 to -0.553), SHS (r = 0.417-0.441; 0.480-0.546; -0.338 to -0.582), and suppression subscale of ERQ (r = 0.430-0.480; 0.468-0.522; -0.245 to -0.369) at p < 0.01. For divergent validity of INH and DYS subscales and convergent validity of EMO subscales, their scores were correlated with the SPS (r = -0.204 to -0.350; -0.318 to -0.459; 0.191-0.531), RSE Scale (r = -0.226 to -0.351; -0.279 to -0.352; 0.255-0.507), DTS (-0.290 to -0.617; -0.369 to -0.456; 0.246-0.680), and reappraisal subscale of ERQ (r = -0.456 to -0.541; -0.329 to -0.544; 0.446-0.601) at p < 0.01. Discussion: It is concluded that the scale is reliable and valid with sound psychometric properties. [ABSTRACT FROM AUTHOR]

Objectives: This study used an experimental, pre-test-post-test control group repeated measures design to evaluate the effect of an emotional development psychoeducation program (EDPP) on the emotion management skills and caregiver burden of caregivers of patients with mental illness. Methods: The study was conducted in the Community Mental Health Centers (CMHC) affiliated with the Bakirkoy Mental and Neurological Diseases Training and Research Hospital. The sample consisted of 61 caregivers (experimental: 31 and control: 30) who met the inclusion criteria and agreed to participate in the study. Data were collected using a Caregiver Demographics Questionnaire, the Emotion Management Skills Inventory (EMSI), and the Caregiver Burden Inventory (CBI). Results: All participants had similar demographic characteristics. There was no significant difference in pre-test EMSI and CBI scores between the experimental and control groups. The experimental group had a significantly higher post-test EMSI score than the control group. Although the experimental group had a lower post-test CBI score than the control group, the difference was statistically insignificant. Conclusion: Health-care administrators should inform CMHC nurses about EDPPs and encourage them to attend them regularly. [ABSTRACT FROM AUTHOR]

Emotional labour or emotion management describes regulation of feelings to fulfil specific job roles, discussed extensively around commercial and caring professions and more recently qualitative researchers. During the COVID-19 pandemic, this was heightened due to changes in the socio-political context affecting individual circumstances and research practice, yet accounts pertaining to qualitative researchers are lacking.This paper presents a collaborative autoethnographic account of the emotional labour experiences of researchers working on a longitudinal, mixed methods study on the lived experiences of healthcare workers with Long COVID in Scotland during the pandemic. The types, intensity and impacts of the emotional labour was unforeseen at the outset, rooted in a culmination of unique factors that transpired over time: circumstances pertaining to the socio-political context; the novelty, unpredictability and devastating nature and impacts of Long COVID illness; the levels of participant distress and their unfulfilled support needs. In response, researchers engaged in a range of types of emotion management - Strategic emotion work; Emotional reflexivity; Emotion work to cope with emotive dissonance and Managing relationships. This was additionally challenging given the already difficult homeworking and lockdown climate balancing workplace and personal responsibilities, and by the necessary use of remote methods for both data-gathering and interacting with colleagues, which impeded our ability to provide and receive support. Critically, emotional labour needs to be recognised, acknowledged and formal plans put in place to support researchers across individual, research team and institutional levels, with consideration of socio-political influences at the time of study.

This paper aims to investigate whether social skills are a factor related to emotion management since inadequate emotion management is causing mental illnesses in this century, such as stress and depression. The objective was to determine the relationship between social skills and emotional management in students at the National University of Central Peru. To estimate social skills, the scales proposed by the Technical Team of the Department of Mental Health Promotion and Prevention of Psychosocial Problems of Peru were applied to a random sample of 184 from a population of 352 students. The variable of adequate management of emotions was measured using an Indeterminate Likert Scale since we consider that emotion has multiple components and therefore it is more precise to measure it when all the components are taken into account at the same time. To process the collected data, plithogenic statistics were applied that allow the study of events of a multivariate nature in an indeterminate framework.

