Journal articles on the topic 'Emotional intelligence training programme'
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Azeez, Razaq Olugbenga. "Will emotional intelligence training enhance social workers’ emotional labour in Ogun State Nigeria?" ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 28, 2019): 11–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.113.
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This study investigated the effect of emotional intelligence training programme on emotional labour competence of social workers. The study adopted a pretest-post-test quasi-experimental design. The emotional labour scale was used to collect data from the forty-eight (48) randomly selected social workers from two Non-Governmental Organizations (NGOs). Participants of the study were randomly assigned to the treatment and the control groups for the purpose of the study. The hypothesis was tested using the Analysis of Covariant (ANCOVA). Results showed that the treatment significantly affected participants' levels of emotional labour. Based on the findings, it was advocated that the teaching of emotional intelligence in organizations and schools is highly important for optimal outcomes.
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Mira-Galvañ, Maria-Jose, and Raquel Gilar-Cobi. "OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation." Sustainability 13, no. 22 (November 13, 2021): 12559. http://dx.doi.org/10.3390/su132212559.
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A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.
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Muñoz-Oliver, Beatriz, Pedro Gil-Madrona, and José Luis Gómez-Ramos. "The Development of Emotional Programmes in Education Settings during the Last Decade." Children 9, no. 4 (March 24, 2022): 456. http://dx.doi.org/10.3390/children9040456.
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Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies. Likewise, the importance of interconnecting natural educational settings with research activity is considered a fundamental aspect in designing, implementing, and evaluating such programmes. Thus, the present study aims to represent these programmes’ characteristics, evaluation, and results for the ulterior development of specific and contextualised proposals.
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Gruicic, Dusan, and Stephen Benton. "Development of managers’ emotional competencies: mind-body training implication." European Journal of Training and Development 39, no. 9 (November 2, 2015): 798–814. http://dx.doi.org/10.1108/ejtd-04-2015-0026.
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Purpose – This paper aims to research about the effect of mind–body training on the development of emotional competencies of managers. Design/methodology/approach – Quasi-experimental design, i.e. before and after (test–retest). Findings – Results showed that the experimental group, after training, achieved around 15 per cent higher scores compared to results before training on all three subscales of an emotional skills and competence questionnaire (ESCQ-45), a statistically significant improvement in scores. The control group (no training) scores showed no significant difference. This result indicates support for the view that emotional intelligence may be treated as a competency and is responsive to training programmes. Research limitations/implications – Emotional competencies are still a contested concept. The participants may provide socially desirable responses because of the self-assessment questionnaires. The sample is not a representative sample of European managers; hence, there is a limited generalisability of the results. Practical implications – These research findings indicate Mind–body training is a practical method for people to improve the management of their emotions, and hence impact positively on core organisational activities. Originality/value – This is the first research on this mind-body training (emotional relief technique) in an eight-week programme in a management context. The findings indicate the positive impact that can be achieved on emotional competencies scores from this method of self-development.
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Godard, Stephanie, and Savithiri Ratnapalan. "Leadership training in family medicine residency: a scoping review." BMJ Leader 4, no. 4 (July 2, 2020): 239–45. http://dx.doi.org/10.1136/leader-2019-000205.
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BackgroundGraduate medical education, including family medicine residency, has historically focused on building clinical competencies with little attention paid to leadership skills, leaving residents feeling ill-prepared for leadership roles after training.ObjectiveTo analyse the format, content and outcomes of leadership training programmes offered to family medicine residents.MethodsA MEDLINE (OvidSP) literature search from 1976 to October 2018 for articles on Family Medicine AND Residency AND Leadership Programs retrieved 184 articles. After reviewing inclusion and exclusion criteria, 12 articles were chosen for full review and synthesis.ResultsThree articles described leadership training available to Family Medicine all residents while nine focused on a select group. Programme format and content varied, ranging from a 1-day programme on emotional intelligence to a 5-year integrated leadership track. The most comprehensive curricula were longitudinal and offered to a small group of residents. Inclusive programmes often taught leadership through the lens of a specific competency. Mixed teaching methods were valued including online learning, simulations, small group discussions, mentorship, reflection, placements and projects. Conceptual frameworks were inconsistently used and programme evaluation seldom addressed high-level or long-term outcomes.ConclusionsLeadership skills are important for all family physicians; however, there is limited literature on comprehensive leadership development during training. Existing curricula were described in this review and we suggest a longitudinal mixed-methods programme integrated throughout residency, covering basic comprehensive skills for all residents. However, evaluative data were limited, and a considerable gap remains in how to effectively approach leadership development in family medicine residency, warranting ongoing research.
