Relevant bibliographies by topics / A source of emotional support

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A source of emotional support'

Author: Grafiati
Published: 24 April 2022
Last updated: 18 July 2025

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Journal articles on the topic "A source of emotional support"

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Kapadia, Muneera R., Christine M. Veenstra, Rachel E. Davis, Sarah T. Hawley, and Arden M. Morris. "Unmet Emotional Support Needs Among Diverse Patients with Colorectal Cancer." American Surgeon 86, no. 6 (2020): 695–702. http://dx.doi.org/10.1177/0003134820923318.

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Background Social support, which is partly emotional support, is associated with adherence to colorectal cancer (CRC) treatment, quality of life, and survival. We hypothesized that the needs, sources, and availability of emotional support would vary by race and income among CRC patients and sought to quantify the emotional support and the perceived adequacy of support reported by patients. Methods We surveyed CRC patients from Detroit and Georgia Surveillance, Epidemiology and End Results registries about the quantity and quality of emotional support received from different sources. We tested differences using the chi-square test, t-tests, and logistic regression. Results There were 1909 patients who met inclusion criteria and 1301 (68%) completed surveys. Among respondents, 68% were white, 25% black, and 7% other. Black patients were more likely to be female and younger and reported lower annual income and education. Patients reported high support from several sources. Among those with a spouse/partner (58%), 95% reported high levels of support; however, older, black, female, or lower income patients were less likely to have spouses/partners ( P < .001). Patients also endorsed high support from family (88.6%), important others (82.9%), and clinicians (71.3%). Black patients were less likely than white patients to report support that was “just right” ( P < .001). Discussion Most patients reported high emotional support from at least 1 source. Black patients were most at risk for low support or unmet support needs. Spouse/partner support was important but only available to 58% of respondents. Patients at risk for unmet emotional support needs may benefit from additional support resources.
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Kumar Mishra, Sushanta. "Linking perceived organizational support to emotional labor." Personnel Review 43, no. 6 (2014): 845–60. http://dx.doi.org/10.1108/pr-09-2012-0160.

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Purpose – Based on two studies on different occupational groups, the purpose of this paper is to examine the relationship between perceived organizational support (POS) and different forms of emotional labor. Drawing from social identity theory, the present study extends the social exchange theory to provide an alternate explanation to the above relationships. Design/methodology/approach – The survey design following questionnaire in English language was physically administered among medical sales employees and subsequently among employees in the hospitality industry. Findings – The study found that POS is positively related to deep acting and negatively related to surface acting. The study further found that organizational identification mediates the relationship between POS and deep acting where as there was no mediation effect of organizational identification on the relationship between POS and surface acting. Research limitations/implications – The research relies on a cross-sectional design with a single source of data collected from two sources at different time periods. Practical implications – With the emergence of service economy there is an increasing emphasis on the performance of emotional labor. The present study suggests that organizations need to focus on organizational practices as employees’ perception of organizational support is related to the way they express their emotions during customer interactions. The finding of the study suggests that on what the organizations should do to motivate employees to perform expected emotional labor. Originality/value – The literature is relatively silent on the relationship between POS and different forms of emotional labor. The present study adds to the existing body of knowledge by explaining POS as an important antecedent of emotional labor. Further, the study contributes by exploring the mediation effect of organizational identification on the relationship between POS and different forms of emotional labor.
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Amare, Samuel. "Social support experiences among Yemeni refugee women in Addis Ababa, Ethiopia: a descriptive phenomenological study." Journal of Social Science 7, no. 1 (2024): 133–44. https://doi.org/10.52326/jss.utm.2024.7(1).11.

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Social support from informal support sources plays a pivotal role in smoothing the adaptation process of refugees in their host countries. This study's main objective was to examine the social support experiences of Yemeni refugee women in Addis Ababa. The study employed a qualitative, descriptive phenomenological design. Thirteen Yemeni refugee women were interviewed using a semi-structured interview guide. Using purposive sampling, study participants were selected. The study's findings indicated that refugee women received various types of social support from family, friends, and independent sponsors, including instrumental support, emotional support, and informational support. For refugee women, strengthening their existing informal social networks is crucial since these networks provide them with informational, emotional, and instrumental support.
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Sorenson, Ann Marie, Carl F. Grindstaff, and R. Jay Turner. "Religious Involvement among Unmarried Adolescent Mothers: A Source of Emotional Support?" Sociology of Religion 56, no. 1 (1995): 71. http://dx.doi.org/10.2307/3712040.

