Immersive journalism (IJ) is often assumed to be inherently emotion-inducing. Through using inclusive technology, interaction possibilities and immersive narratives, the audience should ideally experience what feels like to be in a certain situation. However, for the most part we do not know to which extent and in what form IJ influences the experience of emotions. We wanted to investigate, whether, and if so, which characteristics of IJ are related to the experience of emotions, and which role the personality trait empathy tendency plays in this respect. This is important, as the evaluation of IJ often relies on the emotion-inducing assumption thereof. Four different experiments comparing one immersive journalistic characteristic (level of inclusion, interaction possibilities, immersive narratives) to the respective non-immersive counterpart were conducted. Results indicate that while the level of inclusion and interaction possibility increase the intensity of the experience, the immersive narrative influences the valence dimension of emotions. Additionally, empathy tendency is found to be a relevant moderator for these effects. Conclusions are threefold. First, the narrative form of IJ is key; second, the analysis of IJ needs to go beyond the level of inclusion; third, including emotions when assessing IJ is fundamental to understand its impact.
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Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. Method. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. Results. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. Conclusions. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. Relevance to clinical practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse–patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).
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Unlike common nouns, person names refer to unique entities and generally have a referring function. We used event-related potentials to investigate the time course of identifying the emotional meaning of nouns and names. The emotional valence of names and nouns were manipulated separately. The results show early N1 effects in response to emotional valence only for nouns. This might reflect automatic attention directed towards emotional stimuli. The absence of such an effect for names supports the notion that the emotional meaning carried by names is accessed after word recognition and person identification. In addition, both names with negative valence and emotional nouns elicited late positive effects, which have been associated with evaluation of emotional significance. This positive effect started earlier for nouns than for names, but with similar durations. Our results suggest that distinct neural systems are involved in the retrieval of names' and nouns' emotional meaning.
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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
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Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.
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Obesity is a complex problem worldwide. This chronic condition has many different causes. One of them is emotional eating. In about 40% of overweight people, emotional eating plays a major role. Emotional eating is the tendency to (over)eat in response to negative emotions such as stress or irritability. The target group is at a distance from care - due to shame they do not dare to seek help. Within the mental health services there are long waiting lists.The goal of this dissertation is to gain knowledge to support emotional eaters in coping with emotional eating behavior in a self-help setting that is appropriate to the time and context. To achieve this, we need to better understand the needs of emotional eaters in terms of virtual coaching and self-management. We formulated the following research question, "How can virtual coaching facilitate emotional eaters to cope with self-management of their emotional eating behavior?"Knowledge was gathered about their wishes regarding virtual support. Based on this, personas were developed, labeled with emotions, that give shape to the two prototypical problem situations of the emotional eater: 1) experiencing cravings, and 2) giving in to those cravings through binge or overeating.Participants recognized themselves in the problem situations presented, and that there is a need for virtual coaching and for greater understanding of one's own emotions and emotion regulation skills.Research was conducted on the possibilities surrounding the customized delivery of exercises in emotion regulation, which revealed that people mentioned the potential of the exercises, but that their presentation needed improvement.Virtual coaching is potentially successful for this group; participants showed themselves to be accessible and visible; there was openness and outspokenness by the participants about situations presented, etc.; there was goodwill towards digital coaching and doing exercises; the participants also showed themselves to be competent in doing exercises independently.The chance of success with regard to the development of a virtual coach has increased because the target group is open to virtual coaching where future users can work independently with their problems.
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Previous event-related potentials (ERP) studies on the processing of emotional information in sentence/discourse context have yielded inconsistent findings. An important reason for the discrepancies is the different lexico-semantic properties of the emotional words. The present study controlled for the lexico-semantic meaning of emotional information by endowing the same person names with either positive or negative valence. ERPs were computed for positively and negatively valenced person names that were either congruent or incongruent to previous emotional contexts. We found that positive names elicited an N400 effect while negative names elicited a P600 effect in response to the incongruence. These results suggest that the integration of positive and negative information into emotional context exhibits different time courses, with a relatively delayed integration for negative information. Our study demonstrates that using person names constitutes a new and improved tool for investigating the integration of emotional information into context.
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Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.
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In the literature about web survey methodology, significant e orts have been made to understand the role of time-invariant factors (e.g. gender, education and marital status) in (non-)response mechanisms. Time-invariant factors alone, however, cannot account for most variations in (non-)responses, especially fluctuations of response rates over time. This observation inspires us to investigate the counterpart of time-invariant factors, namely time-varying factors and the potential role they play in web survey (non-)response. Specifically, we study the effects of time, weather and societal trends (derived from Google Trends data) on the daily (non-)response patterns of the 2016 and 2017 Dutch Health Surveys. Using discrete-time survival analysis, we find, among others, that weekends, holidays, pleasant weather, disease outbreaks and terrorism salience are associated with fewer responses. Furthermore, we show that using these variables alone achieves satisfactory prediction accuracy of both daily and cumulative response rates when the trained model is applied to future unseen data. This approach has the further benefit of requiring only non-personal contextual information and thus involving no privacy issues. We discuss the implications of the study for survey research and data collection.
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This study explored Dutch people's expected intensity of emotional responses of a potential visit to a concentration camp memorial site in the Netherlands. A total of 1050 online panel members participated in a questionnaire that contained a 33-item emotion scale. Results reveal that individuals with a closeness to the Holocaust expect to feel most emotions more intensely, specifically emotions that are traditionally considered ‘positive’, such as pride, love, joy, inspiration, excitement and affection. Overall, respondents expect to feel disgust, shock, compassion and sadness the strongest. Those who look from the viewpoint of the offenders mainly expect to feel emotions that are traditionally considered ‘negative’, whereas those who took the point of view of the victims also expect a more ‘positive’ emotional reaction to the visit. Managerial implications address aspects of education, storytelling and authenticity.
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