Emotional labor

About: Emotional labor is a research topic. Over the lifetime, 3948 publications have been published within this topic receiving 112110 citations. The topic is also known as: emotional labour.

Entering the Emotional Practices of Teaching

Abstract: I discuss teaching as emotional practice and how that practice is tied to teacher identities. My focus in this chapter is on the first stage of professional induction – the student-teaching experience and how teachers communicate emotions. In other words, I explore the question: what emotions are “appropriate,” and when should they be expressed? I argue that it not unusual for college supervisors and cooperating teachers to empathize with student teachers’ emotions, but assume their emotions can be adjusted with reason or easily ignored. Attempts to separate emotions from or to join them with teaching practice have implications for teacher identity and development. Through a synthesis of these related bodies of literature with examples from my own research on student teachers’ emotional experiences, I examine some of the possible trajectories for new teachers as they enter the emotional practice of teaching.

Caring for abused women: impact on nurses' professional and personal life experiences.

Abstract: Title. Caring for abused women: impact on nurses’ professional and personal lifeexperiences. Aim. This article is a report of a study of the impact of caring for abused women on nurses’ professional and personal life experiences. Background. Encountering abused women can have emotional, cognitive and behavioural influences on nurses, known as vicarious traumatization. They may feel incompetent to deal with such an overwhelming problem and may avoid screening survivors of abuse. Thus, nurses treating these survivors need to be aware of their attitudes, emotions and differential responses during these interactions. Method. A phenomenological study was carried out in 2005 in Israel. The data were collected using in-depth, interviews with 22 female Israeli nurses in hospitals and community healthcare clinics. Findings. Data analysis revealed one main theme, ‘Struggling on work and home fronts’, based on two subthemes: ‘Encounter with domestic violence: a challenge to nurses’ professional role perception’ and ‘Between work and home’. Nurses experience perplexity regarding abused women and their professional care. Encounters with these women challenge nurses’ personal and professional attitudes, as well as influencing their personal lives (intimate relationships, parenthood and gender attitudes). These encounters induce empathy and compassion, but also anger and criticism towards abused women, creating emotional labour for the nurses. Conclusion. The dissonance between personal values, attitudes and emotions and the desirable professional intervention procedures might impede nurses’ performance in caring for abused women. Implementing training programmes for screening and intervening with abused women might reduce the emotional labour required, enhance nurses’ responses to domestic violence, and enable personal growth.

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation

Abstract: Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.

Emotional labour in organizations

Abstract: Emotion and rationality are considered by many practitioners to be mutually exclusive concepts as encapsulated in the generally held belief that there is no place for emotions in today’s rational, task‐oriented work environments. Illustrates that emotions and their expression are, in fact, controlled and managed in organizations by a wide range of formal and informal means, ensuring that certain emotions are expressed while others are suppressed. Very often, employees are expected to conform to these expectations about emotional display even when they conflict with inner feeling. When this conflict results in individuals suppressing genuine emotion or expressing fake emotion, the work or effort involved in doing so is termed “emotional labour”. Demonstrates how emotional labour, which can have both functional and dysfunctional consequences for the individual and their organizations, is not restricted to interactions at the customer‐organization interface, but is becoming increasingly prevalent within all organizational communications.

Learning the requirements for compassionate practice: Student vulnerability and courage

Abstract: Student nurses' professional development arises through socialisation in nursing knowledge, values and behaviours. Students are expected to demonstrate compassion; however, compassion is a complex concept, one that creates emotional challenges. A grounded theory study was undertaken to explore student nurse socialisation in compassionate practice. In-depth interviews were undertaken with 19 students in the north of England during 2009-2010, and their concerns and concern management emerged. Students expressed several concerns, one being their emotional vulnerability and uncertainty of the emotional requirements for compassionate practice. A core category of 'balancing future intentions' was identified: that students managed feelings of vulnerability and uncertainty through balancing their intentions towards and away from engagement in compassionate practice, depending upon perceived impact on their emotional well-being. The findings are discussed in relation to emotional labour and moral distress, and courage, resilience and self-compassion are explored as a means to enable sustainable compassionate practice.