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J. Cooke, Barbara, and David P. Farrington. "Perceived effects of dog-training programmes in correctional settings." Journal of Forensic Practice 16, no. 3 (August 5, 2014): 171–83. http://dx.doi.org/10.1108/jfp-08-2013-0041.
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Purpose – Offender-led dog-training programmes (DTPs) are increasingly used throughout US correctional facilities. The rather sparse literature on these programmes is outlined in this manuscript, including the reported benefits of participation. The purpose of this paper is to examine the opinions of programme coordinators and staff from 13 programmes. Design/methodology/approach – The perceived effects were measured using an open-ended questionnaire, with attention paid to those benefits reported in the extant literature. Findings – Respondents noted improvements in several factors including impulsivity, self-efficacy, empathy, social skills, emotional intelligence, and employability. Practical implications – It is argued that DTPs should be implemented in other countries including the UK, and that well-designed, larger scale evaluations are needed. Originality/value – Though potentially limited by sample size and self-selection biases, these findings expand on the existing literature by supporting existing reports as well as expanding the breadth of the DTPs that have been studied.
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Nurmatov, Azamat. "INNOVATION IN TRAINING AND DEVELOPMENT PROGRAMS OF UZBEKSITAN BANKS." INNOVATIONS IN ECONOMY 4, no. 8 (August 30, 2021): 46–53. http://dx.doi.org/10.26739/2181-9491-2021-8-7.
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Recently, the importance of training and development as a part of Human Resource Management has developed significantly. Numerous companies concur that training and development is fundamental to organizational improvement and success cycle. On the other hand, the impact of training and development is thought little of in Central-Asian countries.Many companies in Uzbekistan have been putting center on hard skills of workers amid training and development sessions and dismissing the significance of soft skills. This article finds the value of soft skills of bank supervisors and officers and endeavors to suggest the usage of soft skills such as communication skills, emotional intelligence, time management and teamwork. Keywords: Human resource management, training and development, soft skills, hard skills, as communication skills, emotional intelligence, time management, teamwork, banks
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Cerit, Esin, and Nuray Şimşek. "A social skills development training programme to improve adolescents' psychological resilience and emotional intelligence level." Archives of Psychiatric Nursing 35, no. 6 (December 2021): 610–16. http://dx.doi.org/10.1016/j.apnu.2021.08.001.
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Kozáková, Eva, and Radomír Saliger. "The Role of Emotional Intelligence in Direct Leadership in the Army of the Czech Republic." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 67, no. 1 (2019): 265–73. http://dx.doi.org/10.11118/actaun201967010265.
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The purpose of this paper was identifying the level of emotional intelligence of future leaders in the level of direct leadership in the Army of the Czech Republic. The concept of emotional intelligence could be characterized as a file of social abilities, attributes and qualities, which are necessary for function of each individual in society, social interactions and during communication with others. Emotional intelligence is connected with required social competences of military leaders. In the research part was used method of quantitative research by using the standardized questionnaire research technique. This is a self‑assessing test of emotional intelligence created by authors T. Bradberry a J. Greaves, which is based on model of author Daniel Goleman. The results of applied method describe the level and differences of emotional intelligence by each participant. The research sample consisted of a total 31 military students of fourth year master’s degree programme of Faculty of military leadership, full time study in University of Defense in Brno. They are future officers, whom after graduation of study programme are predetermined to serve in the direct leadership in Army of the Czech Republic. This is a pilot research which will be followed by further standard research. The results of it are going to be applied the next period for suggestion and recommendation of interactive educational programs enhancing the competence of decision‑making leaders. The results are discussed in the context of the training of military leaders under the auspices of Ministry of Defense in the Czech Republic.
