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Books on the topic 'Emotional reaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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1

Segal, Julia. Emotional reactions to MS. Stansted: Multiple Sclerosis Resource Centre, 1994.

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2

Children under stress: Understanding emotional adjustment reactions. 2nd ed. Springfield, Ill., U.S.A: Thomas, 1985.

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3

Assessment & management of emotional reactions to brain damage & aphasia. Kibworth: Far Communications, 1991.

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4

Assessment & management of emotional reactions to brain damage & aphasia. San Diego, Calif: Singular Publishing Group, Inc., 1991.

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5

The scars of Dyslexia: Eight case studies in emotional reactions. London: Cassell, 1994.

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6

Merari, Dalia. A study of couples: Emotional reactions to in-vitro-fertilization treatment. Wellesley, MA: Center for Research on Women, 1999.

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7

Whrborg, Peter, ed. Assessment & Management of Emotional Reactions to Brain Damage & Aphasia. San Diego, California, USA: Singular Publishing Group Inc., 1992. http://dx.doi.org/10.1002/9780470699294.

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8

Petrone, Barbara. Sex differences in descriptive and emotional reactions to science, mathematics, and technology. Sudbury, Ont: Laurentian University, Department of Psychology, 1988.

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9

Cancer and emotion: Psychological preludes and reactions to cancer. Chichester: Wiley, 1987.

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10

Newman, Derek. Breaking up the tune: Factors affecting emotional and perceptual reactions to popular music. Sudbury, Ont: Laurentian University, School of Graduate Studies, 2004.

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11

Sleepy hollow moon: Buttercups and bitterweeds : rhymes from the hillsides around Mud Creek : scraps from an old scrap book, consisting of youthful emotions, impressions, and reactions to life's experiences. Little Rock: Rose Pub. Co., 1993.

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12

Galynker, Igor. Emotional Response. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190260859.003.0008.

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Clinicians’ emotional responses to suicidal patients are important factors in the assessment of imminent suicide risk and in treatment outcome. This chapter provides a comprehensive review of the role that emotional responses to suicidal patients play in clinical work and provides a framework for factoring them into the imminent risk assessment. The chapter discusses emotion differentiation and mindfulness, followed by a description of common psychological responses to suicidal individuals—“countertransference love” and “countertransference hate.” Common psychological defenses, including reaction formation, repression, turning against self, projection, denial, and rationalization, are described. This chapter also provides a framework for a self-assessment of one’s emotional response to a suicidal patient. The chapter concludes with case examples describing emotional responses and psychological defenses elicited when working with imminently suicidal individuals.
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13

Political Behavior and the Emotional Citizen: Participation and Reaction in Turkey. Palgrave Macmillan, 2017.

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14

Erisen, Cengiz. Political Behavior and the Emotional Citizen: Participation and Reaction in Turkey. Palgrave Macmillan, 2018.

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15

Thompson-Brenner, Heather, Melanie Smith, Gayle E. Brooks, Rebecca Berman, Angela Kaloudis, Hallie Espel-Huynh, Dee Ross Franklin, and James Boswell. The Renfrew Unified Treatment for Eating Disorders and Comorbidity. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190946425.001.0001.

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This treatment is designed to address eating disorders along with other emotional problems that individuals with eating disorders also commonly experience. Eating disorders are related to emotional functioning in many important ways. First, negative emotions—and the desire to avoid or control negative emotions—have been shown repeatedly to be related to the development of eating disorders, as well as most other emotional disorders, for many people. Depression and anxiety are known risk factors for the development of an eating disorder. Research also shows that emotional events—such as feeling sadness, feeling anxiety, or feeling stress—are often the immediate triggers for eating disorder symptoms. Furthermore, having an eating disorder is a difficult emotional experience, and many people develop depression and anxiety in reaction to their eating disorder symptoms. Therefore, emotions often create the context in which eating disorders develop, emotions are a part of what drives eating disorder symptoms on a daily level, and emotional experience become worse as a result of having an eating disorder. This Unified Treatment (UT) manual, like the Unified Protocol (UP) manual, is cohesive, with a continuous focus on the relationship between the interventions/concepts included in each module and the overall goal of reducing emotion avoidance and promoting emotion regulation.
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16

Hitlin, Steven, and Sarah K. Harkness. The Theory of Inequality and Moral Emotions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190465407.003.0006.