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Wright, Kevin B. "Emotional Support and Perceived Stress Among College Students Using Facebook.com: An Exploration of the Relationship Between Source Perceptions and Emotional Support." Communication Research Reports 29, no. 3 (2012): 175–84. http://dx.doi.org/10.1080/08824096.2012.695957.

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Hartman, Carol R. "The Nurse-Patient Relationship and Victims of Violence." Scholarly Inquiry for Nursing Practice 9, no. 2 (1995): 175–92. http://dx.doi.org/10.1891/0889-7182.9.2.175.

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Vicarious traumatization is a phenomenon that recognizes that the exposure of persons, other than the victim, to the specifics of trauma material or the reenactment of traumatic experiences transmits the emotionally laden aspects of the original violence and thus is a source of emotional arousal and distress for the nurse working with victims of violence. This source of emotional arousal shapes the underlying approach—avoidance dynamic of countertransference responses that strain the empathic connection necessary for a safe and constructive nurse-patient relationship. Case consultation and supervision are necessary to protect the integrity of the nurse-patient relationship. The current isolating changes in the work setting cut the nurse off from needed support and guidance in working with victims of violence. The emotional risks inherent in working with victims of violence require that the nurse seek professional support for the interpersonal aspects of practice.
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Loprinzi, Paul D., and Chelsea Joyner. "Source and Size of Emotional and Financial-Related Social Support Network on Physical Activity Behavior Among Older Adults." Journal of Physical Activity and Health 13, no. 7 (2016): 776–79. http://dx.doi.org/10.1123/jpah.2015-0629.

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Objective:To examine the association of source of emotional- and financial-related social support and size of social support network on physical activity behavior among older adults.Methods:Data from the 1999–2006 NHANES were used (N = 5616; 60 to 85 yrs). Physical activity and emotional- and financial-related social support were assessed via self-report.Results:Older adults with perceived having emotional social support had a 41% increased odds of meeting physical activity guidelines (OR = 1.41; 95% CI: 1.01–1.97). The only specific sources of social support that were associated with meeting physical activity guidelines was friend emotional support (OR = 1.19; 95% CI: 1.01–1.41) and financial support (OR = 1.28; 95% CI: 1.09–1.49). With regard to size of social support network, a dose-response relationship was observed. Compared with those with 0 close friends, those with 1 to 2, 3 to 4, 5, and 6+ close friends, respectively, had a 1.70-, 2.38-, 2.57-, and 2.71-fold increased odds of meeting physical activity guidelines. There was some evidence of gender- and age-specific associations between social support and physical activity.Conclusions:Emotional- and financial-related social support and size of social support network are associated with higher odds of meeting physical activity guidelines among older adults.
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Chang, Kenrick, Meilisia Tri Gunawan, Elvy Grashiella, Hendra Jaya, Kenny William, and Winida Marpaung. "Dukungan Sosial pada Survivor Kanker di Medan." Journal of Education, Humaniora and Social Sciences (JEHSS) 3, no. 2 (2020): 386–93. http://dx.doi.org/10.34007/jehss.v3i2.318.

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The purpose of this research is to see how social support helps to cure cancer survivors. The source of this study consists of three research subjects who are a cancer survivor and three research informants. The sample selection used is the snowball sampling method. Research data are collected using natural observation methods and in-depth interview which are then arranged in verbatim form. The results shows that from the forms of social support, including emotional support, tangiable support, informational support, and companionship support, the most prominent is emotional support and with the existence of social supports, cancer sufferers can gain more confident andfeel more motivated to recover from cancer.
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Van Gorp, Lore, Smaranda Boroş, Piet Bracke, and Peter A. J. Stevens. "An exploratory study into organizational repatriates’ emotional support network." Cross Cultural & Strategic Management 24, no. 4 (2017): 645–68. http://dx.doi.org/10.1108/ccsm-12-2016-0211.

