"Am iz kwiin" (I'm his queen): Combining interpretative phenomenological analysis with a feminist approach to work with gems in a resource-constrained setting

This article focuses on working with gems using a feminist approach to interpretative phenomenological analysis (IPA) in a resource-constrained setting. The research explores the experiences of maternal disclosure of HIV to children of HIV positive mothers in Kingston, Jamaica. A feminist approach helps recognise power imbalances within research relationships and the women’s lived experiences. We present three “gems” which illuminate women’s lived experiences and explore how popularised representations of women’s sexuality and mothering influence disclosure discourses. We use emotion work as a conceptual resource to structure the women’s narratives and challenge existing policy discourses, which arguably represent disclosure within a binary, rationalist, decision-making framework. This article adds to global literature on maternal HIV disclosure and problematises policy discourses by bringing into relief the emotion work women engage in when deciding if and how to communicate their HIV status to their children. It adds to the body of research using IPA, particularly in resource-constrained settings where IPA has thus far had little application

The Resource Replenishment Function of Interest

Interest is a positive emotion associated with increased approach motivation, effort, attention, and persistence. Although experiencing interest promotes behaviors that demand cognitive resources, interest is as a coping resource in frustrating learning situations and is central to self-regulation and sustained motivation. Positive affect, in general, tends to replenish resources, but based on the functions of interest and what interest promotes we suggest that interest, in particular, promotes greater resource replenishment. Across three experiments, experiencing interest during activity engagement (Studies 1 & 2), even when interest is activated via priming (Study 3), caused greater effort and persistence in subsequent tasks than did positive affect. This effect occurred only when participants’ psychological resources were previously depleted (Study 1). Paradoxically, engaging an interesting task replenished resources (vs. positive and neutral tasks) even though the interesting task was more complex and required more effort

Epilogue. From then to now – from now to then: Contemporary research in affective colour psychology might inform research on affective colour meaning in ancient Greek and Roman writings

This chapter provides an overview of how we define and work with colour, what we understand under the terms ‘emotion’ and ‘affect’, and how we approach the study of colour-affect relationships in contemporary societies. Throughout this process, we endeavour to remain attentive to situations that scholars working with ancient texts are likely to encounter in their work

Attachments to nature : design and eco-emotion

This paper is concerned with how technology influences people’s emotional attachments to nature. The paper proposes two theoretical works in progress: a model which shows how emotions are constructed through social, technological and ecological experience; and a framework which proposes ways in which technology influences the construction of emotional attachments to nature. The aim of these models and frameworks are to enable designers to reframe their perceptions of ecological issues and recognise the behavioural, cultural and social complexities. The paper also hopes to further the relevance of the design and emotion field to sustainable development. The paper emerges from an investigation into an anthropological approach to ecodesign, and one of the key aims of presenting the paper is to understand its relevance of this enquiry to the design and emotion field

The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities’ motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities. In this study, 119 faculty members from 10 Spanish universities who engage in inclusive practices in all areas of knowledge recounted, in response to questions asked during a semi-structured interview, how they motivated and related to their students. The conclusion reached is that students with disabilities are more motivated than their fellow classmates, meaning that very few extra actions need to be taken to engage them in the learning process. Nevertheless, participants reported having a knowledge of strategies based on motivation and emotion and using them to develop a sense of belonging among students, thus fostering their learning