Transcript Development of Facial Expression: Social and Emotional Aspects

EMOTION AND REASON IN
SAFE SEX COMMUNICATION AND WARNING:
IMPLICATIONS FOR INTERVENTION DESIGN
ROSS BUCK
UNIVERSITY OF CONNECTICUT



PRESENTATION TO THE CENTER FOR HEALTH
INTERVENTION AND PREVENTION (CHIP)

Thursday, January 21, 2010
ACKNOWLEDGEMENTS
 Rebecca
Ferrer
 Arjun Chaudhuri
 Erika Anderson
 Ipshita Ray
DEFINING EMOTION
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION

AROUSAL PLUS ASSOCIATED COGNITIONS
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION


AROUSAL PLUS ASSOCIATED COGNITIONS
POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION



AROUSAL PLUS ASSOCIATED COGNITIONS
POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS
PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION




AROUSAL PLUS ASSOCIATED COGNITIONS
POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS
PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER
HOWEVER, EMERGING RESEARCH HAS SUPPORTED A
MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION
DEFINING EMOTION

EMOTION IS OFTEN VIEWED AS RELATIVELY
UNDIFFERENTIATED COMPARED WITH COGNITION





AROUSAL PLUS ASSOCIATED COGNITIONS
POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS
PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER
HOWEVER, EMERGING RESEARCH HAS SUPPORTED A
MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION
THIS IS CONSISTENT WITH LONG-TERM FINDINGS IN
AFFECTIVE NEUROSCIENCE
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS

BIOLOGICAL LEVEL:
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS

BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS

BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS

BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
 RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND
DESIRES: AFFECTS
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS


BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
 RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND
DESIRES: AFFECTS
SOCIO-ECOLOGICAL:
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS


BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
 RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND
DESIRES: AFFECTS
SOCIO-ECOLOGICAL:
 COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.)
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS


BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
 RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND
DESIRES: AFFECTS
SOCIO-ECOLOGICAL:
 COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.)
 SOCIAL AFFORDANCES
EMOTION IS AN ENTITY AT BOTH
BIOLOGICAL AND ECOLOGICAL LEVELS


BIOLOGICAL LEVEL:
 SPECIFIABLE NEUROCHEMICAL SYSTEMS
 ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND
NEUROHORMONES
 RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND
DESIRES: AFFECTS
SOCIO-ECOLOGICAL:
 COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.)
 SOCIAL AFFORDANCES
 BASIS OF SPECIES SOCIAL ORGANIZATION
EXAMPLE: FEAR
EXAMPLE: FEAR

BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
EXAMPLE: FEAR

BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
EXAMPLE: FEAR

BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
EXAMPLE: FEAR

BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
EXAMPLE: FEAR

BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
 SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN
EXAMPLE: FEAR


BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
 SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN
SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT
EXAMPLE: FEAR


BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
 SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN
SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT
 UNIVERSAL FEAR FACIAL EXPRESSIONS
EXAMPLE: FEAR


BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
 SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN
SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT
 UNIVERSAL FEAR FACIAL EXPRESSIONS
 VOCALIZATIONS (SEPARATION CRY)
EXAMPLE: FEAR


BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES
 ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)
 STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE
 PANIC: CHOLECYSTOKININ (CCK)
 SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN
SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT
 UNIVERSAL FEAR FACIAL EXPRESSIONS
 VOCALIZATIONS (SEPARATION CRY)
 BEHAVIORS SIGNALING ESCAPE/AVOIDANCE
THE RELATIONSHIP OF
EMOTION AND REASON
Reason-Affect Maps (RAMs):
THUS, CONDOMS (AND SEX) ARE HIGHLY
EMOTIONALLY CHARGED
THUS, CONDOMS (AND SEX) ARE HIGHLY
EMOTIONALLY CHARGED

WE NEED A THEORY OF UNREASONED
ACTION TO FULLY ACCOUNT FOR CONDOM
USE
THUS, CONDOMS (AND SEX) ARE HIGHLY
EMOTIONALLY CHARGED
WE NEED A THEORY OF UNREASONED
ACTION TO FULLY ACCOUNT FOR CONDOM
USE
 HOW IS EMOTION UNIQUE?