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Purpose The purpose of this paper is to examine how repatriates’ emotional support network affects their experience of re-entry. Design/methodology/approach This inductive, qualitative study is based on 27 semi-structured, in-depth interviews with Belgian organizational repatriates. Findings The analyses suggest that expatriation empathy is a key attribute of organizational repatriates’ main emotional support providers. In addition, the results show that although partners are a main source of emotional support on re-entry, they are also important potential causes of distress. Lastly, the results suggest that the cultural diversity of a repatriate’s emotional support network is linked with characteristics of the assignment and that it affects the experience of repatriation. Research limitations/implications The results provide empirical evidence that the expatriation empathy of repatriates’ support providers is a more informative characteristic to consider compared with whether they have personal experience of expatriation. In addition, the results suggest that research should also take into account the negative side of social support, and, for example, consider the influence of crossover distress of partners who experience relocation difficulties themselves. Practical implications This study points to the possible benefits of organizing social activities or training for repatriates and their partner and any children, as well as the advantages of encouraging expatriates to invite home-country friends to visit. Originality/value Although most scholars agree on the importance of support for expatriates’ well-being, the sources of relevant emotional support have received little research attention so far, as has how this influences the repatriation experience.
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Ogurlu, Üzeyir, Hatun Sevgi-Yalın, and Fazilet Yavuz-Birben. "The relationship between social–emotional learning ability and perceived social support in gifted students." Gifted Education International 34, no. 1 (2016): 76–95. http://dx.doi.org/10.1177/0261429416657221.

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This study aimed to examine the relationship between social–emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional learning skills and social support as well. By convenient sampling, the study was carried out as a correlational research design and involved 117 gifted middle school students who attended an enriched after school program. For the collection of data, Social Emotional Learning Skills Scale (SELSS) and Child-Adolescent Social Support Scale (CASS) were used. Results showed that there was a significant correlation between SELSS and CASS. Regression analysis indicated that social and emotional learning skills explained 29% of social support importance section and 43% of frequency section. Another important finding was that gifted students saw close friends as the primary source of social support and their teachers as the important social support source. In addition, the most significant difference between female and male students was also found on most subscales of two scales in favour of females. Discussion and suggestions were provided based on the findings.
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Dissertations / Theses on the topic "A source of emotional support"

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Deris, Aaron. "Social Supports Among Parents of Children Recently Diagnosed with Autism: Comparisons between Mothers and Fathers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/327.

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Parents are best able to identify their own support needs, and professionals can assist parents in receiving supports to assist with these needs. There has been an increase of children diagnosed with autism, which has resulted in a major concern for education professionals. Teachers, therapists, and medical personnel are better able to assist families of children with autism in obtaining supports because they are able to view the family and child objectively and are not emotionally tied to the situation. The focus of this study was to identify the forms of social support that mothers and fathers of children recently diagnosed with autism perceive as being important. Twenty couples (father-mother dyads) of children between the ages of three to five and diagnosed no more than a year and a half with autism participated in this study. Before the study began a social validation process with professionals and parents of children with autism was used to validate the usefulness of the 16 support items. Once the validation was complete, twenty families completed a Q-sort with the items, which allowed for a ranking from "most" to "least" important. Results indicated that both fathers and mothers ranked "information on how I can help my child" as the most important support and "help with transportation" as the least important support. Overall, fathers' preferred instrumental (goods, services, financial assistance, and information) types of supports, such as, "financial help for expenses." Mothers' preferred emotional (someone to talk to about problems, feelings, and attitudes) types of supports, such as, "contact with other parent(s) who experienced the same situation." T-tests, correlations, and a factor analysis were performed to analyze the data. Significant correlations were from on five support items. "Involvement with a church or strong religious beliefs", "special equipment to help meet my child's needs", "financial help for expenses", "participation in an organized parent support group", and "information on how I can help my child" were significant at the.05 level. From the findings, implications for professionals who work with families of children with autism and recommendations for future research are discussed.
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Fakiya, Emma O. "Social Support and Glycohemoglobin Level Among Older Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6420.

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Diabetes is a public health concern among older adults in the United States due to the increasing prevalence of diabetes among this age group and the associated long-term and financial impacts. Self-management is a key strategy in the control of diabetes. The purpose of this quantitative study was to examine the association between social support and glycohemoglobin level. The social cognitive theory was the conceptual framework for this study. The research questions were designed to determine whether social support played a role in diabetes management. Data were collected using a cross-sectional survey of secondary data from the 2007-2008 National Health and Nutrition Examination Survey. The participants represented a national sample of adults aged 65 years and older. The dependent variable was the glycohemoglobin level, and the independent variables were emotional and financial support, sources of social support, and sociodemographic factors. Statistical analyses, consisting of univariate analyses, were conducted to characterize the sample, and simple and multiple linear regression analysis were conducted for hypotheses testing. After controlling for the confounders, the multiple regression analyses revealed a statistically significant association between emotional and financial support, sources of social support, the frequency of religious activities, and the size of the social network and glycohemoglobin level. Spousal support, frequency of religious activities, and the size of the social network were positively associated with glycohemoglobin level. The study findings might contribute to positive social change through the integration of social support into clinical practices by using family-centered and church-based approaches to improve diabetes management among older adults.
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Smith, Kirsten Ailsa. "Exploring personalised emotional support." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.