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This chapter brings together the strands of theory and research discussed previously to introduce our theory on inequality and morality. The general argument is that in societies with greater economic inequality, the negative sanctioning-based moral emotions of anger, contempt, disgust, shame, and the like will be more frequent and severe. Societies with lower levels of inequality will conversely normalize and exhibit the more positive moral emotions of self-transcendence (compassion, praise, and empathy). Inequality thus begets negative moral emotions. These various emotional reactions to moral events not only affect everyday interaction, but also overlap with criminal justice systems’ reactions to those who offend societies’ moral codes. The more negative the moral reaction in a society, the more likely events are to prompt feelings associated with condemning others, the more the criminal justice system will be similarly focused on sanctioning as opposed to rehabilitation.
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17

Thompson-Brenner, Heather, Melanie Smith, Gayle E. Brooks, Dee Ross Franklin, Hallie Espel-Huynh, and James Boswell. The Renfrew Unified Treatment for Eating Disorders and Comorbidity. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190947002.001.0001.

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This treatment program is designed to address any type of eating disorder along with the other emotional problems that people with eating disorders also commonly experience. Eating disorders are related to emotional functioning in many important ways. The overall goal of this treatment is for clients to become more accepting of their emotions in order to respond to them in more productive ways. Each chapter of this workbook teaches clients the skills to manage their emotions. This workbook was developed to help people who have eating disorders and who are also struggling with intense and difficult emotions like anxiety, sadness, anger, and guilt. Having an eating disorder is a difficult emotional experience, and many people develop depression and anxiety in reaction to their eating disorder symptoms. So, emotions create the context in which eating disorders develop, emotions are a part of what drives eating disorder symptoms on a daily level, and emotional experience become worse as a result of having an eating disorder.
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18

Harbus, Antonina. The Long View. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0008.

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This chapter considers how a modern reader can make sense of a medieval text, but also to have an aesthetic and emotional reaction to the text. It deploys insights from neuroscientific work on emotion in mental processing, the psychology and history of emotions, and cognitive poetic approaches to the aesthetics of reading, to consider how poetic language use interacts with cognitive structures and processes. By using a new diachronic perspective, this chapter explores the shared cognitive basis of meaning and feeling in short (translated) elegiac poems written over 1,000 years ago in Old English. It demonstrates that readerly emotional investment arises from linguistic features, including metaphoric language and affective triggers, to produce a literary effect. By tracing the interaction of affective and interpretive processes, this chapter considers the shared cognitive/emotional basis of meaning-making in both proximate and distant literary responses and broadens the scope of inquiries into cognition and poetics.
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19

Gene J., Ph.d. Brutten and Martine Ph d. Vanryckeghem. The Behavior Assessment Battery Speech Situation Checklist Section I: Emotional Reaction (Ssc-er) , Reorder Pack of 25 Sets of Forms. Plural Publishing, 2006.

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20

Segal, Julia. Emotional reactions to M.S.. Action and Research for Multiple Sclerosis, 1989.

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21

Juslin, Patrik N. Emotional Reactions to Music. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780198722946.013.17.

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22

Barlow, David H., Todd J. Farchione, Shannon Sauer-Zavala, Heather Murray Latin, Kristen K. Ellard, Jacqueline R. Bullis, Kate H. Bentley, Hannah T. Boettcher, and Clair Cassiello-Robbins. Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190685973.001.0001.

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The Unified Protocol (UP) for Transdiagnostic Treatment of Emotional Disorders: Therapist Guide is a treatment programv applicable to all anxiety and unipolar depressive disorders and potentially other disorders with strong emotional components (e.g., eating disorders, borderline personality disorder). The UP for the Transdiagnostic Treatment of Emotional Disorders addresses neuroticism by targeting the aversive, avoidant reactions to emotions that, while providing relief in the short term, increase the likelihood of future negative emotions and maintains disorder symptoms. The strategies included in this treatment are largely based on common principles found in existing empirically supported psychological treatments—namely, fostering mindful emotion awareness, reevaluating automatic cognitive appraisals, changing action tendencies associated with the disordered emotions, and utilizing emotion exposure procedures. The focus of these core skills has been adjusted to specifically address core negative responses to emotional experiences.
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23

Grush, Rick, and Lisa Damm. Cognition and the Brain. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0012.