THUS, CONDOMS (AND SEX) ARE HIGHLY
EMOTIONALLY CHARGED
WE NEED A THEORY OF UNREASONED
ACTION TO FULLY ACCOUNT FOR CONDOM
USE
 HOW IS EMOTION UNIQUE?
 HOW DOES EMOTIONAL PROCESSING
DIFFER FROM RATIONAL PROCESSING?

THUS, CONDOMS (AND SEX) ARE HIGHLY
EMOTIONALLY CHARGED
WE NEED A THEORY OF UNREASONED
ACTION TO FULLY ACCOUNT FOR CONDOM
USE
 HOW IS EMOTION UNIQUE?
 HOW DOES EMOTIONAL PROCESSING
DIFFER FROM RATIONAL PROCESSING?
 CAN EMOTIONAL FACTORS REALLY BE
MEASURED?

THE SOCIAL LEARNING PROCESS
ASSOCIATED WITH EMOTION IS UNIQUE
Different aspects of the emotional readout are
differentially accessible during development
Different aspects of the emotional readout are
differentially accessible during development

For this reason, emotional education is
distinct from other sorts of learning.
EMOTIONS ASSOCIATED WITH SEX ARE
PARTICULARLY DIFFICULT TO LEARN ABOUT
EMOTIONS ASSOCIATED WITH SEX ARE
PARTICULARLY DIFFICULT TO LEARN ABOUT

CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.
EMOTIONS ASSOCIATED WITH SEX ARE
PARTICULARLY DIFFICULT TO LEARN ABOUT


CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.
THE EMOTIONAL SIDE OF SEXUALITY IS RELATIVELY
LITTLE STUDIED.
EMOTIONS ASSOCIATED WITH SEX ARE
PARTICULARLY DIFFICULT TO LEARN ABOUT
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

CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.
THE EMOTIONAL SIDE OF SEXUALITY IS RELATIVELY
LITTLE STUDIED.
188 PARTICIPANTS IN THE U.S. AND 125 FROM INDIA
WERE ASKED ABOUT EMOTIONS THAT OCCUR WHEN
DISCUSSING CONDOM USE WITH A PARTNER, AND IN
USING OR NOT USING CONDOMS IN A ONE-NIGHTSTAND, WITH A FRIEND, OR IN A COMMITTED
RELATIONSHIP: SAFECOMM SCALE
THE SAFE-SEX COMMUNICATION
(SAFECOMM) SCALE
THE SAFE-SEX COMMUNICATION
(SAFECOMM) SCALE

BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL
SYSTEMS FROM AFFECTIVE NEUROSCIENCE
THE SAFE-SEX COMMUNICATION
(SAFECOMM) SCALE


BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL
SYSTEMS FROM AFFECTIVE NEUROSCIENCE
INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC
EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)
THE SAFE-SEX COMMUNICATION
(SAFECOMM) SCALE



BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL
SYSTEMS FROM AFFECTIVE NEUROSCIENCE
INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC
EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)
INCLUDES POSITIVE AND NEGATIVE PROSOCIAL
EMOTIONS (LOVE, INTIMACY, CARING, SHAME, GUILT
EMBARRASSMENT)
THE SAFE-SEX COMMUNICATION
(SAFECOMM) SCALE




BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL
SYSTEMS FROM AFFECTIVE NEUROSCIENCE
INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC
EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)
INCLUDES POSITIVE AND NEGATIVE PROSOCIAL
EMOTIONS (LOVE, INTIMACY, CARING, SHAME, GUILT
EMBARRASSMENT)
INCLUDES REPTILIAN EMOTIONS (SEX & POWER)
NEGATIVE INDIVIDUALIST EMOTIONS
Rated Fear
7
6
5
4
Used Females
Used Males
Not used Females
Not used Males
3
2
1
0
ONS
Friend
Long-term
NEGATIVE INDIVIDUALIST EMOTIONS

FEARS ARE GREATLY DECREASED AS RELATIONSHIP
SECURITY INCREASES
NEGATIVE PROSOCIAL EMOTIONS
Rated Shame
7
6
5
4
Used Females
Used Males
Not used Females
Not used Males
3
2
1
0
ONS
Friend
Long-term
NEGATIVE PROSOCIAL EMOTIONS