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This thesis explores how a computer could facilitate emotional support, focusing on the user group of informal carers. Informal carers are people who provide regular mental or physical assistance to another person, who could not manage without them, without formal payment. They save the UK £132 billion per year. However, many carers find themselves isolated by their caring commitments and may suffer from mental and physical health problems. Good emotional support can help reduce the negative effects of stress. We explore how an Intelligent Virtual Agent (IVA) could provide suitable emotional support to carers; how this emotional support should be adapted to the situation and personality of the carer; and how to add emotional context to support messages. To do this, we create a corpus of emotional support messages of different types and devise an algorithm that selects which type of emotional support to use for different types of stress. We investigate whether to adapt emotional support to personality, developing a novel method of measuring personality using sliders. We explore the identity of the support-giver and find that this affects the perceived supportiveness of an emotional support message. We investigate how emoticons add emotional context to messages, developing a proposed set of emoticons that depict core emotions that people use online. We find that gift emoticons can be used to enhance emotional support messages by representing an effort to 'cheer up' the carer. Finally, we explore how emotional support messages could be used by an IVA in six interviews with carers. Overall, we find that an IVA that helps a carer keep in contact with their personal social network and offers emotional support messages would be well-received by carers, but further work needs to be done to implement it within the framework of existing social media.
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Katrinis, Konstantinos. "Multi-source support for source-specific multicast /." Zürich : ETH, 2006. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=16880.

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Leighton, Mary Kathleen. "ELSA : accounts from Emotional Literacy Support Assistants." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12444/.

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This research seeks to learn from Emotional Literacy Support Assistants (ELSAs) how they perceived the Emotional Literacy Support Assistant (ELSA) training had affected their engagement with their school community and the pupils they were working with. The thesis places the role of ELSAs within the context of the rise in interest in emotionality in education and psychology over recent years. The research was conducted with trainee ELSAs who took part in a semi-structured interview whilst most also kept a reflective journal. The ELSAs reported they considered the training had provided them with a greater understanding of their pupils’ emotions and that they felt more competent in supporting their pupils with their emotionality. In addition, the ELSAs considered they were more confident discussing the pupil’s emotionality with colleagues and the pupil’s parents. However, many reported obstacles which prevented them in engaging in their role from their senior management team (SMT) and colleagues. The ELSAs perceived this was due to a lack of understanding emotional literacy (EL). In addition, ELSAs faced the challenge of working with parents who held a mismatch with the school’s expectations regarding pupil behaviour. I make recommendations as to how ELSAs could be supported in their schools. In addition, I explore implications for Educational Psychologists (EPs), schools and local authorities (LAs) with regards to the position of emotionality set against the backdrop of the recent reforms in working with individuals with special educational needs and disabilities (SEND).
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Rethwish, Caitlin Rose. "Affordances on Facebook, Stress, and Emotional Support." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4734.

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This study discusses Facebook as a social network site and a social media application. It compares perceived emotional support, general life stress, and media affordance-based stress from two participant samples - one that reported using the Facebook desktop site most frequently to reach out for emotional support, and one that reported using the mobile application. The media affordance measure asked participants if perceiving a media affordance was more likely to increase or decrease their stress. In both samples, persistence was more likely to decrease stress, and personalization was more likely to increase stress. On the Facebook Desktop site, searchability was more likely to increase stress. On the Facebook mobile application, pervasiveness was more likely to decrease stress, and association to increase stress. When comparing affordances between samples, there were no significant differences found. When comparing samples, the Facebook mobile application users reported higher life stress, but there was no difference found in perception of emotional support. Within samples, there was no correlation between perceived stress and perceived emotional support. Finally, there was a significant correlation found between perception of emotional support on the site and frequency of reaching out for emotional support. On the Facebook desktop site, users reached out by public post and by private message significantly less frequently if they perceived a higher level of emotional support to be available on the site. On the Facebook mobile application, users reached out by public post significantly less frequently if they perceived a higher level of emotional support to be available on the application. No correlation was found for reaching out by private message on the Facebook mobile application.
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Aitken, David M. "The fallacy of single source fire support." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FAitken.pdf.