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Okoye, Lawrence Jekwu, Amos Audu, and Tochukwu M. Oguegbe. "Emotional Intelligence and Self-Efficacy as Determinants of Ethical Work Behaviour of Artisan in Maiduguri, Borno State Nigeria." International Journal of Social Sciences and Management 3, no. 3 (July 28, 2016): 188–92. http://dx.doi.org/10.3126/ijssm.v3i3.15259.
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This study investigated the role of emotional intelligence and self-efficacy on ethical work behavior of artisan in Maiduguri, capital of Borno State Northeast Nigeria. The study adopted behavioural theory of obedience as its main theoretical framework. Expos facto survey design was adopted for the study. Two hundred and eight-two (282) participants were selected accidentally for the study. Results revealed that artisans who reported with high emotional intelligence were significantly different in the level of ethical work behaviour compared to those who reported low level of emotional intelligence. Emotional intelligence does not significantly predict ethical work behavior of artisan and self-efficacy significantly predict ethical work behavior of artisans. However, it shows that emotional intelligence and self-efficacy jointly predict ethical work behavior of artisan. There was no any significant main and interaction effect of emotional intelligence and self-efficacy on ethical work behaviour among artisans in Maiduguri. Female artisans significantly reported higher scores on ethical work behaviour scale than male artisans. The study however recommended that management of the organization should send their employees (artisans) on sponsored training programme of the organisation which focused on enhancing their ethical work behavior.Int. J. Soc. Sc. Manage. Vol. 3, Issue-3: 188-192
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Vila, Sara, Raquel Gilar-Corbí, and Teresa Pozo-Rico. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century." International Journal of Environmental Research and Public Health 18, no. 10 (May 20, 2021): 5498. http://dx.doi.org/10.3390/ijerph18105498.
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In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.
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Clarke, Nicholas. "The impact of a training programme designed to target the emotional intelligence abilities of project managers." International Journal of Project Management 28, no. 5 (July 2010): 461–68. http://dx.doi.org/10.1016/j.ijproman.2009.08.004.
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A. J, Seniwoliba. "EMOTIONAL INTELLIGENCE OF THE UNIVERSITY ADMINISTRATOR FOR EFFECTIVE LEADERSHIP." International Journal of Multidisciplinary Studies and Innovative Research 9, no. 9 (May 1, 2022): 1314–25. http://dx.doi.org/10.53075/ijmsirq6547586111567.
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The highlights about the significant contribution of emotional intelligence (EI) and how it has influenced leadership effectiveness in higher education have long been noted. Knowledge of how exactly (EI) relates to effective leadership (EL) could culminate and lead to a substantial advancement in leadership training and development programmes and the capacity to handpick potentially effective leaders. The review identified five domains of EI that comprise of 25 competencies. These competencies include self-awareness, self-regulation; motivation; empathy; and social skills, which were later collapsed into 20 and the five domains into four: self-awareness, self-management, social-awareness and relationship management. The review illustrated that having high EI among staff can affect the work environment and improve service interaction. It revealed that EI had been recognised for the case of teaching staff and students than administrators who have higher EI and are more effective since they are aware that their actions and decisions influence the learning and behaviour of students. However, a limited number of studies have discussed the importance of EI on administrative staff. The study concludes that EI has a substantial effect on leadership effectiveness; therefore, higher levels of EI could help improve leadership performance and effectiveness. It recognises that EI can be improved with training and development. Therefore, training programmes within an institution could positively affect leadership and leadership performance, thereby driving the institution to success.
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Petrovska, Tetiana, Nataliia Kulish, Viktor Kostiukevych, Ruslana Sluhenska, Nataliia Reshetilova, and Alyona Yerokhova. "Research of Emotional Intelligence as a Psychological Resource of an Athlete." Sport Mont 19, S2 (September 1, 2021): 57–61. http://dx.doi.org/10.26773/smj.210910.