GUILT, SHAME, EMBARRASSMENT GREATLY DECREASED
AS RELATIONSHIP SECURITY INCREASES
POSITIVE INDIVIDUALIST EMOTIONS
Rated Confidence
5
4.5
4
3.5
3
Used Females
Used Males
2.5
Not used Females
Not used Males
2
1.5
1
0.5
0
ONS
Friend
Long-term
Rated Security
6
5
4
Used Females
Used Males
3
Not used Females
Not used Males
2
1
0
ONS
Friend
Long-term
POSITIVE INDIVIDUALIST EMOTIONS

CONFIDENCE AND SECURITY ARE GREATLY INCREASED
AS RELATIONSHIP SECURITY INCREASES
POSITIVE PROSOCIAL EMOTIONS



CARING
LOVING
INTIMATE
POSITIVE PROSOCIAL EMOTIONS

CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT
IN LONG-TERM RELATIONSHIPS
Rated Caring
6
5
4
Used Females
Used Males
3
Not used Females
Not used Males
2
1
0
ONS
Friend
Long-term
POSITIVE PROSOCIAL EMOTIONS


CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT
IN LONG-TERM RELATIONSHIPS
LOVING: SIMILAR PATTERN TO CARING BUT NOT
SIGNIFICANT
Rated loving
6
5
4
Used Females
Used Males
3
Not used Females
Not used Males
2
1
0
ONS
Friend
Long-term
POSITIVE PROSOCIAL EMOTIONS



CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT
IN LONG-TERM RELATIONSHIPS
LOVING: SIMILAR PATTERN TO CARING BUT NOT
SIGNIFICANT
INTIMATE: HIGHER WHEN CONDOMS ARE NOT USED
Rated Intimacy
6
5
4
Used Females
Used Males
3
Not used Females
Not used Males
2
1
0
ONS
Friend
Long-term
POSITIVE PROSOCIAL EMOTIONS




CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT
IN LONG-TERM RELATIONSHIPS
LOVING: SIMILAR PATTERN TO CARING BUT NOT
SIGNIFICANT
INTIMATE: HIGHER WHEN CONDOMS ARE NOT USED
This illustrates how nuanced the relationship of condom
use and emotion can be.
EROTIC FEELINGS
EROTIC FEELINGS

ACROSS SITUATIONS, AND FOR BOTH WOMEN AND
MEN, REPORTED EROTIC FEELINGS ARE HIGHER
WHEN CONDOMS ARE NOT USED
EROTIC FEELINGS
4.5
4
3.5
3
Used
2.5
Not used
2
1.5
1
0.5
0
Females
Males
EROTIC FEELINGS


ACROSS SITUATIONS, AND FOR BOTH WOMEN AND
MEN, REPORTED EROTIC FEELINGS ARE HIGHER
WHEN CONDOMS ARE NOT USED
FINDING OF HIGHER EROTICISM AND INTIMACY
ACROSS SITUATIONS FOR BOTH MEN AND WOMEN
ILLUSTRATE THE REPTILIAN REWARDS ASSOCIATED
WITH CONDOM NONUSE
ANGER AND POWER
ANGER AND POWER

ACROSS SITUATIONS, MEN REPORTED HIGHER ANGER
WHEN CONDOMS ARE USED AND WOMEN REPORTED
HIGHER ANGER WHEN CONDOMS ARE NOT USED
Rated Anger
4
3.5
3
2.5
Used Females
Used Males
2
Not used Females
Not used Males
1.5
1
0.5
0
ONS
Friend
Long-term
Anger
3.5
3
2.5
2
Females
Males
1.5
1
0.5
0
Used
Not used
Condom use
ANGER AND POWER


ACROSS SITUATIONS, MEN REPORTED HIGHER ANGER
WHEN CONDOMS ARE USED AND WOMEN REPORTED
HIGHER ANGER WHEN CONDOMS ARE NOT USED
ACROSS SITUATIONS, MEN REPORTED HIGHER
POWER WHEN CONDOMS ARE NOT USED AND WOMEN
REPORTED HIGHER POWER WHEN CONDOMS ARE
USED
Pow er
3.5
3
2.5
2
Females
Males
1.5
1
0.5
0
Used
Not used
Condom use
CONCLUSIONS
CONCLUSIONS

