Photovoice,claiming visibility,and women's farming identities in Australia

Despite an abundance of research on and growing social recognition of women's contributions to farming around the world, in many countries women farmers and their experiences are still relatively invisible to society. Museums Victoria's Invisible Farmer Project, the largest ever study of Australian women on the land, attempted to give voice to women farmers largely through a curated Facebook page. Our research, carried out between 2016 and 2018, examined the posted photographs and text as photovoice, supplemented by qualitative interviews, to understand the farming identities of participating women. Our analysis shows how these photovoices can represent a claim to visibility as farmers and can illuminate how women experience their own farming identities in relation to the landscapes of their farms and their perspectives on farmwork. We highlight the importance of emotional connections and carework in the women's identities. This study contributes to scholarship on emotional geographies by emphasizing the centrality of emotion in how women participating with the Invisible Farming Project construct and experience their farming identities. The importance of this finding lies in how greater visibility of women's farming identities might re-frame social understanding of farming as a relational and not just productive endeavor.     

留守儿童情绪和行为问题特征的潜在类别分析：基于个体为中心的研究视角

对2288个留守儿童样本用儿童长处与困难问卷（SDQ）进行施测,并对他们的情绪和行为问题特征进行探索性的潜在类别分析,发现留守儿童的情绪和行为问题存在明显的分组特征。统计指标支持了3个潜类别的模型,根据3个潜在类别在问卷各条目上的条件概率特征分别定义为：“适应困难组”,“行为冲动组”和“良好适应组”,3个潜在类别所占全体样本的比例分别为32%、41%和27%。进一步的分析发现：相比较良好适应组而言,适应困难组和行为冲动组有着显著的性别和年级水平效应,适应困难组和行为冲动组的男生所占比例更大;同时,这两个组的小学生所占的比例也更大。     

Geographical Concomitants of Negro Criminal Intelligence

This study attempts to demonstrate the relationship between teachers’ personal early experiences of attachment with their parents and their emotional, cognitive, and behavioral reactions to a hypothetical student's request to speak with them, expressed in short or detailed form. A similar procedure has been used by Perrine and Steele King for students, and now has been used for teachers. For this purpose, self-report questionnaires were administered to a sample of 395 female teachers. The results showed a significant relationship between parental bonding experiences and behavioral and emotional, but not cognitive, reactions to an hypothetical student's request. The optimal parenting group reported more positive emotional and behavioral reactions, while the affectionate control group reported more negative emotional reactions to the hypothetical student's request than the other groups. These results offer useful implications to be utilized in teachers’ training programs.     

Friction in the interstices: Emotion and landscape in Stone Butch Blues

This article analyzes the role of emotion in Leslie Feinberg's Stone Butch Blues. Widely understood as one of the first modern transgender novels, Stone Butch Blues depicts the bodily changes of its protagonist, Jess Goldberg, from living as a “he–she,” to passing as male, to living as neither male nor female. This article analyzes how Jess's body, identity, and feelings shape and are shaped by the spaces ze encounters throughout the novel. Finding that Jess experiences emotions as bodily boundaries and metaphorical geographies, I draw from the work of Sara Ahmed to argue that Jess's decision at the novel's end not to pass as female or male is a choice to push back at the gendered norms of hir world through a body and politics shaped by emotion. Turning to contemporary trans* – transgender, transsexual, and trans – movements for social change, I argue that Jess's politics of bodily and emotional abrasion can help in the development of a trans* politics of emotion.     

Hearing about a story character's negative emotional reaction to having been dishonest causes young children to cheat less

There is extensive research on the development of cheating in early childhood but research on how to reduce it is rare. The present preregistered study examined whether telling young children about a story character's emotional reactions towards cheating could significantly reduce their tendency to cheat (N = 400; 199 boys; Age: 3–6 years). Results showed that telling older kindergarten children about the story character's negative emotional reaction towards rule violation significantly reduced cheating, but telling them about the positive emotional reaction towards rule adherence did not. These results show that children as young as age 5 are able to use information about another child's emotional reaction to guide their own moral behavior. In particular, highlighting another child's negative emotional reaction towards a moral transgression may be an effective way to reduce cheating in early childhood. This finding, along with earlier cheating reduction findings, suggests that although cheating is common in early childhood, simple methods can reduce its occurrence.     