IntroductionThe purpose of this study was to inverstigate the relationship between emotional intelligence and academic motivation among secondary school students in Kazakhstan.MethodsIn total, 682 schoolchildren in grades 6 to 8, corresponding to the 11/12-year Kazakhstani curriculum, were interviewed, and their level of emotional intelligence was analysed using a scale that assessed the level of interpersonal and intrapersonal emotional intelligence, understanding emotions, managing emotions, and general level of emotional intelligence.ResultsThe results showed that emotional intelligence levels varied by class and gender, with males scoring higher on intrapersonal emotional intelligence, emotion management, and general emotional intelligence, while females scored higher on interpersonal emotional intelligence. Levels of academic motivation were also found to vary by grade and gender, with 6th grade students and females having higher levels of motivation. There was a significant positive correlation between emotional intelligence and academic motivation. Moreover, the study described differences in the level of emotional intelligence in the predominance of the academic motivation (intristic or extrinsic), desire to achieve success in school or avoid failure, and in the implementation of motives in the schoolchildren’s behavior.ConclusionThis study indicates the relationship between the level of emotional intelligence and academic motivation of schoolchildren. The results of the study are important for policy makers in the field of school education and planning the academic life of schoolchildren.

IntroductionThe present study aimed to translate and validate Children's Emotion Management Scales into Urdu, the national language of Pakistan.MethodThe current study comprised three different phases, i.e., phase I: Cross-language validation over a sample of (N = 169) school children, estimated at a 1-week interval.ResultsThe results indicate a significant correlation (r = 0.846–0.891) at p < 0.01. In phase II, the internal consistency reliability (r = 0.808–0.904) and split-half reliability (r = 0.737–0.898) of the scale were assessed (N = 683) at p < 0.01. Furthermore, significant results for test-retest reliability analysis (N = 168) were obtained (r = 0.736–0.917 at p < 0.01), following the confirmatory factor analysis (CFA) (N = 1,083). Exploratory factor analysis (EFA) was conducted on the same sample chosen for CFA. EFA resulted in the retention of original inhibition (INH), dysregulated expression (DYS), and emotional coping (EMO) factors. CFA findings suggest a good model fit. In phase III, convergent validity and divergent validity were checked (N = 385, 255, and 213). Convergent validity of INH and DYS subscales and divergent validity of EMO subscales were established, with SBI (r = 0.217–0.609; 0.210–0.445; −0.026 to −0.553), SHS (r = 0.417–0.441; 0.480–0.546; −0.338 to −0.582), and suppression subscale of ERQ (r = 0.430–0.480; 0.468–0.522; −0.245 to −0.369) at p < 0.01. For divergent validity of INH and DYS subscales and convergent validity of EMO subscales, their scores were correlated with the SPS (r = −0.204 to −0.350; −0.318 to −0.459; 0.191–0.531), RSE Scale (r = −0.226 to −0.351; −0.279 to −0.352; 0.255–0.507), DTS (−0.290 to −0.617; −0.369 to −0.456; 0.246–0.680), and reappraisal subscale of ERQ (r = −0.456 to −0.541; −0.329 to −0.544; 0.446–0.601) at p < 0.01.DiscussionIt is concluded that the scale is reliable and valid with sound psychometric properties.

The present field study based on the mixed approach of scientific research describes from a neuroeducational perspective the importance of “Emotional autonomy in early childhood as a life skill” in girls and boys of initial II. Considering that it is a fundamental aspect in psychological and personal development. This study aimed to substantiate emotional autonomy at an early age as a life skill from theoretical positions, understand the impact on the effective management of emotions, considering its relevance to promote healthy and balanced growth. The various dimensions were explored, evaluating how self-acceptance, self-regulation, resilience, emotional independence and problem solving contribute. This analysis took as a population 23 girls and boys from the “Dr. Benjamín Carrión” Educational Unit. An interview was carried out with the educator, a survey directed at parents, a checklist for the children and an observation sheet for the class which They were analyzed to demonstrate the problem; Finally, the appropriate conclusions and recommendations are established to design a three-module program of effective intervention for parents and educators, with the purpose of enriching educational practices and promoting healthy emotional autonomous development. [ABSTRACT FROM AUTHOR]

