12,470 research outputs found
Assessing emotional labour practices amongst lecturers in private higher education institutions in KwaZulu-Natal.
Masters Degree. University of KwaZulu-Natal, Durban.The purpose of this study is to assess emotional labour practices amongst lecturers in private
higher education institutes. This study focuses on private higher education institutes in Kwa
Zulu natal, specifically lecturers that are exposed to an environment which is emotionally
demanding .Private higher education institutions are the main interest in which academics may
experience emotional labour. For this reason the various private higher education institutions
is the focus of this study.
Literature on emotional labour was discussed. This terms plays an important role in higher
education institutions, where lecturers are seen to be providing more of a service in this
profession rather than just playing the role of an academic. Both the private higher education
sector and emotional labour is discussed extensively and reviewed in relation to one another.
Thereafter emotional regulation processes and concepts, coping mechanisms and management
support is discussed as part of the literature. The research methodology applied was qualitative
research. Qualitative research allows the researcher to make sense of people experiences and
interacting with them, thereafter making use of qualitative research techniques to collect and
analyse information (Blanche, Durrheim &Painter, 2006). A case study was used. This case
study focused on the academic staff at private higher education colleges. Given that the
research undertaken in this study is qualitative; a case study is also the most appropriate
research design considering the contextual, iterative and phenomenological nature of the study.
This study used in- depth interviews as a data collection instrument. Interviews are used to
elicit imperative information during research, interviewing is more natural form of interacting
with people rather than making them fill out a questionnaire, this is the reason as to why
interviews fit well with the interpretive approach to research (Blanche et al., 2006) .In- depth
interview allows the interviewer to extract maximum information needed from participants.The
findings were that academics need to constantly regulate emotions in order to function
effectively at work.
There is a high degree of emotion suppression in individuals that work in private higher
education institutions. Most individuals feel that there are no support structures to able them to
cope better within this service related work environment. Stress and exhaustion was evident
within this environment. For future studies, the researcher recommends a support structure for
lecturers within private institutes and additional management support towards employee mental
wellbeing including emotional support programmes
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The high school diploma examination: Relations among appraisals, emotions, and coping
Emotional (in)Authenticity: The Psychological Impact of Emotional Labour on the Police Officers of England and Wales
Taking a critical action research approach this thesis examines the psychological
outcomes of emotional labour for police officers in England and Wales. Using a
sequential qualitative mixed method design this research is broken down into four
phases:
Phase One takes a Sociology of Knowledge Approach to Discourse analysis of
selected media items that include police representation.
Phase Two conducts narrative analysis of 137 audio diary entries of serving
officers.
Phase Three examines the interviews of 4 serving officers and 6 ex-officers
using Interpretative Phenomenological Analysis.
Phase Four engages serving officers in two workshops using role play,
underpinned by Psychodrama, to encourage problem solving and to identify
realistic operational options for improving officers’ psychological wellbeing.
Findings show that that emotional labour for police officers begins in the public arena
and feeling and display rules operate in every aspect of an officers’ life, including with
friends and family. The most expressed feeling and display rule is that emotional
display is a sign of weakness and an inability to carry out the role of the police officer.
Rules are enforced by penalising measures and are described as career limiting or
ending. This results in a significant amount of emotional suppression, burnout and
dissociative behaviour. Moving away from the traditional quantitative measures for
emotional labour has allowed this study to capture the depth and complexity of
officers’ lived experience of emotional labour. Audio diaries have captured the
thinking and motivation behind officers’ emotional regulation and has identified how
officers depersonalise prior to burnout as compliance with feeling and display rules.