Emotions as signals of normative conduct

Social interactions are heavily norm-based and these norms need to be learned. For this, the emotional reactions of other's in response to a norm transgression can serve as signals. We were able to show that when a group responds with anger to a norm transgressing behaviour, participants were better able to correctly infer the norm than when the group responded with sadness or emotional neutrality. We further tested a process-model showing that this inference is based on the participants' understanding of the groups' appraisals of the behaviour. That is, participants who were able to reverse engineer the underlying appraisal of norm-incompatibility from the emotion expressions inferred the norm more readily. Humans as a social species, require efficient means to quickly adapt to new situations and to perform flawlessly in social contexts. Emotion information is one of the instruments that can be used in this quest.     

The analyst: His professional novel1

The psychoanalyst needs to be in touch with a community of colleagues; he needs to feel part of a group with which he can share cognitive tension and therapeutic knowledge. Yet group ties are an aspect we analysts seldom discuss. The author defi nes the analyst's ‘professional novel’ as the emotional vicissitudes with the group that have marked the professional itinerary of every analyst; his relationship with institutions and with theories, and the emotional nuance of these relationships. The analyst's professional novel is the narrative elaboration of his professional autobiography. It is capable of transforming the individual's need to belong and the paths of identifi cation and deidentifi cation. Experience of the oedipal confi guration allows the analyst to begin psychic work aimed at gaining spaces of separateness in his relationship with the group. This passage is marked by the work on mourning that separation involves, but also of mourning implicit in the awareness of the representative limits of our theories. Right from the start of analysis, the patient observes the emotional nuance of the analyst's connection to his group and theories; the patient notices how much this connection is governed by rigid needs to belong, and how much freedom of thought and exploration it allows the analyst. The author uses clinical examples to illustrate these hypotheses.     

Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies

In this paper I argue that a significant proportion of research on children's emotional geographies has been deployed to reinforce the importance of children's ‘voices’, their (independent) ‘agency’, and the various ways in which voice/agency maybe deemed ‘political’. Without wishing to dismiss or dispense with such approaches, I explore potential ways to go ‘beyond’ concerns with voice/agency/politics. Initially, I review studies of children's participation (and participatory methods), activism and everyday lives that mobilise emotion and affect in productive ways. I contrast such studies with important questions raised by a reinvigoration of interest in the need for children to be able to represent themselves. I then explore the possibilities raised by so-called ‘hybrid’ conceptions of childhood – which go beyond biosocial dualisms – to enable further strides beyond voice/agency. Drawing on examples from alternative education and contemporary attachment theories, I explore some potential implications for children's emotional geographies and relational geographies of age of what I term ‘more-than-social’ emotional relations. Yet I do not offer an unequivocal endorsement of these hybrid emotions. Thus, I end the paper by issuing some words of caution – both in terms of the critical questions raised by more-than-social emotional relations, specifically, and in terms of engendering broader debate about how and why scholars do (children's) emotional geographies.     

The more you ignore me the closer I get: An ERP study of evaluative priming

We used event-related brain potentials (ERPs) to investigate the various mental processes contributing to evaluative priming—that is, more positive judgments for targets preceded by affectively positive, as opposed to negative, prime stimuli. To ensure ecological validity, we employed a priori meaningful landscape pictures as targets and emotional adjectives as visual primes and presented both primes and targets for relatively long durations (>1 s). Prime-related lateralized readiness potentials (LRPs) revealed response priming as one source of the significant evaluative priming effect. On the other hand, greater right-frontal positive slow wave in the ERP for pictures following negative, as compared with positive, primes indicated altered impression formation, thus supporting automatic spreading activation and/or affect misattribution accounts. Moreover, target LRPs suggested conscious counter-control to reduce the evaluative priming net effect. Finally, when comparing prime ERPs for two groups of participants showing strong versus weak evaluative priming, we found strong evidence for the role of depth of prime processing: In the weak-effect group, prime words evoked an increased visual P1/N1 complex, a larger posterior P2 component, and a greater left-parietal processing negativity presumably reflecting semantic processing. By contrast, a larger medial-frontal P2/N2 complex in the strong-effect group suggested top-down inhibition of the prime’s emotional content. Thus, trying to ignore the primes can actually increase, rather than decrease, the evaluative priming effect.     

