Harm that does not hurt: Humour in coping with self-threat

Geisler, Fay C. M.; Weber, Hannelore

doi:10.1007/s11031-010-9185-6

Cited by 32 publications

(39 citation statements)

References 45 publications

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“…Geisler & Weber, 2010;Petkus et al, 2012;Szentagotai & Onea, 2007). The results of the current study complement current literature on humor, which has found that using humor to cope can protect an individual from feedback that is threatening to his/her selfimage (Geisler & Weber, 2010).…”

Section: Emotion-focused Copingmentioning

confidence: 99%

“…Teachers also reported using suppression and humor, which are emotion-focused methods of coping (Geisler & Weber, 2010;Petkus, Gum, & Wetherell, 2012). Prior research has shown that social support within a school can protect against teacher burnout because fellow staff members can validate a teacher's beliefs about his/her ability and success in the classroom (Russell, Altmaier, & Van Velzer, 1987).…”

Section: Coping Resources and Strategies Used By Lg Teachersmentioning

confidence: 99%

“…Minority stress researchers have not labeled these two types of coping strategies (Lindquist & Hirabayashi, 1979;Meyer, 2003b), though they are known in the coping literature (e.g. Geisler & Weber, 2010;Petkus et al, 2012;Szentagotai & Onea, 2007). The results of the current study complement current literature on humor, which has found that using humor to cope can protect an individual from feedback that is threatening to his/her selfimage (Geisler & Weber, 2010).…”

Section: Emotion-focused Copingmentioning

confidence: 99%

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“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

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Allender

Gaines

et al. 2016

Educational Studies

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Consensual Qualitative Research was used to develop a framework for understanding the demands faced by lesbian and gay (LG) teachers as a function of the interaction between sexual identity and professional context, including resources used in combatting those demands. Data sources included two interviews each with 11 teachers who each identified as lesbian or gay. Overall, the participants identified a far greater diversity of demands than resources/coping strategies. This speaks to the main finding, which indicates that neither remaining closeted nor being open about sexual orientation protected teachers from a variety of workplace demands explicitly tied to sexual orientation. Findings are discussed within the context of literature on minority stress, the transactional model of stress, and coping strategies. The present study adds to the literature on the types of demands and resources that are unique to LG individuals by highlighting specific interactions between sexual identity management and the v workplace. Additionally, the study contributes to the body of work on teacher stress by providing a framework for how elements of identity that do not directly relate to teaching can influence the demands experienced by teachers. Implications for supporting LG teachers and making their school environments less stressful are discussed.vi

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Section: Emotion-focused Copingmentioning

confidence: 99%

Section: Coping Resources and Strategies Used By Lg Teachersmentioning

confidence: 99%

Section: Emotion-focused Copingmentioning

confidence: 99%

See 1 more Smart Citation

“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

Lineback

Allender

Gaines

et al. 2016

Educational Studies

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show abstract

“…Πρόκειται για ένα μηχανισμό άμυνας που αφορά στη μείωση τους άγχους, μία στρατηγική αντιμετώπισης στρεσογόνων καταστάσεων. Το χιούμορ φαίνεται να διαφοροποιείται από άλλες γνωστικά δομημένες συναισθηματικές στρατηγικές διότι δεν απορρίπτει την αρνητική εμπειρία αλλά την εκλαμβάνει ως λιγότερο απειλητική (Geisler & Weber, 2010).…”

Section: Abstract: Gifted Students Sense Of Humor Resilienceunclassified

Αίσθηση Του Χιούμορ Και Χαρισματικά Παιδιά: Όταν Ο Έξυπνος Περνιέται Για «εξυπνάκιας»

Μητσοπούλου¹,

Antoniou²

2016

edusc

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efmitsop@yahoo.gr ΠερίληψηΟι περισσότεροι από τους ερευνητές οι οποίοι ασχολούνται με τα χαρισματικά παιδιά προσδίδουν μεγαλύτερη έμφαση σε ζητήματα ευφυΐας και δημιουργικότητας και μικρότερη σε ζητήματα που αφορούν στους στρατηγικές που τα παιδιά αυτά χρησιμοποιούν για να προσαρμοστούν στο κλίμα της σχολικής τάξης. Μία από αυτές τις στρατηγικές είναι και η αίσθηση του χιούμορ. Έχει παρατηρηθεί πολλές φορές ότι, ενώ αυτό το χιούμορ δείχνει υψηλές γνωστικές λειτουργίες, δύναται να καταστεί ενοχλητικό και να προκαλέσει τη δυσαρέσκεια μαθητών και εκπαιδευτικών. Ο χαρισματικός μαθητής ο οποίος χρησιμοποιεί το χιούμορ του για να προσποιηθεί τον «εξυπνάκια» είναι πιθανό να το κάνει για πολλούς λόγους, όπως η ανία, το στρες και η προσπάθειά του να γίνει αγαπητός στους άλλους. Κι όμως, αυτά τα παιδιά δεν εκλαμβάνουν τη ζωή ως αστεία, αντίθετα αντιμετωπίζουν με ωριμότητα κάθε περιστατικό που προκύπτει στη ζωή τους. Ωστόσο, συνιστά μια καλή αφορμή για προβληματισμό το γεγονός ότι οι χαρισματικοί μαθητές κάνουν χρήση του χιούμορ τους ανάλογα με την κατάσταση και τον ακροατή διαφοροποιώντας το συχνά προκειμένου να γίνουν αρεστοί στους συνομηλίκους τους.Λέξεις-κλειδιά: χαρισματικοί μαθητές, αίσθηση του χιούμορ, ψυχική ανθεκτικότητα

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“…Psychological and social-cognitive theories of humor suggests that individuals of all ages come to enjoy and find things, people, and events funny when they are perceived to be violations of what is normal and typical (e.g., Geisler & Weber, 2010; Veatch, 1998). Thus, when a behavior/event is perceived to violate norms, perceptions of humor are thought to follow along with positive emotions and positive social regard (Geisler & Weber, 2010; Veatch, 1998).…”

Section: Introductionmentioning

confidence: 99%

Does Humor Explain Why Relationally Aggressive Adolescents are Popular?

Bowker

Etkin

2013

J Youth Adolescence

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The association between relational aggression and popularity during early adolescence is well established. Yet, little is known about why, exactly, relationally aggressive young adolescents are able to achieve and maintain high popular status among peers. The present study investigated the mediating role of humor in the association between relational aggression and popularity during early adolescence. Also considered was whether the association between relational aggression and humor varies according to adolescents’ gender and their friends’ levels of relational aggression. Participants were 265 sixth-grade students (48% female; 41% racial/ethnic minority; Mage = 12.04 years) who completed peer nomination and friendship measures in their classrooms at two time points (Wave 1: February; Wave 2: May). The results indicated that Wave 1 relational aggression was related to Wave 1 and 2 popularity indirectly through Wave 1 humor, after accounting for the effects of Wave 1 physical aggression, ethnicity, and gender. Additional analyses showed that relational aggression and humor were related significantly only for boys and for young adolescents with highly relationally aggressive friends. The results support the need for further research on humor and aggression during early adolescence and other mechanisms by which relationally aggressive youth achieve high popular status.

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Harm that does not hurt: Humour in coping with self-threat

Cited by 32 publications

References 45 publications

“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

“They Think I Am a Pervert:” A Qualitative Analysis of Lesbian and Gay Teachers' Experiences With Stress at School

Αίσθηση Του Χιούμορ Και Χαρισματικά Παιδιά: Όταν Ο Έξυπνος Περνιέται Για «εξυπνάκιας»

Does Humor Explain Why Relationally Aggressive Adolescents are Popular?

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