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Emotional intelligence (EI) is an important part of the psychology of an athlete and must be considered when a training programme is being devised. The aim of this research is to determine the impact of physical activity on the EI level among youth; examine the extent to which EI and sports achievements is correlated; consider the discrepancies between EI indicators within athletes in different sport disciplines. The EI of 245 young people aged 17-19 was studied. 125 of them were athletes who were systematically engaged in sports and competitions for 3½ years. The remaining 120 were not engaged in any sport. The research is based on the methodology that Nel- son-Hall devised to assess EI. It also uses various methods of mathematical statistical analysis, such as Student's t-test. The extent of the EI in young athletes was significantly higher than that in their peers who had not done any sports. In a group of athletes differences were found in EI components between athletes of different sport disciplines. This was shown in the indices of emotional management, self-motivation and in the extent to which they were aware of other people’s emotions. The research showed that athletes with higher levels of emotional management tend to achieve better results than those with lower emotional management abilities. It is likely that this observation will hold true for athletes from across the broad spectrum of sporting ability.
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Bamberger, Ellen, Jacob Genizi, Nogah Kerem, Ayalla Reuven-Lalung, Niva Dolev, Isaac Srugo, and Amnon Rofe. "A pilot study of an emotional intelligence training intervention for a paediatric team." Archives of Disease in Childhood 102, no. 2 (October 13, 2016): 159–64. http://dx.doi.org/10.1136/archdischild-2016-310710.
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ObjectiveEmotional intelligence (EI) is the individual's ability to perceive, understand and manage emotion and to understand and relate effectively to others. We examined the degree to which EI training may be associated with a change in EI among different medical personnel and patient satisfaction.Design, setting and participantsThe EI of 17 physicians and 10 nurses in paediatric ward was prospectively evaluated with Bar-On's EI at baseline and after 18 months. 11 physicians who did not undergo the intervention served as controls.InterventionsThe intervention consisted of a training programme comprising group discussions, simulations and case studies.Main outcomes and measuresPre-emotional quotient inventory (EQ-i) and post-EQ-i scores and patient satisfaction surveys of nurse and physicians pre-intervention and post-intervention were analysed.ResultsThe mean overall EI score of the study sample rose from 99.0±9.6 (both plus and minus mathematical operations standing for SD) at baseline to 105.4±10 (p<0.000) after 18 months, with the most robust increase (nearly 6%; p<0.003) manifested among physicians. In contrast, the control group's EI scores did not change over this period. Within the intervention group, physicians displayed a statistically significant increase in three of the five EI dimensions, compared with only one of the five EI dimensions for nurses. Patient satisfaction scores relating to physician care rose from 4.4 pre-intervention to 4.7 post-intervention (p=0.03).ConclusionAn EI intervention led to an overall increase in EI scores, with a significant improvement in patient satisfaction. These findings suggest important potential benefits for both staff and their patients.
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Al-Ajmi, Zainab A., Mohammad A. Al- Ayasrah, and Rashed S. Al- mehrzi. "The Impact of an Educational Program based on the Components of Emotional Intelligence according to the Golman Model in the Development of Ethical Behavior in Islamic Education." Journal of Educational and Psychological Studies [JEPS] 13, no. 2 (May 2, 2019): 275–99. http://dx.doi.org/10.53543/jeps.vol13iss2pp275-299.
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This study aimed at identifying the effect of an Islamic Educational Programme based on Emotional Intelligence on developing Ethical Behaviors of tenth grade female students in the Sultanate of Oman. The study adopted a semi-experimental model using a sample of 137 students from Muscat and Southern Batinah schools. To achieve the study aims, an Educational Program based on Emotional Intelligence and Ethical Behaviors Scale (Self-control, Honesty, Respecting others, Respecting rules) was used. The validity of the scale was measured using trustee validity and discriminate validity. Cronbach’s Alpha coefficient was used to estimate the reliability of the scale; it was 0.90 which indicates fairly high reliability. The results showed statically significant differences in regards of Self-control, Honesty, Respecting others and Respecting Rules in favor of the experimental group. In the light of the above findings, the study recommended the importance of integrating Emotional Intelligence skills into the curriculum to prevent ethical problems of teenage students. It also suggested the activation of educational strategies and classroom activities in training the students to develop their ethical behaviors.
