Facing fear: Expression of fear facilitates processing of emotional information

Evidence shows that manipulating the expressive component of fear can influence the processing of emotional information. Participants unobtrusively produced the expressive behaviors typical of fear, anger or happiness. Participants producing the expression of fear were faster at classifying verbal material with emotional content than participants producing the expressions of happiness or anger. These effects were especially pronounced for participants who were generally sensitive to their own bodily cues, as indicated by their degree of field-dependence measured by the Rod-and-Frame Task (Witkin &amp; Asch, 1948). The results suggest that one way of eliciting the cognitive consequences of fear is by inducing the embodied expressive behavior.</jats:p

Co-Creation: Viewing Partnerships Through A New Lens

Collaboration remains an on-going discourse throughout the funder community, but little has been written about explorations or innovations into different ways of working collectively, beyond what was established decades ago.The Connecticut legislation calling for a greater coordination of efforts to improve early childhood outcomes explicitly invited "philanthropic organizations" to partner in the development of new policies and a systematic approach for supporting young children and families. The Connecticut Early Childhood Funder Collaborative emerged as the platform for philanthropy to do this work.Similar to other funder collective endeavors, the Collaborative and the state can claim short-term success. They not only had tangible results, but each valued their ability to coalesce to achieve those results. The difference in this effort was the melding of knowledge, networks and funding in a new paradigm. The more difficult question is whether the short-term endeavor creates the necessary conditions to sustain their efforts long enough to realize true systems change and improved outcomes for children and families.For large-scale systems change, co-creation may be a more fitting approach; it acknowledges self-interest, existing alongside shared goals and purpose, as necessary to sustain voluntary efforts. Co-creation is predicated on the notion that traditional top-down planning or decision-making should give way to a more flexible participatory structure, where diverse constituencies are invited in to collectively solve problems.Co-creation doesn't give priority to the group or the individual, but instead supports and encourages both simultaneously. In co-created endeavors, a shared identity isn't needed; members continue to work toward their own goals in pursuit of the common result. Co-creation enables individuals to work side by side, gaining an understanding of the goals, resources, and constraints that drive the behaviors of others, and adjusting accordingly to maintain a mutually beneficial gain.The partnership of the Connecticut Early Childhood Funder Collaborative, the State, and the Connecticut Council for Philanthropy was not originally structured to be an example of co-creation. It does, though, possess many of the attributes of successful co-creation endeavors. Recognizing these similarities in structure and purpose holds much promise to help the public and private sectors understand not only what to sustain, but how best to organize and continue working to achieve the long-term goal

Associations between facial emotion recognition and young adolescents\u2019 behaviors in bullying

This study investigated whether different behaviors young adolescents can act during bullying episodes were associated with their ability to recognize morphed facial expressions of the six basic emotions, expressed at high and low intensity. The sample included 117 middle-school students (45.3% girls; mean age = 12.4 years) who filled in a peer nomination questionnaire and individually performed a computerized emotion recognition task. Bayesian generalized mixed-effects models showed a complex picture, in which type and intensity of emotions, students\u2019 behavior and gender interacted in explaining recognition accuracy. Results were discussed with a particular focus on negative emotions and suggesting a \u201cneutral\u201d nature of emotion recognition ability, which does not necessarily lead to moral behavior but can also be used for pursuing immoral goals

Perception is Reality: Change Leadership and Work Engagement

Purpose The purpose of this paper is to investigate how employee perceptions of change and leadership might impact work engagement following major organizational change. Design/methodology/approach Social media invited US workers recently experiencing major organizational change to anonymously complete a web-based survey requesting qualitative and quantitative responses. Values-based coding and thematic analysis were used to explore qualitative data. Hierarchical and linear regression, and bootstrapped mediation were used to analyze quantitative data. Findings Analysis of qualitative data identified employees’ perceptions of ideal change and ideal leadership were well supported in the change leadership literature. Analysis of quantitative data indicated that employee perceptions of leadership fully mediated the relationship between employee perceptions of change and work engagement. Practical implications Study findings imply that how employees perceive change is explained by how they perceive leadership during change, and that these perceptions impact work engagement. Although these findings appear commonsensical, the less than stellar statistics on major organizational change may encourage leaders to become more follower-focused throughout the change process. Originality/value The study makes a contribution to an understudied area of organizational research, specifically applied information processing theory. This is the first study that identifies employee perceptions of leadership as a mediator for perceptions of change and work engagement. From a value perspective, leaders as successful change agents recognize significant cost savings in dollars and human welfare by maintaining healthy workplaces with highly engaged workers

Training Neurodegenerative Disease Support Group Leaders: A New Support Group Functioning Scale