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Copp, Louise. "Pupil voices : how schools can support pupils' emotional wellbeing." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548704.

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Morris, Eddie. "Comparison analysis of longevity of AIDS patients with emotional support and non-support systems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3635.

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The objective of this study was to examine the impact of emotional support on the longevity of AIDS patients. To accomplish this objective, a group of AIDS patients who received emotional support and a group of AIDS patients who received no support were studied. A random sampling technique was used. The participants consisted of 50 males. In the group that received support there were twenty-five (25) men and in the non-support group there were twenty-five (25) men. The study consisted of viewing the medical files of the fifty (50) men. The researcher examined the number of days patients lived after being diagnosed with AIDS of both groups. To test the difference in time lived between the groups, a t-Test was employed. The result of the t-Test analysis showed t = -.30, d.f = 48, P< .768. With these results, the null hypothesis was accepted. The study did not find any statistically significant difference between the group that had support and those who did not with reference to the length of time lived once being diagnosed with AIDS.
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Forbes, Angela Jayne. "Personality, social support and health status." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298328.

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Books on the topic "A source of emotional support"

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Barber, Vicky. Creating children's art games for emotional support. Jessica Kingsley Publishers, 2011.

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Living, Hampshire Centre for Independent. Source book towards independent living: Care support ideas. HCIL, 1986.

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National Council for Educational Technology., ed. Using IT to support learners with emotional & behavioural difficulties. National Council for Educational Technology, 1998.

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Thoburn, June. Family support in cases of emotional maltreatment and neglect. Stationery Office, 2000.

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Grindle, Patricia M. A. Emotional and behavioural special needs: an evaluation of educational support. The author], 1994.

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Simmons, Linda L. Becoming your own emotional support system: Creating a community of one. Harrington Park Press, 2007.

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Lee, Rance Pui-leung. Primary network support and emotional distress in Hong Kong and Beijing. Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 2006.

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Marsh, Kenneth D. An analysis of source selection procedures for engineering support services contracts. Naval Postgraduate School, 1989.

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Emotional Support Animal. Ortiz, George, 2023.

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Emotional Support Nightmare. Padwolf Publishing, Incorporated, 2022.

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Book chapters on the topic "A source of emotional support"

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Uhls, Yalda T., Amber van der Wal, Nicole Ellison, Anne Collier, Kaveri Subrahmanyam, and Patti M. Valkenburg. "Adolescents’ Online Communication Practices in a Digital World." In Handbook of Children and Screens. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-69362-5_30.

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AbstractSocial interaction with peers is a crucial developmental need in adolescence. Social media have significantly transformed the way many adolescents communicate with one another, lowering barriers for them to connect at any time, from anywhere. Three important modalities of their online communication are direct messaging, video-mediated communication, and social gaming. This chapter discusses how these modalities are used by adolescents, the social mechanisms that underlie their motivation to use them, possible positive and negative implications for their peer relationships, and the critical role online communication can play in the well-being of marginalized youth. Among other things, the chapter shows that, while the ability to disclose information and connect online can support most adolescents’ social needs, digital communication may also enable negative interactions, such as cyberbullying. The chapter concludes that online communication can be an important source of social and emotional support, especially when in-person contact is unavailable. Future research should investigate the ways in which social media can support adolescents’ development of social and emotional competence. Implications for practice include the need for stakeholders to be aware of the opportunities and risks associated with different modalities and to support adolescents’ safe and healthy use.
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Krafft, Andreas M., JohnBosco Chika Chukwuorji, Rajneesh Choubisa, et al. "Trust, Social Support and Hope Resources." In Hope across cultures. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24412-4_6.