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The article explores the relationship between cognition and the brain. Some researches indicate that emotions provide information, anticipate future responses, influence reasoning strategy, index value, and direct attention toward particular objects but few psychologists have attempted to incorporate these results into an integrative general theory of cognition and emotion. Antonio Damasio claims that emotions are primarily representations of somatic states, including visceral and musculoskeletal, at the psychological level. The relationship between the event type and the associated emotional reaction is learned so that when the same type of event is encountered, or the same type of action considered, it can induce the corresponding emotion and the valance of that emotion can influence how the agent behaves in that situation. Damasio argued that somatic markers help facilitate reasoning by providing a rapid processing of potential decision outcomes based on immediate endorsement or rejection, which then helps constrain the decision-making space to a manageable size for which it becomes reasonable to employ more traditional means of evaluation such as cost-benefit analysis on the remaining options. Berthoz argued that the brain is a simulator of action and a generator of hypotheses such that anticipating and predicting the consequences of actions based on the remembered past is one of the basic properties of the brain.
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24

van Kleef, Gerben. Emotions as Agents of Social Influence. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.19.

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Emotion is part and parcel of social influence. The emotions people feel shape the ways in which they respond to persuasion attempts, and the emotions people express influence other individuals who observe those expressions. This chapter is concerned with the latter type of emotional influence. Such interpersonal effects of emotional expressions are quite different from the traditionally studied intrapersonal effects of emotional experience. This calls for a new theoretical approach that is dedicated specifically to understanding the interpersonal effects of emotional expressions. I summarize emotions as social information (EASI) theory, which posits that emotional expressions shape social influence by triggering affective reactions and/or inferential processes in observers, depending on the observer’s information processing and the perceived appropriateness of the emotional expression. I review supportive evidence from various domains of social influence, including negotiation, leadership, attitude change, compliance, and conformity in groups. Differences and commonalities with traditional intrapersonal frameworks are discussed.
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25

1957-, Norcross John C., ed. Countertransference: Emotional reactions of the psychotherapist. New York, N.Y. : Wiley, 2001.

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26

Brommelhoff, Jessica A. Depression in Dementia Syndromes. Edited by C. Steven Richards and Michael W. O'Hara. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199797004.013.007.

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Depressive symptoms are common in many dementia syndromes, and depressive disorders are much more common in older adults with dementia than in cognitively intact older adults. Depression may be a risk factor for, or a prodromal feature of, subsequent dementia. Several neuropathological mechanisms have been suggested to explain these relationships, including the role of underlying cerebrovascular risk factors for depression and cognitive impairment. Depression also may be present in dementia as an emotional reaction to cognitive decline, or as a recurrence of early and midlife depression. Differential diagnosis between depression and dementia is essential, but complicated by problems in assessment, overlapping symptoms between the two conditions, and other medical co-morbidities. Pharmacological treatment of depression in dementia may also be complicated by medical co-morbidity, and can run the risk for adverse reactions or interactions between medications. Psychotherapy and psychosocial interventions, however, hold some promise for effective reduction of depressive symptoms.
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27

Barlow, David H., Todd J. Farchione, Shannon Sauer-Zavala, Heather Murray Latin, Kristen K. Ellard, Jacqueline R. Bullis, Kate H. Bentley, Hannah T. Boettcher, and Clair Cassiello-Robbins. Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190686017.001.0001.

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The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders: Workbook was developed to help people who are struggling with intense emotions like anxiety, sadness, anger, and guilt. A person may have an emotional disorder when his or her emotions are so overwhelming that they get in the way of moving forward in life. Although emotions affect our lives in different ways, there are three features that often occur across emotional disorders. These are (a) frequent, strong emotions; (b) negative reactions to emotions; and (c) avoidance of emotions. The goal of this workbook is to change the way that people with emotional disorders respond to their emotions when they occur. This treatment program is applicable to all anxiety and unipolar depressive disorders and potentially other disorders with strong emotional components. The strategies included in this treatment are largely based on common principles found in existing empirically supported psychological treatments.
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28

Kennedy, Paul. Session 4: Managing Emotions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195339734.003.0005.

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Chapter 5 outlines session four of CET for SCI, which discusses emotions and how to effectively manage them. This includes emotional reactions, and a cognitive model of emotions, as well as the importance of pleasant activities and scheduling pleasant activities into your life. Relaxation is also explored, using relaxation training and an autohypnotic relaxation script.
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29

Karanika, Andromache, and Vassiliki Panoussi. Emotional Trauma in Greece and Rome: Representations and Reactions. Taylor & Francis Group, 2019.