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Al-Ajmi, Zainab A., Mohammad A. Al- Ayasrah, and Rashed S. Al- mehrzi. "The Impact of an Educational Program based on the Components of Emotional Intelligence according to the Golman Model in the Development of Ethical Behavior in Islamic Education." Journal of Educational and Psychological Studies [JEPS] 13, no. 2 (May 2, 2019): 275. http://dx.doi.org/10.24200/jeps.vol13iss2pp275-299.
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This study aimed at identifying the effect of an Islamic Educational Programme based on Emotional Intelligence on developing Ethical Behaviors of tenth grade female students in the Sultanate of Oman. The study adopted a semi-experimental model using a sample of 137 students from Muscat and Southern Batinah schools. To achieve the study aims, an Educational Program based on Emotional Intelligence and Ethical Behaviors Scale (Self-control, Honesty, Respecting others, Respecting rules) was used. The validity of the scale was measured using trustee validity and discriminate validity. Cronbach’s Alpha coefficient was used to estimate the reliability of the scale; it was 0.90 which indicates fairly high reliability. The results showed statically significant differences in regards of Self-control, Honesty, Respecting others and Respecting Rules in favor of the experimental group. In the light of the above findings, the study recommended the importance of integrating Emotional Intelligence skills into the curriculum to prevent ethical problems of teenage students. It also suggested the activation of educational strategies and classroom activities in training the students to develop their ethical behaviors.
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Nikitin, Petr V., Rimma I. Gorokhova, and Valery G. Abashin. "Improving online learning system by means of artificial intelligence." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 522–39. http://dx.doi.org/10.32744/pse.2022.4.31.
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Introduction. Online learning is applied in the educational system more and more actively every year. The bulk of learning activities in many programmes and courses is shifting from the classroom towards individual work. The interaction between the student and the teacher is decreasing, which negatively affects the quality of education. The aim of the research is the development of methods and algorithms for assessing the psycho-emotional state of learners and their involvement in the teaching process in online education, as well as evaluation of their impact on the efficiency of training. Materials and methods. More than 100 students of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy and Financial University took part in the survey. The following characteristics were measured during the online teaching: involvement in the educational process, students’ psycho-emotional state. In order to build the training algorithms assessing students’ engagement in online learning, the modernised dataset DAiSEE was used; for assessing the psycho-emotional state – the dataset fer2013. Convolutional neural networks were used as model algorithms. The ROC curve and accuracy parameters were used as metrics for model training quality. The Farrar-Glauber test was used for the analysis of multicollinearity of parameters. To prove the efficiency of the developed methods, the statistical criteria – Fisher’s F-test and Student’s t-test – were used. Results and discussion. The developed models demonstrated an excellent quality of training. The accuracy of recognising student engagement in the learning process exceeded 90%, the accuracy of identifying the emotions in online learning was over 90%. The inculcation of the said algorithms in the online learning system showed due efficiency. It was proved that the control group (23 students) and the experimental group (25 students) differed significantly in statistical terms (temp = 2.53; p < 0.05). The learners’ involvement, their emotions and the actual knowledge of the subject area did not show any strong correlation with each other (FGemp=3.61 < FGcrit=7.81). Conclusion. It was proved that the introduction of artificial intelligence systems in the learning process made it possible to adjust the online learning system with regard for the obtained recommendations on the student’s psycho-emotional state and his/her involvement in the training process. Thus, the interaction between the student and the teacher, although weakened in comparison with face-to-face training, nevertheless remains at a sufficiently high level and allows influencing the students’ motivation and mood, which leads to improved quality of education.