Interviews of ex-officers has enabled an association to be made between feeling and
display rules and psychological outcomes. Contributing to theory, alongside stress
and burnout, emotional labour can now be associated with dissociative behaviour as
a psychological outcome
Appraisals, emotions and emotion regulation: An integrative approach
The present work aims to investigate the relation between appraisals, emotions, and emotion regulation strategies by creating a structural equation model which integrates these three aspects of the emotion process. To reach this aim, Italian students (N = 610) confronted with their high school diploma examination completed a questionnaire 3 weeks before the beginning of the exam. Results showed that they experienced primarily three types of emotions—anxiety/fear, frustration/powerlessness, positive emotions—which were related to specific appraisal profiles. Importantly, these appraisal profiles and emotions were associated with the use of different strategies for regulating emotions: anxiety/fear was associated with focusing on the exam, drug use, and an inability to distance oneself from the exam; frustration/powerlessness, with use of suppression, distancing, and drugs; positive emotion, with reappraisal and problem focused strategies. The effectiveness of these different strategies will be discussed
An exploration of the effectiveness of emotional regulation strategies on the well-being of teachers and early years practitioners
DAppEdPsy ThesisFeedback from local authority early years services show that the emotional well‐being
of Early Years Practitioners (EYPs) is at risk due to the intense emotional labour
committed within early years practice. A systematic review (SR) was conducted to
identify emotional regulation strategies which are most effective in improving
emotional well‐being of EYPs. However, the initial stages of the SR revealed that there
is a dearth of research in this area. Therefore, the SR question was adapted to
investigate the effectiveness of emotional regulation strategies in improving teacher
well‐being. Cognitive reappraisal and mindfulness were identified as the most effective
strategies within the eight studies identified. Subsequent empirical research
investigated the potential of a metaphorical model entitled ‘Chimp Management’
(Peters, 2012) to positively affect emotional well‐being in early years practice. The
model provides a framework for emotional reflection and links closely with the
effective strategies identified in the SR.
Fifteen self‐selecting EYPs took part in semi‐structured interviews to discuss the
emotional impact of their role. Participants then took part in a training course about
the Chimp Management model. One month post‐training, practitioners were
interviewed again to discuss how, when and why the model was useful or not useful in
managing the emotional impact of their practice. Interpretative phenomenological
analysis was used to analyse the interviews. Master themes from the pre‐training
interviews comprised of emotional labour across personal, professional and
organisational domains. Master themes for the post‐ training interviews surrounding
the use of the Chimp model consisted of ‘self‐development and enjoyment’ and ‘selfii
regulatory strategies. Implications for the potential of applying such models within EP
practice are discussed
Public Response to a Catastrophic Southern California Earthquake: A Sociological Perspective
This paper describes a hypothetical scenario of public response to a large regional earthquake on the southern section of the San Andreas Fault. Conclusive social and behavioral science research over decades has established that the behavior of individuals in disaster is, on the whole, controlled, rational, and adaptive, despite popular misperceptions that people who experience a disaster are dependent upon and problematic for organized response agencies. We applied this knowledge to portray the response of people impacted by the earthquake focusing on actions they will take during and immediately following the cessation of the shaking including: immediate response, search and rescue, gaining situational awareness through information seeking, making decisions about evacuation and interacting with organized responders. Our most general conclusion is that the actions of ordinary people in this earthquake scenario comprised the bulk of the initial response effort, particularly in those areas isolated for lengthy periods of time following the earthquake
Empirically Investigating Judicial Emotion
The empirical study of judicial emotion has enormous but largely untapped potential to illuminate a previously underexplored aspect of judging, its processes, outputs, and impacts. After defining judicial emotion, this article proposes a theoretical taxonomy of approaches to its empirical exploration. It then presents and analyses extant examples of such research, with a focus on how the questions they ask fit within the taxonomy and the methods they use to answer those questions. It concludes by identifying areas for growth in the disciplined, data-based exploration of the many facets of judicial emotion
The Emotional Experience and Expression of Anger: A Child\u27s Perspective
The purpose of this study was to explore and identify key themes related to a child’s experience of anger. The existing literature on children’s emotional experiences stems from adult perceptions and interpretations; this study was envisioned to investigate the experience of anger among children using their own words. Participants were male and female students, aged 8-9 and in a general grade three classroom within a community school. Through the use of semi-structured interview focus groups conducted over a span of 10 weeks, participants were invited to disclose their understandings of anger and how they experienced it. Results were analyzed via a content analysis procedure that resulted in five themes. These themes consisted of Understanding Anger, Origins of Anger, Consequences of Anger, Regulation and Resolution of Anger, and finally Relations with Others. Results and implications of the findings were discussed
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