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De ontwikkeling van emotional disclosure in groepsgewijze narrative toekomstverbeelding door studenten - een discourse analyse

Vopicka, A.M. (2015) De ontwikkeling van emotional disclosure in groepsgewijze narrative toekomstverbeelding door studenten - een discourse analyse.

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Abstract:This is research about the way students share their emotions in collective narrative futuring. In psychological research sharing of emotions is called emotional disclosure. The effect of emotional disclosure has been researched in health services aswel as in educational settings. Different interventions are developed in those settings, but there has not been a lot of attention paid to the way emotions are actually shared. That is what this study focusses on. In recent research of Jipping (2014) on the interaction between narrative psychology, futuring and group interventions emotion-sharing stood out because student struggled doing so. Jipping providing data where emotions sharing behavior is shown, made the researcher determine to do a secondary analysis. The sharing behavior is analyzed in a single case study design. Because emotions and language are intertwined (Cromby, 2002) a discourse analysis is used. Language is seen as a product of the speaker, who constructs emotions in interaction with the context of the situation and the listeners. This study shows the sharing behavior of one student, attention is paid to the way in which she does share. The results show that emotional disclosure is a process. The sharing of emotional discourse seems to go along with a raising identification with the group. Those results have been put into a model which underlines the process. There are four different phases found, that show sharing behavior being connected to identification: Normalization of hiding- identification apart from the group, Identification with censorship- identification with parts of the group, negotiation about group identification and individuality – individual within the group, cope with the loss of a dreamed identity – identification with the group. Each phase can be identified by different rhetorical indicators. This is a model that can be used to detect emotion-sharing behavior and as a tool in group processes. Despite the model being developed in a specific setting, it can be transferred to other settings. The indicators can help to detect the phase of the sharing process. That enables the user to redirect the process. In educational settings it can be used to adjust learning environment to the students’ emotional needs. In narrative health care it can contribute to stimulate emotional sharing and interaction in group interventions. This is still to be confirmed by following up research.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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