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AbstractThe current chapter is dedicated to the exploration of different sources and activities of hope across countries. In particular, we explore how these serve as expressions of trust and confidence in the availability of resources, nourishing the belief in the feasibility and supporting the realization of wished-for goods considered to be possible, although not necessarily probable. Following an interdisciplinary approach, we integrated perspectives from the disciplines of Positive Psychology, Risk Management, and the Philosophy of Hope to elucidate the difference between trust and confidence. We further differentiate between perceived hope, on the one hand, and dispositional hope and optimism, on the other, backed in this interdisciplinary approach. Using data from the Hope Barometer in 2018 and 2019 we investigated the role of internal and external sources and activities of hope in two studies. Study 1 comprised 12 countries (N = 10,193) and aimed to analyze several personal and external hope sources with a specific focus on social support, religiosity and the feeling of luck in relation to hope. Study 2 was performed with 8 samples from 7 countries (N = 6245), centering on the assessment of several hope activities and their effects on perceived hope. Our findings highlight the importance of social, religious and other external factors of hope, demonstrate the differential nature of perceived and dispositional hope, and show significant differences between countries regarding the role of trust in individual capabilities, in emotional and instrumental support as well as in religious/spiritual experiences and practices.
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Hamilton, Laura S., and Kadriye Ercikan. "COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_13.

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AbstractShortly after the COVID-19 pandemic arrived in the United States, schools across the country had to enact significant, rapid changes to their instructional models, and schools varied widely in their access to the resources needed to support these efforts. Researchers across the U.S. quickly launched surveys, website reviews, and other data-collection methods to document these shifts. In this chapter, we draw on this research to describe the U.S. K-12 educational context, the policies states adopted, the practices and resources schools offered, and the potential effects on students’ academic, social, and emotional learning. In these discussions we draw particular attention to inequities in educational opportunities across schools serving different student populations. We then discuss how different sources of data will be needed to help identify educational needs and mitigate disparities in instruction and learning post-pandemic.
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Arakawa, Masao. "Approximate Multi-objective Optimization of Medical Foot Support." In Emotional Engineering. Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-423-4_15.

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Gaudio, Paola. "11. Emotional Fingerprints." In Prismatic Jane Eyre. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0319.17.

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This is a transversal reading of the novel and its Italian translations through the lens of nouns expressing emotions. To this aim, a parallel corpus was compiled, comprising the source text and 11 translations. After identifying the types and range of English emotion-nouns and commenting on their significance in the novel, Italian equivalents are analysed, comparing them against the source text. Such a quantitative study has allowed me to identify patterns and anomalies in how emotion-nouns are used by individual translators. Emotional fingerprints of the source text and of each translation have been created to provide a visual representation of their idiosyncrasies.
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O'Haire, Marguerite E., Leanne O. Nieforth, Clare L. Jensen, and Sarah C. Leighton. "Assistance and Emotional Support Animals." In The Routledge International Handbook of Human-Animal Interactions and Anthrozoology. Routledge, 2023. http://dx.doi.org/10.4324/9781032153346-37.

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Newton, Nicki, Terri Ruyter, and TJ Jemison. "Relationships and Social-Emotional Support." In High-Impact Tutoring in Math and ELA. Routledge, 2025. https://doi.org/10.4324/9781003352846-9.

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Clark, Adele, and Jacqui Blades. "Who can support me?" In Practical Ideas for Emotional Intelligence. Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-105.

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Campbell, Alice, and Francisco Perales. "Intergenerational Processes of Disadvantage in the Lives of Lesbian, Gay and Bisexual Australians: From Relationships with Parents to Parenting Expectations." In Family Dynamics over the Life Course. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_12.

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AbstractAustralia remains a heteronormative society, with many of our social, legal, and moral structures still assuming and reinforcing heterosexuality as the default norm. The impacts of heteronormativity on the family lives of lesbian, gay and bisexual (LGB) Australians can be profound. In this chapter, we draw from the lifecourse principles of linked lives, trajectories and turning points to examine how family dynamics produce disadvantage in the lives of LGB Australians. We begin by documenting trajectories of satisfaction, closeness, and support in relationships between LGB children and their parents. We then test associations between the quality of the parent-child relationship and LGB people’s mental health and emotional wellbeing across the life course. Next, we turn our attention to LGB people’s desires and expectations to have children of their own, and test whether relationships with parents play a role in shaping these. Overall, we find evidence that family dynamics continue to be a source of disadvantage in the lives of some LGB Australians. On average, LGB people are less likely to report a positive relationship with their parents than heterosexual people, and negative relationships with parents appear to suppress desires for having children of one’s own. Further, gay men who desire to have children are significantly less likely to expect to fulfill those desires the more dissatisfied they are with their relationships with their parents. Our findings demonstrate how social structures have the power to shape our most important, personal relationships and, through these, our mental health and wellbeing.
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Saleck, Theo. "Der Support: In hoher Qualität verfügbar." In Chefsache Open Source. Vieweg+Teubner Verlag, 2005. http://dx.doi.org/10.1007/978-3-322-89897-5_5.

