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Emotion management skills and coping resources of actors in training.

机译:培训中的情绪管理技能和演员的应对资源。

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The objective of the current study was to investigate emotion management skills of actors and to determine if there exists a relationship between self-disclosure and negative, unproductive emotional consequences. It was expected that where self-disclosure was encouraged and inadequate attention was paid to establishing safeguards, actors would respond with increased negative experiences, above and beyond that which was considered useful to their growth as an actor.; Student participants (N = 63) were given two questionnaires: The Ways of Coping Questionnaire (WCQ) and a questionnaire (EMQ) designed for this study. In addition, interviews were conducted with the 3 instructors and 8 acting students.; If an actor expects to work in a highly self-revealing way, this expectation serves to protect the actor from undue negative consequences. Therefore, even if they were pressured or they accidently revealed more then they intended, the actor was still able to integrate the experience and feel that it was ultimately beneficial to his/her development as an actor. Also, the number of destructive experiences resulting from these powerful exercises can be reduced when sufficient attention is paid to establishing safeguards.; It was shown that as safeguards decreased, discomfort and unproductive, unwanted negative experiences increased. Several important methods for actively supporting the safety in the class were identified. Safeguards: instructors should provide (a) periodic reminders to respect confidentiality; (b) prevention of disrespectful responses; (c) a model for respectful behaviors; (d) methods of containing the experience; (e) explanations for the purpose of the exercises; (f) individual attention when necessary; (g) permission for the actors to withdraw from participation.; The WCQ scales, when applied to the current population, did not have sufficient correlations to render useful information. The most prevalent method of coping was some form of escapism (watching TV, listening to music, and eating). These activities also allowed for unconscious consolidation of their experiences. Thirty-two percent of the actors reported making use of alcohol or cannabis to cope with the emotions that were brought up in class. Physical exercise, deep breathing, and meditation were also common methods of coping.
机译:本研究的目的是调查演员的情绪管理技能,并确定自我披露与负面的,非生产性的情绪后果之间是否存在关系。期望在鼓励自我披露并且未充分注意建立保障措施的情况下,行为者将提供更多的负面经验,而对他们的行为者成长有用的经验除外。为学生参与者(N = 63)提供了两个调查问卷:应对方式问卷(WCQ)和为此研究设计的调查问卷(EMQ)。此外,还对3名讲师和8名表演学生进行了访谈。如果演员期望以高度自我揭示的方式工作,那么这种期望可以保护演员免受不适当的负面影响。因此,即使他们受到压力或无意间透露了超出预期的结果,演员仍然能够整合经验,并认为这最终将对他/她作为演员的发展有利。同样,如果对建立保障措施给予足够的重视,可以减少这些有力演习所带来的破坏性经验。结果表明,随着保障措施的减少,不适感和无用的负面经历增加了。确定了几种积极支持班级安全的重要方法。保障措施:讲师应提供(a)定期提醒您尊重保密性; (b)防止无礼的回应; (c)尊重行为的典范; (d)包含经验的方法; (e)演习目的的解释; (f)必要时给予个人关注; (g)允许演员退出参与。 WCQ量表在应用于当前人口时,没有足够的相关性来提供有用的信息。应对的最普遍方法是某种逃避现实(看电视,听音乐和吃饭)。这些活动还可以无意识地巩固他们的经验。 32%的演员报告说,他们使用酒精或大麻来应对课堂上引起的情绪。体育锻炼,深呼吸和冥想也是应对的常见方法。

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