The development of an observational coding scheme to assess transgender and nonbinary clients’ reported minority stress experiences.

Psychotherapy ◽  
2021 ◽  
Vol 58 (2) ◽  
pp. 288-300
Author(s):  
Stephanie L. Budge ◽  
Eileen Guo ◽  
Ezra Mauk ◽  
Elliot A. Tebbe
Keyword(s):  
Minority Stress ◽  
Observational Coding ◽  
Coding Scheme

Parental Modelling of Eating Behaviours–Observational Coding Scheme

2015 ◽  
Author(s):  
Zoe Palfreyman ◽  
Emma Haycraft ◽  
Caroline Meyer
Keyword(s):  
Eating Behaviours ◽  
Observational Coding ◽  
Coding Scheme

Minority Stress Experiences and Interactions Coding Scheme

2021 ◽  
Author(s):  
Stephanie L. Budge ◽  
Eileen Guo ◽  
Ezra Mauk ◽  
Elliot A. Tebbe
Keyword(s):  
Minority Stress ◽  
Coding Scheme

Groupthink Observational Coding Scheme

1992 ◽  
Author(s):  
Marceline B. R. Kroon ◽  
David van Kreveld ◽  
Jacob M. Rabbie
Keyword(s):  
Observational Coding ◽  
Coding Scheme

A constant key length coding scheme for linear quadtrees

1996 ◽  
Vol 10 (2) ◽  
pp. 205-218
Author(s):  
Henry Ker-Chang Chang ◽  
Chung-Yu Liou
Keyword(s):  
Coding Scheme ◽  
Key Length

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Health disparities between genderqueer, transgender, and cisgender individuals: An extension of minority stress theory.

2019 ◽  
Vol 66 (4) ◽  
pp. 385-395 ◽  
Author(s):  
G. Tyler Lefevor ◽  
Caroline C. Boyd-Rogers ◽  
Brianna M. Sprague ◽  
Rebecca A. Janis
Keyword(s):  
Health Disparities ◽  
Minority Stress ◽  
Stress Theory ◽  
Minority Stress Theory
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