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Conference papers on the topic "A source of emotional support"

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Zeng, Shulan, and Potmesil Milon. "THE POSITIVE CONTRIBUTIONS AND SOCIAL SUPPORT OF FAMILIES WITH CHILDREN WITH DISABILITIES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/vs07/45.

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This literature review explores the current state of research on positive contributions and social support among families with children with disabilities in mainland China. Positive contributions refer to the beneficial impact on family dynamics and cohesion achieved through positive interactions with the child. International studies suggest that these contributions can enhance family happiness, while domestic research in China predominantly highlights negative aspects, such as the pressures these families encounter. The review methodology involves analyzing both qualitative and quantitative studies on family quality of life, social support, and positive contributions. Sources include academic journals, policy reports, and research articles, with a thematic synthesis conducted to identify differences in international and Chinese perspectives, alongside specific cultural influences. Social support, crucial in helping families manage stress, plays a pivotal role in fostering positive contributions. Emotional, instrumental, and informational support types have shown to mitigate family stress and encourage adaptive growth. In China, however, parents, especially of children with autism, often rely on limited informal support, which fails to meet all their needs. Cultural factors, such as collectivism, family obligation, and Confucian values, deeply influence family responses and perceptions of social support. Disabilities are frequently stigmatized, pushing families to focus on internal support networks and avoid seeking external aid. This cultural backdrop shapes the availability and nature of support, affecting how positive contributions are experienced. In conclusion, while international research increasingly acknowledges the positive contributions of children with disabilities, Chinese studies remain more concerned with challenges. Future research in China should explore how social support mechanisms could amplify positive contributions, helping improve societal attitudes toward these families and enhancing their overall well-being.
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Yorita, Akihiro, Mario Radke, Matthias Rätsch, and Naoyuki Kubota. "Self-Categorization Theory with 3D Emotional Model for Chatbot Emotional Support Systems." In 2024 IEEE 18th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2024. http://dx.doi.org/10.1109/saci60582.2024.10619061.

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Zhang, Tenggan, Xinjie Zhang, Jinming Zhao, Li Zhou, and Qin Jin. "ESCoT: Towards Interpretable Emotional Support Dialogue Systems." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.723.

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Kang, Dongjin, Sunghwan Kim, Taeyoon Kwon, et al. "Can Large Language Models be Good Emotional Supporter? Mitigating Preference Bias on Emotional Support Conversation." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.813.

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Hugo A., Alvarez-Perez, Ruiz Linda Elizabeth, and Caballero-Campbell Aldahir. "Entrepreneurial Intention: The Influence of Perceived Attractiveness and Emotional Support." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024617.

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Wang, Jiashuo, Chunpu Xu, Chak Tou Leong, Wenjie Li, and Jing Li. "Muffin: Mitigating Unhelpfulness in Emotional Support Conversations with Multifaceted AI Feedback." In Findings of the Association for Computational Linguistics ACL 2024. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.31.

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Alvarado, Dania Navarro, María Elena Melón Jareda, and Mariana Maya López. "Design Process for SENS.O.S: A Collection of Wearables for Emotional Support." In 2024 IEEE 12th International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2024. http://dx.doi.org/10.1109/segah61285.2024.10639591.

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Seo, Seungyeon, and Gary Geunbae Lee. "DiagESC: Dialogue Synthesis for Integrating Depression Diagnosis into Emotional Support Conversation." In Proceedings of the 25th Annual Meeting of the Special Interest Group on Discourse and Dialogue. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sigdial-1.59.

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Cao, Yaru, Hongzhi Yu, and Fucheng Wan. "Enhancing Emotional Support Conversation System via Integrating Mental State-Strategy Reasoning." In 2024 6th International Conference on Machine Learning, Big Data and Business Intelligence (MLBDBI). IEEE, 2024. https://doi.org/10.1109/mlbdbi63974.2024.10823858.