Pandémie de COVID-19 : attachement,anxiété, régulation émotionnelle et stratégies de coping chez les enfants d’âge scolaire

IntroductionAn impact of the COVID-19 pandemic on the emotions and behaviors of children has been found in several studies. However, this impact is not found in all studies. Attachment could be linked to different reactions and levels of anxiety.ObjectiveThe main aim of this study was to analyze the links between children's insecure attachment and variables related to anxiety, emotional and behavioral management of children during the pandemic.MethodStudy participants (n = 83 parents and their child aged 6 to 12) completed anonymously online questionnaires assessing attachment insecurity, state-anxiety, coping strategies and emotional regulation. They also answered socio-demographic questions related to their context of life and experience of the pandemic.ResultsState-anxiety is significantly related to children's emotional dysregulation but not to emotion-oriented coping strategy. Significant links were observed between attachment insecurity on the one hand, and children's state-anxiety, emotion-oriented coping strategy and children's emotional dysregulation on the other hand. Emotional dysregulation mediates the link between disorganized attachment and state anxiety.ConclusionThe links between attachment insecurity and children's state-anxiety on the one hand, and the emotion-oriented coping strategy on the other hand highlight the importance of taking individual and interactional factors into account in children's socio-emotional manifestations during the COVID-19 pandemic.     

Differentiation of Self and Dyadic Adjustment in Couple Relationships: A Dyadic Analysis Using the Actor‐Partner Interdependence Model

Bowen's multigenerational theory provides an account of how the internalization of experiences within the family of origin promotes development of the ability to maintain a distinct self whilst also making intimate connections with others. Differentiated people can maintain their I‐position in intimate relationships. They can remain calm in conflictual relationships, resolve relational problems effectively, and reach compromises. Fusion with others, emotional cut‐off, and emotional reactivity instead are common reactions to relational stress in undifferentiated people. Emotional reactivity is the tendency to react to stressors with irrational and intense emotional arousal. Fusion with others is an excessive emotional involvement in significant relationships, whilst emotional cut‐off is the tendency to manage relationship anxiety through physical and emotional distance. This study is based on Bowen's theory, starting from the assumption that dyadic adjustment can be affected both by a member's differentiation of self (actor effect) and by his or her partner's differentiation of self (partner effect). We used the Actor‐Partner Interdependence Model to study the relationship between differentiation of self and dyadic adjustment in a convenience sample of 137 heterosexual Italian couples (nonindependent, dyadic data). The couples completed the Differentiation of Self Inventory and the Dyadic Adjustment Scale. Men's dyadic adjustment depended only on their personal I‐position, whereas women's dyadic adjustment was affected by their personal I‐position and emotional cut‐off as well as by their partner's I‐position and emotional cut‐off. The empirical and clinical implications of the results are discussed.     

Activating children's thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools

Background Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation ( DfEE, 1999 ). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4–6 in primary schools. This is a sister project to research being conducted in Northern Ireland ( McGuinness, 2006 ). Sample The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. Methods A quasi‐experimental design was used with pre‐, post‐, and delayed post‐tests to ascertain changes in children's cognitive abilities, self‐perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. Results The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. Conclusions This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.     