Introduction: There is a growing acknowledgement of the salience of hope for mental health service-users, in influencing care outcomes and recovery. Understandings of the processes through which hopes are co-constructed, alongside specific conceptualisations of experiences of hoping, remain limited however. Methods: This qualitative study explored howa range of stakeholders experienced and dealt with uncertainty within three purposively selected psychosis services in southern England. In this article we focus particularly on the co-construction of hope within participants' narratives and how this emotion work shaped experiences of hoping. In-depth interviews (n = 23) with service-users, professionals, managers and other stakeholders were analysed following a phenomenological approach. Findings: Hope was spontaneously identified by participants as a fundamental mechanism through which service-users and professionals managed uncertainty when vulnerable. Professionals were influential in shaping users' hopes, both intentionally and unwittingly, while some professionals also referred to managing their own hopes and those of colleagues. Such management of expectations and emotions enabled motivation and coping amidst uncertainty, for users and professionals, but also entailed difficulties where hope was undermined, exaggerated, or involved tensions between desires and expectations. Discussion: Whereas, hope is usually reflected in the caring studies literature as distinctly positive, our findings point to a more ambivalent understanding of hope, as reflected in the accounts of both service-users and professionals where elevated hopes were described as unrealistic and harmful, to the well-being of professionals as well as of service-users. It is concluded that a greater awareness within care contexts of how hopes are co-constructed by professionals and service-users, explicitly and implicitly, can assist in improving health care and healthcare outcomes. [ABSTRACT FROM AUTHOR]

Aims: Behaviour modification and mood management are essential to recovery after a cardiac event. Recent times have seen a major shift to remote delivery of cardiac services. This study assessed behavioural and psychological outcomes of the Back on Track online self-management programme, comparing the programme undertaken alone (self-directed) vs. with telephone support (supported). Relevance for people with depression was also assessed. Methods and results: Participants with cardiac conditions (n = 122) were randomly assigned to self-directed or supported groups and given access to the online programme for 2 months. The programme addressed depression, anxiety, physical activity, and healthy eating. Supported group participants also received two telephone sessions facilitated by a trained counsellor to further enhance their self-management skills and engagement with the online modules. The Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and Active Australia Survey and Diet Quality Tool were administered at baseline, 2, and 6 months. χ2 tests were used to compare self-directed and supported groups. Cochrane's Q tests assessed changes over time in depression, anxiety, and physical activity (PA) and healthy diet guideline achievement. Participants in both groups showed reduced depression rates (self-directed, P < 0.05) and increased PA after programme completion (both groups, P < 0.05). Amongst those classified as depressed at baseline, significantly fewer were classified as depressed over time (P < 0.001) and significantly more were achieving the PA guidelines (P < 0.01) compared to those who were not depressed at baseline. Conclusions: The Back on Track telehealth programme was effective in assisting with behavioural and emotional recovery after a cardiac event. The programme may be particularly beneficial for those who are depressed early in their recovery period. Trial Registration: Australian New Zealand Clinical Trials Registry: ACTRN12620000102976. Graphical Abstract [ABSTRACT FROM AUTHOR]

Introduction: Managing the emotions of others involves understanding and manipulating their emotions effectively. Nurses who can manage the emotions of others can communicate and interact with patients and their relatives more satisfactorily, thus increasing the quality of care and patient satisfaction. Aim: This study aims to determine the validity and reliability of the Turkish version of the Managing the Emotions of Others Scale (MEOS). Method: The data were collected from 406 nurses from three hospitals, including one university, one public, and one private hospital. The scale was translated into Turkish in accordance with the World Health Organization guidelines. Content validity, construct validity, test-retest reliability, and internal consistency analyses were performed. Results: Following the language and content validity of the scale was performed, its construct validity was assessed. The Turkish version of the MEOS retained its original 6-factor structure. The EFA factor loadings varied between 0.36 and 0.72. The CFI goodness-of-fit indices were as follows: χ2 = 2442.940, df = 1104, RMSEA = 0.055, GFI = 0.81, CFI = 0.88 and IFI = 0.90. The internal consistency coefficient varied between 0.81 and 0.93 for the subscales. Conclusion: The MEOS_TR is a valid and reliable measurement tool for Turkish nurses.