Support group leaders play pivotal roles in maintaining healthy community support groups; however, these leaders also have personal support needs and typically lack formal training in managing complex behaviors of neurodegenerative disorders. A support group well-being questionnaire, assessing support group functioning, was developed and piloted among participants of an educational training program designed for support group leaders of various neurodegenerative disorder-specific support groups. An exploratory factor analysis evaluated the questionnaire’s psychometric properties and identified a reliable single factor five-item solution, which was titled the Support Group Functioning Scale (SGFS). Preliminary interpretation guidelines were proposed. Development of this scale is a first step in identifying support group leaders’ needs as they provide frontline assistance to caregivers and individuals with neurodegenerative illnesses. This tool shows promise as an efficient way to identify support groups in need of assistance and to assess the impact of trainings on support group functioning. Further validation of the scale is needed

Making Meaningful Connections: Characteristics of Arts Groups that Engage New and Diverse Participants

For the last two decades, arts organizations of various kinds have focused increasing attention on participant development. Many have become more customer-centered in their practices and have successfully attracted more or different participants to their programs. These efforts have produced a growing body of knowledge on effective arts engagement techniques -- the specific programming, marketing and social media strategies that organizations are using to attract participants.Smart programming and marketing strategies are critical, and they have helped many cultural organizations attract new participants for specific programs. Depending on the organization, targeted populations have included teenagers, young adults, African American professionals, families, Latinos, veterans' groups, low-income populations, Arab Americans and others. Yet overall, the participant mix for the majority of cultural institutions remains largely unmixed. It is still the rare cultural organization whose regular participants truly reflect the socio-economic, ethnic or generational demographics of its wider community.This report offers an initial framework of key organizational characteristics for cultural institutions that are genuinely engaging participants who reflect their communities' changing demographics. It is not comprehensive, and the concepts outlined here may apply differently to different kinds of institutions. This summary is intended to spark thinking and discussion among organizations that are interested in better connecting with diverse participants and sustaining those relationships over time. It may also spur further experimentation and testing, and encourage leaders to deepen their understanding of the organizational dynamics that are essential to achieving more diverse participation in nonprofit cultural institutions.This research sought to understand the underlying organizational characteristics of successful engagement of diverse participants by arts organizations. The findings presented are a synthesis of research from multiple sources

Read-React-Respond: An integrative model for understanding sexual revictimization

Females who have been sexually abused in childhood are at significantly higher risk to be revictimized in adolescence and adulthood. Revictimization is associated with a raft of adverse mental and physical health outcomes, and so understanding why victims of childhood sexual abuse are more vulnerable to later sexual assaults has critical implications for their development. It has been hypothesized that sexual abuse in childhood results in reduced ability to recognize and/or respond effectively to sexual threats later in life, but studies examining these ideas have produced inconsistent results. Further, this research has failed to incorporate the powerful physiological reaction elicited by threats of imminent harm to the self, which has the potential to disrupt cognitive processing and coping behavior. In the present paper, we propose a model of revictimization that integrates contemporary theory and research on the biological stress response with cognitive, affective, and behavioral factors believed to be involved in adaptive responding to sexual threats. The model provides a conceptual guide for understanding why females with a history of sexual abuse are more vulnerable to revictimization and offers ideas for improving prevention programs designed to strengthen females’ ability to resist sexual coercion

College Students’ Perceptions of Barriers to Bystander Intervention

Sexual violence is a major problem on college campuses and is associated with a range of negative health consequences for victims. Teaching students to intervene as prosocial bystanders has become a common element of sexual assault prevention efforts; although these programs have demonstrated positive effects on participants’ beliefs and knowledge, their impact on actual behavior is weaker. Understanding the factors that inhibit intervening in risky situations may enhance the effectiveness of bystander programs by identifying material that addresses these barriers. A sample of 281 first-year college students indicated whether they had encountered 10 situations that may present elevated risk of sexual or physical assault since arriving on campus, and if so, whether they had done something to intervene. If they had not intervened, they were asked to identify the barriers that had inhibited them. Participants also completed measures of two factors proposed to predict bystander behavior, self-efficacy and emotion regulation. A majority of participants intervened in most of the situations, but only 27% of participants intervened in every situation they encountered. Men and women differed in the barriers they identified most frequently across situations, with men endorsing Perceived Responsibility more often than women, and women reporting Skill Deficits more often than men. Neither men nor women perceived Audience Inhibition to be a significant barrier; it was salient in only one of the 10 situations. Students higher in global bystander self-efficacy were more likely to intervene and less likely to report barriers related to skill deficits and perceived responsibility. These results suggest that existing bystander intervention programs efforts can be improved by fostering a greater sense of collective responsibility in students and teaching specific intervention behaviors