The social unconscious in persons,groups and societies,volume 1: Mainly theory,edited by Earl Hopper and Heim Weinberg

This paper looks at some instances of young children learning in a school setting, and suggests that ‘emotional learning’ is an integral part of the apparently ‘cognitive’ learning that takes place in school. The paper uses object relations psychoanalysis in order to explore some of the more-or-less hidden emotional states of mind that accompany difficulties and successes with school learning. Three extracts are presented from observations of young children coming to terms with reading and writing. Each of these is then discussed, with the aim of showing how learning always takes place in a dynamic, relational emotional context. From the theoretical perspective outlined in this article, all learning involves unconscious ‘object relating’. Things to be learnt about, and people requiring learning, or assisting with it, are the bearers of the learner's vivid unconscious ‘transferences’. Such transferences colour the learner's emotional experience of the people and things around him or her, constituting a dynamic, internally experienced, ‘emotional context’ for learning. While this emotional context may be partly subjective, it is also more or less affected by others' feeling states, pulling the learner into a shared learning environment which is emotionally complex and inter-subjective.     

Monuments as Commitments: How Art Speaks to Groups and How Groups Think in Art

Art can be addressed, not just to individuals, but to groups. Art can even be part of how groups think to themselves – how they keep a grip on their values over time. I focus on monuments as a case study. Monuments, I claim, can function as a commitment to a group value, for the sake of long‐term action guidance. Art can function here where charters and mission statements cannot, precisely because of art's powers to capture subtlety and emotion. In particular, art can serve as the vessel for group emotions, by making emotional content sufficiently public so as to be the object of a group commitment. Art enables groups to guide themselves with values too subtle to be codified.     

Differential effects of task and reinforcement variables on the performance of three groups of behavior problem children

In a test of Quay's model of differential response tendencies in three basic dimensions of discordant behavior, 36 delinquent boys divided into three behavior groups — Conduct Disorder, Personality Disorder, Inadequate-Immature — del were compared on a verbal paired-associate task under four conditions of task structure: neutral and emotional content, simplicity and complexity; and two reward conditions: material and verbal. Predictions were that the Conduct Disorder and Inadequate-Immature group would perform optimally under conditions of simple emotional task structure and material reward as opposed to the Personality Disorder group, who would demonstrate optimal performance under verbal reinforcement and reflect an interaction effect for task complexity and emotionality. Results confirmed the basic hypothesis of differential responsiveness as a function of subject variables. Directions of the differences indicated that task variables also produced critical effects.     

A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

This randomized controlled trial (RCT) evaluated the efficacy of the Promoting Alternative Thinking Strategies curriculum (PATHS; Kusche & Greenberg, 1994) as a means to improve children's social–emotional competence (assessed via the Social Skills Improvement System (SSIS); Gresham & Elliot, 2008) and mental health outcomes (assessed via the Strengths and Difficulties Questionnaire (SDQ); Goodman, 1997). Forty-five schools in Greater Manchester, England, were randomly assigned to treatment and control groups. Allocation was balanced by proportions of children eligible for free school meals and speaking English as an additional language via minimization. Children (N = 4516) aged 7–9 years at baseline in the participating schools were the target cohort. During the two-year trial period, teachers of this cohort in schools allocated to the intervention group delivered the PATHS curriculum, while their counterparts in the control group continued their usual provision. Teachers in PATHS schools received initial training and on-going support and assistance from trained coaches. Hierarchical linear modeling of outcome data was undertaken to identify both primary (e.g., for all children) and secondary (e.g., for children classified as “at-risk”) intervention effects. A primary effect of the PATHS curriculum was found, demonstrating increases in teacher ratings of changes in children's social–emotional competence. Additionally, secondary effects of PATHS were identified, showing reductions in teacher ratings of emotional symptoms and increases in pro-social behavior and child ratings of engagement among children identified as at-risk at baseline. However, our analyses also identified primary effects favoring the usual provision group, showing reductions in teacher ratings of peer problems and emotional symptoms, and secondary effects demonstrating reductions in teacher ratings of conduct problems and child ratings of co-operation among at-risk children. Effect sizes were small in all cases. These mixed findings suggest that social and emotional learning interventions such as PATHS may not be as efficacious when implemented outside their country of origin and evaluated in independent trials.     