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30

Karanika, Andromache, and Vassiliki Panoussi. Emotional Trauma in Greece and Rome: Representations and Reactions. Taylor & Francis Group, 2019.

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31

Karanika, Andromache, and Vassiliki Panoussi. Emotional Trauma in Greece and Rome: Representations and Reactions. Taylor & Francis Group, 2019.

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32

Emotional Trauma in Greece and Rome: Representations and Reactions. Taylor & Francis Group, 2019.

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33

Brownstein, Michael. Perception, Emotion, Behavior, and Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190633721.003.0002.

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This chapter describes the four components of unplanned spontaneous inclinations. These are (1) noticing a salient Feature in the ambient environment; (2) feeling an immediate, directed, and affective Tension; (3) reacting Behaviorally; and (4) moving toward Alleviation of that tension in such a way that one’s spontaneous reactions can improve over time. Noticing a salient feature (F), in other words, sets a relatively automatic process in motion, involving co-activating particular feelings (T) and behaviors (B) that either will or will not diminish over time (A), depending on the success of the action. The interaction of FTBA components is described in terms of recent debates about the contents of perception, affective representation, and model-free and model-based evaluative learning.
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34

Carrión, Victor G., John A. Turner, and Carl F. Weems. Emotion Processing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190201968.003.0003.

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Prolonged difficulty identifying and regulating emotions is another essential symptom of PTSD, and has been associated with hormonal dysregulation, social and academic difficulties, and structural and functional brain deficits in youth and adults. Individual subject variance in personality, disposition, sex, and genotype has been shown to uniquely modulate the prefrontal and limbic brain regions associated with emotion processing. The current chapter examines how the component processes of emotion regulation, such as fear conditioning, can be dysregulated by the experience of traumatic stress, by which the brain centers that manage reactions to emotionally charged stimuli are over- or underactivated. The preclinical literature that serves as the basis for our understanding of these systems is reviewed, as well as studies of adults and children who have experienced trauma. Future directions, such as clinical care based on neuroendocrine research, are also discussed.
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35

Winner, Ellen. Emotions in the Art Museum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863357.003.0006.

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This chapter addresses the topic of emotional responses to visual art. There is far less philosophizing about emotional responses to visual art than to music, and there are fewer studies from psychologists about this as well. Existing studies suggest that people have weaker emotional reactions to paintings than to music. Nonetheless, the visual arts (like all arts) can move us strongly, and there is fascinating evidence about the areas of the brain activated when paintings move us—areas that are related to introspection. The chapter concludes with reflection on why it is that people seem to be more willing to report feeling specific emotions in response to music than to the visual arts.
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36

Hwang, Shiow-Li. STRESS-COPING EXPERIENCES OF HEART SURGERY PATIENTS IN TAIWAN (EMOTIONAL REACTIONS). 1991.

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37

Stanghellini, Giovanni. An anthropology of non-recognition. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198792062.003.0019.

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This chapter argues that in order to become (and remain) a ‘healthy’ person, I need the others to recognize me in my being-so, that is, in my otherness with respect to them, and at the same time I need their acknowledgement of the value of the otherness that I am. Also, I need to be able to recognize the otherness of the Other. What kind of reaction can generate in me my awareness of non-recognition, be it a kind of emotional dis-attunement, or misunderstanding; or, in general, what could be the outcome of my failed dialogue with the Other? The various shelters or defensive housings in which each of us seeks refuge with respect to our failure in dealing with the aporias of recognition include scepticism, cynicism, mysticism, agnosticism, and contemplation.
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38

King, Daniel. Viewing and Emotional Conflict in Akhilleus Tatios. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198810513.003.0012.

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Akhilleus Tatios’ novel, Leukippe and Kleitophon, is famously obsessed with the formulations of viewing and the gaze. This has traditionally been seen as reinforcing some of the gender hierarchies of the narrative as a whole. Building on the work of Morales (and others), this chapter argues that Akhilleus Tatios constructs a conflicted gaze in which the emotional impact of viewing trauma is caught between the viewer’s pleasure at the image and the emotional distress that it might also induce. Akhilleus Tatios’ narrative constantly questions and problematizes how viewers position themselves in relation to trauma and, in so doing, helps to problematize a range of different reactions to others’ pain.
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39

Hitlin, Steven, and Sarah K. Harkness. Methodology and a Description of the Data. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190465407.003.0008.

