This investigation tests a conceptualization of reactance as a two-step process. This conceptualization was recently tested with college students, but research testing this conceptualization among primarily adult samples does not currently exist. Psychological reactance theory (PRT) states that individuals exposed to a threat or elimination of a freedom will experience reactance and subsequently be motivated to restore the freedom. Specifically, it is hypothesized that individuals will perceive persuasive messages containing forceful language as a threat to their personal freedom, which will be followed by reactance, manifested in a latent variable composed of anger and negative cognitions. This hypothesis was tested within the context of persuasive messages aimed at encouraging members (N = 247) to participate in weight lifting or group exercise programs at a health and fitness center. Results support conceptualizing reactance as a 2-step process. In addition, results indicate that a primarily adult sample responds unfavorably to forceful persuasive messages advocating the aforementioned exercise activities. In finding support for conceptualizing reactance as a two-step process, we encourage health campaigners and PRT researchers to employ this measure to provide consistency to future PRT studies.
Because of the rapid growth in literature on emotion and communication in organizations and the many disciplinary homes of this work, scholars use many conceptualizations of emotion in the workplace. In this article, the authors map the terrain of emotion and communication in the workplace. They first review extant literature and argue for five types of organizational emotion: emotional labor (inauthentic emotion in interaction with customers and clients), emotional work (authentic emotion in interaction customers and clients), emotion with work (emotion stemming from interaction with coworkers), emotion at work (emotion from nonwork sources experienced in the work-place), and emotion toward work (emotions in which work is the target of the feeling). They then explore these types of emotion through an analysis of workplace narratives from the books Working (Terkel, 1972) and Gig (Bowe, Bowe, & Streeter, 2000). Themes that characterize workplace emotion are considered, and directions for future research are proposed.
Communication at the end of life poses important challenges for patients, families, and caregivers. Previous research on end-of-life communication has concentrated on areas including the provision of bad news and clinical and personal decision making. In this study, we turn our attention to the processes through which caregivers provide comfort in palliative care. Our ethnographic and interview study of spiritual communication among hospice workers and their patients is guided by a dialectical framework. We find a central dialectic in which hospice workers recognize the tension between "leading" and "following" patients and families in discussions of spirituality at the end of life. Our analysis reveals that though some care providers choose one pole of this dialectic, most workers try to manage the dialectic by shifting between leading and following in different situations or different points in time or by transcending the dialectic and addressing the multiple goals of interaction.
This chapter identifies pedagogical strategies promoting equity for all students. Historical roots of Inclusive Excellence (IE), theories surrounding IE, and ways to affirm student identity are described, as well as factors that may interfere with the adoption of inclusive pedagogy.
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