Does well‐being contribute to performance? Emotional security,teacher support and learning behaviour in kindergarten

In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age=51.65 months); 16 children were trained by their regular teacher (experimental group 1), 16 by a less familiar teacher (experimental group 2) and 16 received no training (control group). In three training sessions, children worked in pairs on a new categorization and recall task. Trained observers rated children's emotional insecurity and task involvement and teacher's supportive presence. Furthermore, spontaneous recall during the training was assessed. In addition, categorization and spontaneous recall was measured in various test sessions. Children's emotional insecurity during training negatively affected involvement. Involvement on its turn positively influenced spontaneous recall during training. In addition, emotional insecurity had a direct negative effect on spontaneous recall in a test situation. No effect of familiarity or supportive presence of the teacher on emotional security was found. Training conditions did not affect test performances. Findings suggest that children's involvement is important for learning and that experiences of emotional insecurity may negatively affect task involvement, test performance and eventually school achievement. Teachers in general seem capable of providing children with some sense of security. Copyright © 2004 John Wiley & Sons, Ltd.     

Dramatic pretend play games uniquely improve emotional control in young children

Pretense is a naturally occurring, apparently universal activity for typically developing children. Yet its function and effects remain unclear. One theorized possibility is that pretense activities, such as dramatic pretend play games, are a possible causal path to improve children's emotional development. Social and emotional skills, particularly emotional control, are critically important for social development, as well as academic performance and later life success. However, the study of such approaches has been criticized for potential bias and lack of rigor, precluding the ability to make strong causal claims. We conducted a randomized, component control (dismantling) trial of dramatic pretend play games with a low‐SES group of 4‐year‐old children (N = 97) to test whether such practice yields generalized improvements in multiple social and emotional outcomes. We found specific effects of dramatic play games only on emotional self‐control. Results suggest that dramatic pretend play games involving physicalizing emotional states and traits, pretending to be animals and human characters, and engaging in pretend scenarios in a small group may improve children's emotional control. These findings have implications for the function of pretense and design of interventions to improve emotional control in typical and atypical populations. Further, they provide support for the unique role of dramatic pretend play games for young children, particularly those from low‐income backgrounds. A video abstract of this article can be viewed at: https://youtu.be/2GVNcWKRHPk     

All is well that ends well,at least for proselfs: emotional reactions to equality violation as a function of social value orientation

In step‐level public good dilemmas the equality rule serves as an important distribution rule to tacitly coordinate group members' decisions. In two studies, we examined the motives that may underlie the use of the equality rule. More specifically, we examined whether people use the equality rule out of fairness concerns or out of efficiency concerns. For this purpose, we assessed people's emotional reactions toward a violator of the equality rule when the group succeeded vs. failed, as a function of social value orientation. The results of both experiments showed that proselfs' emotional reactions towards a violator were a function of the success or the failure of the group, whereas prosocials' emotional reactions did not vary as a function of the outcome feedback. These results suggest that prosocials prefer the equality rule out of fairness concerns whereas for proselfs efficiency concerns dominate. Copyright © 2005 John Wiley & Sons, Ltd.     

Self-Coherence and Mutuality in the Analytic Dyad: Commentary on Michael Shoshani (Rosenbaum's) Dare to be Human

Michael Shoshani (Rosenbaum's) book Dare to be Human lays bare Michael's emotional relationship with his patient Daniel. Initially, Michael's early childhood relational behavioral patterns are evoked by Daniel's extreme emotional detachment and rejection of Michael as a person. Both analytic partners experienced extreme boundary violations as children in the form of violent beatings, Michael by his father and Daniel by his mother. Michael's mother was overbearing like Daniel's. Both, highly sensitized to intrusions and perceived slights by the other, remain locked in a doer/done to dynamic until Michael successfully breaks through the enactment by learning to stay with Daniel's distress, contain and regulate his own hurt feelings, and provide more space in the relationship by shifting to four times a week and moving Daniel to the couch. Through this process both analytic partners feel safer with each other, deepen their understanding of their own internal object world, and feel intimately engaged with each other. Daniel's life outside the analysis parallels his success in the analytic relationship.