INCREASED PERCEIVED INTIMACY OF RELATIONSHIP
DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND
INCREASES POSITIVE FEELINGS (CONFIDENCE,
SECURITY) ASSOCIATED WITH CONDOM NONUSE
CONCLUSIONS


INCREASED PERCEIVED INTIMACY OF RELATIONSHIP
DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND
INCREASES POSITIVE FEELINGS (CONFIDENCE,
SECURITY) ASSOCIATED WITH CONDOM NONUSE
CONDOM NONUSE IS ASSOCIATED WITH HIGHER
INTIMACY AND EROTIC FEELINGS FOR BOTH WOMEN
AND MEN (REPTILIAN REWARDS)
CONCLUSIONS



INCREASED PERCEIVED INTIMACY OF RELATIONSHIP
DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND
INCREASES POSITIVE FEELINGS (CONFIDENCE,
SECURITY) ASSOCIATED WITH CONDOM NONUSE
CONDOM NONUSE IS ASSOCIATED WITH HIGHER
INTIMACY AND EROTIC FEELINGS FOR BOTH WOMEN
AND MEN (REPTILIAN REWARDS)
WOMEN REPORT MORE POWER AND LESS ANGER
WHEN CONDOMS ARE USED, BUT MEN REPORT THE
REVERSE
THE EMOTIONAL CONTEXT MUST BE
CONSIDERED IN SAFE SEX INTERVENTIONS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC
SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH
DISCUSSION
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS


REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC
SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH
DISCUSSION
VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS
BETWEEN COLLEGE STUDENTS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS



REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC
SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH
DISCUSSION
VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS
BETWEEN COLLEGE STUDENTS
ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN
THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY
SETTINGS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS




REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC
SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH
DISCUSSION
VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS
BETWEEN COLLEGE STUDENTS
ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN
THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY
SETTINGS
VIDEOS WERE COMPLEMENTED BY DISCUSSIONS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS





REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC
SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH
DISCUSSION
VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS
BETWEEN COLLEGE STUDENTS
ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN
THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY
SETTINGS
VIDEOS WERE COMPLEMENTED BY DISCUSSIONS
ALSO INCLUDED BRIEF IMB INTERVENTION: IMB + E
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

INTERVENTIONS WERE DESIGNED TO:
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

INTERVENTIONS WERE DESIGNED TO:
 FACILITATE THE ANTICIPATION AND RECOGNITION OF
EMOTIONS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

INTERVENTIONS WERE DESIGNED TO:
 FACILITATE THE ANTICIPATION AND RECOGNITION OF
EMOTIONS
 SUGGEST STRATEGIES FOR DEALING WITH EMOTIONS IN
WAYS THAT RESULT IN CONDOM USE
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

INTERVENTIONS WERE DESIGNED TO:
 FACILITATE THE ANTICIPATION AND RECOGNITION OF
EMOTIONS
 SUGGEST STRATEGIES FOR DEALING WITH EMOTIONS IN
WAYS THAT RESULT IN CONDOM USE
 ESSENTIALLY TO ALLOW PARTICIPANTS TO BECOME
MORE RATIONAL ABOUT THEIR EMOTIONS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

POSITIVE EMOTIONS WHEN USING CONDOMS
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS

POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
 NEGATIVE EMOTIONS WHEN NOT USING CONDOMS

EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
 NEGATIVE EMOTIONS WHEN NOT USING CONDOMS
 EMBARRASSMENT AND GUILT

EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
 NEGATIVE EMOTIONS WHEN NOT USING CONDOMS
 EMBARRASSMENT AND GUILT
 FEAR

EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
 NEGATIVE EMOTIONS WHEN NOT USING CONDOMS
 EMBARRASSMENT AND GUILT
 FEAR
 OTHER EMOTIONS

EMOTIONAL EDUCATION IN
SAFE SEX INTERVENTIONS
POSITIVE EMOTIONS WHEN USING CONDOMS
 SECURITY AND CONFIDENCE
 LOVE AND CARING
 NEGATIVE EMOTIONS WHEN NOT USING CONDOMS
 EMBARRASSMENT AND GUILT
 FEAR
 OTHER EMOTIONS
 INTERACTIONS BETWEEN SEX AND ANGER/POWER

METHODS
METHODS

STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
METHODS


STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTIONBASED INTERVENTION.
METHODS



STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTIONBASED INTERVENTION.
STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A
SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A
LONGITUDINAL STUDY
METHODS



STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTIONBASED INTERVENTION.
STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A
SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A
LONGITUDINAL STUDY
 INITIAL SESSION: 199 PARTICIPANTS
METHODS



STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTIONBASED INTERVENTION.
STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A
SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A
LONGITUDINAL STUDY
 INITIAL SESSION: 199 PARTICIPANTS
 3 MO. FOLLOWUP: 174 PARTICIPANTS (10% ATTRITION)
METHODS



STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB
MODEL.
STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTIONBASED INTERVENTION.
STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A
SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A
LONGITUDINAL STUDY
 INITIAL SESSION: 199 PARTICIPANTS
 3 MO. FOLLOWUP: 174 PARTICIPANTS (10% ATTRITION)
 6 MO. FOLLOWUP: 144 PARTICIPANTS (28% ATTRITION
CONCLUSIONS AND IMPLICATIONS
CONCLUSIONS AND IMPLICATIONS

EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION
CONCLUSIONS AND IMPLICATIONS
EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION
 IMB + EMOTION INTERVENTION LED TO MORE CHANGE
THAN THE IMB ALONE

CONCLUSIONS AND IMPLICATIONS
EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION
 IMB + EMOTION INTERVENTION LED TO MORE CHANGE
THAN THE IMB ALONE
 IMB + EMOTION INTERVENTION LED TO MORE LASTING
CHANGE THAN THE IMB ALONE

CONCLUSIONS AND IMPLICATIONS
EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION
 IMB + EMOTION INTERVENTION LED TO MORE CHANGE
THAN THE IMB ALONE
 IMB + EMOTION INTERVENTION LED TO MORE LASTING
CHANGE THAN THE IMB ALONE
 THIS DESPITE THE FACT THAT IN TERMS OF TECHNICAL
QUALITY THE EMOTION INTERVENTION WAS FAR FROM
WHAT CAN BE ACHIEVED GIVEN MORE RESOURCES

THERE IS A NEED TO UNDERSTAND MORE ABOUT
EMOTIONS ASSOCIATED WITH SAFE AND UNSAFE SEX,
IN DIFFERENT GROUPS AND DIFFERENT CULTURES,
AND TO USE THIS UNDERSTANDING TO DESIGN MORE
EFFECTIVE SAFE SEX INTERVENTIONS
END
GOALS OF THE PRESENTATION
GOALS OF THE PRESENTATION

EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI
MODEL
GOALS OF THE PRESENTATION
EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI
MODEL
 SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION

GOALS OF THE PRESENTATION
EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI
MODEL
 SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION
 EMOTIONS ASSOCIATED WITH SEX: SAFECOMM SCALE

GOALS OF THE PRESENTATION
EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI
MODEL
 SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION
 EMOTIONS ASSOCIATED WITH SEX: SAFECOMM SCALE
 EMOTIONAL EDUCATION IN SAFE SEX INTERVENTION

EMERGING RESEARCH SUPPORTS A MULTILEVEL,
HIERARCHICAL VIEW OF HUMAN EMOTION
EMERGING RESEARCH SUPPORTS A MULTILEVEL,
HIERARCHICAL VIEW OF HUMAN EMOTION

SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL
AND BEHAVIORAL ACTIVATION AND INHIBITON
EMERGING RESEARCH SUPPORTS A MULTILEVEL,
HIERARCHICAL VIEW OF HUMAN EMOTION


SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL
AND BEHAVIORAL ACTIVATION AND INHIBITON
LIMBIC-LEVEL SYSTEMS ASSOCIATED WITH SPECIFIC
EMOTIONS (HAPPINESS, SADNESS, FEAR, ETC.)
EMERGING RESEARCH SUPPORTS A MULTILEVEL,
HIERARCHICAL VIEW OF HUMAN EMOTION



SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL
AND BEHAVIORAL ACTIVATION AND INHIBITON
LIMBIC-LEVEL SYSTEMS ASSOCIATED WITH SPECIFIC
EMOTIONS (HAPPINESS, SADNESS, FEAR, ETC.)
CONSISTENT WITH LONG-TERM FINDINGS IN AFFECTIVE
NEUROSCIENCE