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This chapter provides a primer on ACT data and analysis strategies provided by Interact, the computerized version of ACT. First, it describes the data sources for the Interact simulations before discussing how these categories of moral emotions are differentially felt across our five cultures via EPA dictionaries located in Interact. Next, it walks through an analysis strategy for generating likely moral emotional reactions across these cultures. To do so, it describes how Interact simulates social interaction by using empirically grounded, culture-specific equations.
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40

Mendes, Wendy Berry, and Keely A. Muscatell. Affective Reactions as Mediators of the Relationship Between Stigma and Health. Edited by Brenda Major, John F. Dovidio, and Bruce G. Link. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.013.10.

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This chapter provides an overview of how emotions can contribute to poorer health among stigmatized populations. First, it describes some of the primary affective responses that stigmatized individuals might experience, including externalizing emotions, uncertainty, and anxious affect. These affective responses can occur as a result of interacting with individuals who display subtle or overt signs of bias or perceiving a system as unfair, or they can occur from expectations based on prior experiences that shape perception. Second, this chapter reviews how these affective states may alter underlying biological processes to directly influence health. Finally, it examines indirect pathways whereby emotion processes potentiate health-damaging behaviors, such as poor eating habits, restless sleep, excessive alcohol and drug abuse, and risky behavior. Overall, research in this area suggests that affective experiences resulting from stigmatization can change biology and behavior in ways that can ultimately lead to poor health.
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41

The effects of unilateral muscle contractions on reaction time and emotion: Cognition and emotion interdependence. Ottawa: National Library of Canada, 1994.

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42

Goodkind, Madeleine S., and Amit Etkin. Functional Neurocircuitry and Neuroimaging Studies of Anxiety Disorders. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0034.

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Anxiety and fear serve adaptive functions and include wide-ranging subjective, physiological, behavioral, and cognitive responses. When these reactions are present chronically, and to a heightened degree that generalizes to signals beyond those that are objectively dangerous, one sees emergence of clinical anxiety disorders. Historically, anxiety disorders have been conceptualized as disruptions in fear processing, though more recent accounts also highlight changes in emotional reactivity beyond fear and deficits in emotion regulation. In this chapter, we review the neural circuitry relevant for fear processing and for emotional reactivity and regulation more broadly. We then review neuroimaging studies of social anxiety disorder, specific phobia, generalized anxiety disorder, panic disorder, and posttraumatic stress disorder. We highlight areas of overlap between disorders as well as disorder-specific perturbations.
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43

Wahrborg. Assessment and Management of Emotional and Psychosocial Reactions to Brain Damage and Aphasia. Routledge, 1990.

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44

Wahrborg, Peter. Assessment and Management of Emotional and Psychosocial Reactions to Brain Damage and Aphasia. Wiley & Sons, Incorporated, John, 2008.

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45

Being Inside An Explorative Study Into Emotional Reactions Of Juvenile Offenders To Custody. Boom Juridische Uitgevers, 2008.

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46

Gut Reactions: A Perceptual Theory of Emotion (Philosophy of Mind). Oxford University Press, USA, 2006.

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47

Gut Reactions: A Perceptual Theory of Emotion (Philosophy of Mind). Oxford University Press, USA, 2004.

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48

Mackie, Diane. From Prejudice to Intergroup Emotions: Differentiated Reactions to Social Groups. Psychology Press, 2004.

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49

Mackie, Diane. From Prejudice to Intergroup Emotions: Differentiated Reactions to Social Groups. Psychology Press, 2002.

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50

Hamilton, Nancy A., Ruth Ann Atchley, Lauren Boddy, Erik Benau, and Ronald Freche. Emotion Regulation and Cognitive Control in Pain Processing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0003.

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Chronic pain is a multidimensional phenomenon characterized by deficits at the behavioral, social, and affective levels of functioning. Depression and anxiety disorders are overrepresented among pain patients, suggesting that pain affects processes of emotion regulation. Conceptualizing the experience of chronic pain within a motivational organizing perspective offers a useful framework for understanding the emotional experiences of individuals living with chronic pain and how they balance harm-avoidant goals with generative approach oriented goals. To that end this chapter also integrates theories of emotion regulation (ER) and cognitive control to shed additional light on the problem of living with chronic pain, and it introduces a theory, consistent with findings from affective neuroscience, suggesting that painful flare-ups may be driven by anticipatory pain reactions in addition to somatic signals.
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