This book pulls together new research and theory on the verbal communication of emotions by an international, cross-disciplinary group of recognized experts in affective communication. The book's goal is to provide readers with a comprehensive view of current research and encourage cross-disciplinary interaction. Topics include analyses of literal and figurative expressions for emotions, studies of the use of metaphor and other figurative expressions for emotion, analysis of the role of conversational partners in creating emotional meaning, and the effects of culture on emotional communication. The chapters are organized into three broad areas: background theory, figurative language use, and social/cultural aspects of emotional communication. Part I reviews fundamental issues in the verbal communication of emotion. Part II examines the role of metaphor and other figures of speech in emotional communication in both everyday language and psychotherapeutic contexts. Part III looks at ways emotions are embedded in larger socio-culture processes. Taken as a whole, the chapters provide a comprehensive look at the current state of research on the use of language in affective communication and suggest a number of interesting directions for future research.

The articles in this special issue examine the relationship between gender identity and second language learning from a variety of perspectives, all of which share a basic grounding in sociocultural theories of learning and poststructural theories of language. (Re)constructing Gender in a New Voice presents a range of approaches to questions

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

Implicit communications analyzed alongside verbal communication in therapy. Body language, facial expression, and tone of voice are key components in therapeutic interactions, but for far too long psychotherapists have dismissed them in favor of purely verbal information. In Verbal and Non-Verbal Communication in Psychotherapy, Gill Westland examines the interrelation of the verbal and the non-verbal in the context of clients and therapists working together. The physiology of communication is also discussed: from overwhelming emotions that make it difficult to speak to breath awareness that makes it easier. Therapists will be able to cultivate non-verbal communication through mindfulness practices and “right brain to right brain communication.” It is not just the client’s actions and emotions that are significant; it is important that therapists relate in a way that makes it clear to their clients that they are receptive and inviting, and Westland expertly depicts the bodily dimensions of this encounter between client and therapist. The book brings together insights from a range of psychotherapeutic traditions, including psychoanalysis, arts psychotherapies, humanistic psychotherapy, and, in particular, body psychotherapy, for clinicians who want to expand their communication abilities. Drawing on 30 years of clinical experience, and providing illustrative clinical vignettes, Westland has written a guide both for those who might not have any experience in the theory of non-verbal communications and for lifelong psychotherapy practitioners. She lays as groundwork recent research into the neurobiology of interaction and the foundations of non-verbal communication in babyhood, continuing throughout from a bodymind perspective that pays due attention to the physicality of the body. Westland urges therapists to learn how to leave their comfort zone and try new ways of helping their clients. Writing in a richly evocative, lucid language, Westland seeks to bring about change in both psychotherapist and client as they navigate both the verbal and non-verbal aspects of embodied relating.

Even though our society subtly discourages the verbal expression of emotions, most of us, in ostensibly conforming to our roles, nevertheless manage to express likes, dislikes, status differences, personalities, as well as weaknesses in nonverbal ways. Using vocal expressions; gestures, postures, and movements, we amplify, restrict, or deny what our words say to one another, and even say some things with greater facility and efficiency than with words. In this new, multidimensional approach to the subject of nonverbal communication Albert Mehrabian brings together a great deal of original work which includes descriptions of new experimental methods that are especially suited to this field, detailed findings of studies scattered throughout the literature, and most importantly, the integration of these findings within a compact framework. The framework starts with the analysis of the meanings of various nonverbal behaviors and is based on the fact that more than half of the variance in the significance of nonverbal signals can be described in terms of the three orthogonal dimensions of positiveness, potency or status, and responsiveness. These three dimensions not only constitute the semantic space for nonverbal communication, but also help to identify groups of behaviors relating to each, to describe characteristic differences in nonverbal communication, to analyze and generate rules for the understanding of inconsistent messages, and to provide researchers with new and comprehensive measures for description of social behavior. This volume will be particularly valuable for both the professional psychologist and the graduate student in psychology. It will also be of great interest to professionals in the fields of speech and communication, sociology, anthropology, and psychiatry.

This chapter briefly describes the general goals of the book, introduces the most fundamental features of the methodology that is employed to achieve these goals, and gives an outline of the structure of the book. A more detailed account of the goals and methodology is presented in chapters 2 and 3, respectively. What the Book Is About The main objective of this study is to attempt to answer the question: How do people understand their emotions? As we shall see in the next chapter, a large number of scholars have tried to provide answers to this question. The interest in the way people understand their emotions has led scholars to the issue of the nature of emotion concepts and emotional meaning. Since the notion of understanding involves or presupposes the notions of concept and meaning, it was only natural for scholars with an interest in the way people understand their emotions to tum their attention to emo tion concepts and the meaning associated with emotion terms. So the broader issue has often become more specific. For example, Davitz in his The Language of Emotion formulated the central question in the following way: "What does a person mean when he says someone is happy or angry or sad?" (Davitz 1969: 1).