IntroductionThere is a growing acknowledgement of the salience of hope for mental health service-users, in influencing care outcomes and recovery. Understandings of the processes through which hopes are co-constructed, alongside specific conceptualisations of experiences of hoping, remain limited however.MethodsThis qualitative study explored how a range of stakeholders experienced and dealt with uncertainty within three purposively selected psychosis services in southern England. In this article we focus particularly on the co-construction of hope within participants' narratives and how this emotion work shaped experiences of hoping. In-depth interviews (n = 23) with service-users, professionals, managers and other stakeholders were analysed following a phenomenological approach.FindingsHope was spontaneously identified by participants as a fundamental mechanism through which service-users and professionals managed uncertainty when vulnerable. Professionals were influential in shaping users' hopes, both intentionally and unwittingly, while some professionals also referred to managing their own hopes and those of colleagues. Such management of expectations and emotions enabled motivation and coping amidst uncertainty, for users and professionals, but also entailed difficulties where hope was undermined, exaggerated, or involved tensions between desires and expectations.DiscussionWhereas, hope is usually reflected in the caring studies literature as distinctly positive, our findings point to a more ambivalent understanding of hope, as reflected in the accounts of both service-users and professionals where elevated hopes were described as unrealistic and harmful, to the well-being of professionals as well as of service-users. It is concluded that a greater awareness within care contexts of how hopes are co-constructed by professionals and service-users, explicitly and implicitly, can assist in improving health care and healthcare outcomes.

Emotional intelligence (EI) has gained significant popularity as a scientific construct over the past three decades, yet its conceptualization and measurement still face limitations. Applied EI research often overlooks its components, treating it as a global characteristic, and there are few widely used performance-based tests for assessing ability EI. The present paper proposes avenues for advancing ability EI measurement by connecting the main EI components to models and theories from the emotion science literature and related fields. For emotion understanding and emotion recognition, we discuss the implications of basic emotion theory, dimensional models, and appraisal models of emotion for creating stimuli, scenarios, and response options. For the regulation and management of one's own and others' emotions, we discuss how the process model of emotion regulation and its extensions to interpersonal processes can inform the creation of situational judgment items. In addition, we emphasize the importance of incorporating context, cross-cultural variability, and attentional and motivational factors into future models and measures of ability EI. We hope this article will foster exchange among scholars in the fields of ability EI, basic emotion science, social cognition, and emotion regulation, leading to an enhanced understanding of the individual differences in successful emotional functioning and communication. [ABSTRACT FROM AUTHOR]

Drawing on the affective events theory, this study examined the detrimental effects of supervisors' emotional expression variability on hospitality employees' emotional experience variability and service performance, and whether employees' emotion management buffers such negative impacts. The research hypotheses were examined using longitudinal data collected from 145 hotel employees of multiple hotel companies who completed surveys in four phases: Time 1 (i.e., daily surveys for seven workdays to assess supervisors' emotional expression variability), Time 2 (i.e., daily surveys for 7 workdays to assess employees' emotional experience variability), Time 3, and Time 4 (i.e., a survey rated by supervisors). The results show that supervisors' emotional expression variability has an indirect effect on employees' service performance through employees' emotional experience variability, and employee emotion management mitigates the related detrimental effects. Theoretical and managerial implications are discussed for hospitality researchers and practitioners. [ABSTRACT FROM AUTHOR]

This article centres on emotions within the Swedish rescue services in terms of the concepts of emotional regime and emotional pasts, partly with a focus on the role of emotional pasts in emotional regimes, partly on how the (re)construction of emotional pasts relates to the organisation of the workplace. The empirical material consists of qualitative interviews with five female and 13 male firefighters in Sweden, aged 28–58. Results show that individual experiences are used as emotional pasts to define work situations in the present and that work teams, through informal conversations and formal debriefing, create stories out of central events, thus constructing shared emotional pasts. All in all, the analysis shows that temporalities and their narrative expressions are a vital part of how emotional regimes are sustained within the rescue services, which has implications for the understanding of the rescue services as an organisation. [ABSTRACT FROM AUTHOR]