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Benita, J., S. Jaswanth, N. Bhuvaneshwar, R. Yuvaraj, and Y. Lakshmi Narayana. "Phoenix: A Conversational Agent for Emotional Well-Being and Psychological Support." In 2025 International Conference on Multi-Agent Systems for Collaborative Intelligence (ICMSCI). IEEE, 2025. https://doi.org/10.1109/icmsci62561.2025.10894579.

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Reports on the topic "A source of emotional support"

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Campbell, Margaret. Families, Disability, and Wellbeing in Canada [Issue brief]. The Vanier Institute of the Family, 2024. http://dx.doi.org/10.61959/i234316b.

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The families of persons with disabilities are crucial sources of care for the disabled family member(s). But, providing care for a family member with a disability poses unique challenges that can affect family wellbeing. This is mainly true for families with little social, emotional, and financial support. Many families with disabilities are vulnerable to poor wellbeing, and there are gaps in our understanding of these vulnerabilities and how to adequately address them. More work needs to be done to better understand and support them.
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Espinoza, Daniel, Michael Griffith, Dion Burns, and Patrick M. Shields. Federal and State Resources for Students Experiencing Homelessness. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/546.264.

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Approximately 1.3 million public school students in the United States were identified by their schools or districts as experiencing some form of homelessness in 2019–20. The housing instability faced by these students is associated with a range of acute needs, including transportation, food insecurity, health care, and emotional and mental health. These challenges have negative impacts for student learning and are associated with lower academic achievement and attainment. This report reviews major federal and state sources of funding for students experiencing homelessness. It finds that federal funding is insufficient to achieve the goals of federal law and is unevenly distributed. Further, only four states provide dedicated funding to support students experiencing homelessness. It also examines federal and state funding for supporting students experiencing homelessness and offers recommendations to increase investments for and support students experiencing homelessness.
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Schaefer, Catherine, and Van-Kim Lin. Playgrounds Support Children’s Social-emotional Health. Child Trends, Inc., 2025. https://doi.org/10.56417/5992a8297f.

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Rethwish, Caitlin. Affordances on Facebook, Stress, and Emotional Support. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6618.

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Bruni, Stefania, Alessandro Zocchi, and Carina Frossasco. To tech or not to tech: does technology enhance learning or hijack cognitive growth? Future Education Institute, 2025. https://doi.org/10.63523/m2r73a.

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Digital technologies have radically transformed the way we learn, interact with information, and relate to others, highlighting new needs and challenges in the contemporary educational and social context. Digital innovation has increased the demand for adaptable learning tools and methods aimed at enhancing knowledge access, critical and creative thinking, and emotional skills. However, these technological advancements also introduce significant challenges, including the transformation of attentional processes and the growing prevalence of multitasking, with profound implications for learning and productivity. This contribution explores the dilemma of "To tech or not to tech," questioning the potential of digital technology to enable learning without compromising cognitive development. It analyzes the role of technology as a tool to improve cognitive processes and address traditional challenges while also acknowledging emerging complexities. Promoting a balanced and mindful use of technology is essential to ensure that digital tools support learning rather than act as sources of distraction. Future research on the long-term effects of digital technologies on brain development and learning is crucial for developing evidence-based strategies aimed at fostering cognitive well-being and educational effectiveness.
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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2364.

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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Boersma, Peter, and Anjel Vahratian. Perceived Social and Emotional Support Among Adults: United States, July-December 2020. National Center for health Statistics (U.S.), 2021. http://dx.doi.org/10.15620/cdc:110092.

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This report describes the percent distribution of perceived social and emotional support among adults aged 18 and over and how the percentage of adults who always or usually have this support varies by selected sociodemographic characteristics based on data from the National Health Interview Survey (NHIS) collected during July–December 2020.
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Green, Crystal, and Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and emotional skills. Social and emotional skills help us to handle our impulses, manage and speak about emotions, and build healthy relationships. After the mass trauma caused by the pandemic, we all need these skills more than ever. But how can we increase social and emotional skills in children throughout the globe in a systematic way? HundrED and The LEGO Foundation have partnered in this Spotlight project to identify impactful and scalable solutions that help parents and educators support the development of children’s social and emotional skills.
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Zablotsky, Benjamin, Amanda E. Ng, Lindsey I. Black, et al. Perceived social and emotional support among teenagers: United States, July 2021 – December 2022. National Center for Health Statistics (U.S.), 2024. http://dx.doi.org/10.15620/cdc/156514.

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