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Castejón, Juan L., Raquel Gilar, and Pablo Miñano. "Personal and Emotional Factors in the Labour Integration of University Graduates in the Field of Education. Implications for University Teaching." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 191–212. http://dx.doi.org/10.26529/cepsj.447.
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The main aim of this paper is to analyse the role of intellectual, personal and emotional competencies as well as technical knowledge - academic achievement - in the employment ofuniversity graduates, with the purpose of incorporating these competencies into training programmes developed within the European Framework of Higher Education. This study is based on an initial sample of 118 university graduates in the field of education. We have gathered information about academic achievement and the intellectual, personal and emotional traits of this sample. From these data, and given the importance ofnon-intellectual aspects of intelligence associated with professional success, the specific contribution -incremental validity - of personal and emotional intelligence in explaining theemployment - labour integration - of university graduates in the field of education is studied. From this point onwards, we attempt to identify the key socio-emotional competencies inthe field of education in order to establish the implications of including this type of skills in university training programmes within the European Higher Education Area.
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Smith-Carrier, Tracy, Theo Koffler, Faye Mishna, Anna Wallwork, Joanne Daciuk, and Jasmin Zeger. "Putting your mind at ease: findings from the Mindfulness Ambassador Council programme in Toronto area schools." Journal of Children's Services 10, no. 4 (December 21, 2015): 376–92. http://dx.doi.org/10.1108/jcs-10-2014-0046.
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Purpose – The purpose of this paper is to gain understanding of the benefits and limitations of mindfulness training among secondary school students and teachers in Toronto, Ontario, Canada. Design/methodology/approach – Using a case study methodology, the authors analysed programme evaluation forms and conducted thematic analyses of focus groups with Catholic secondary school teachers and students that participated in the Mindfulness Ambassador Council programme. Findings – The findings suggest that mindfulness training may provide participants with opportunities for personal growth, specifically in the areas of stress reduction, relaxation, social awareness, self-discovery and relationship building. Research limitations/implications – This study confirms existing literature that training in mindfulness practice may be beneficial in strengthening relationships, reducing stress and anxiety and promoting inner well-being and social-emotional learning in youth. To test these findings empirically, future research should examine mindfulness training in schools using a robust randomised controlled trial design. Practical implications – Given the current state of research on mindfulness-based interventions specifically with the adolescent population, the study provides useful and timely data on participants ' experiences with mindfulness training, and discusses how such training can be effectively harnessed within secondary school settings. Originality/value – There is growing evidence that the regular practice of mindfulness has myriad psychological, therapeutic and health benefits, and contributes to heightened emotional intelligence and improved performance in a host of activities. Relatively little is known, however, about the effects of mindfulness interventions on child and adolescent populations. The study contributes to the emerging evidence on mindfulness practice with students in school settings.
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Sonea, Adrian, Ovidiu Niculae Bordean, and Eugenia Câmpeanu Sonea. "Communication Improvement within the Education Process and Emotional Intelligence Development." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 163–75. http://dx.doi.org/10.31686/ijier.vol3.iss5.372.
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Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.
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Rutkowska, Katarzyna, and Józef Bergier. "Psychological Gender and Emotional Intelligence in Youth Female Soccer Players." Journal of Human Kinetics 47, no. 1 (September 1, 2015): 285–91. http://dx.doi.org/10.1515/hukin-2015-0084.
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AbstractMany sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes’ emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low, which seems insufficient and calls for adequate intervention measures to be taken.
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Stejskalová, Irena, Lenka Komárková, Jiří Sláma, Vladimír Přibyl, and Přemysl Štych. "Personality Development as a Key Aspect of Teacher Learning: A Pilot Study of the Training Programme Effects within the CLIMA Concept." Journal on Efficiency and Responsibility in Education and Science 15, no. 3 (September 30, 2022): 168–80. http://dx.doi.org/10.7160/eriesj.2022.150304.
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The paper presents research conducted in the context of the professional education of teachers in kindergartens and primary schools focused on personality development, emotional intelligence and the creation of a favourable classroom climate. The research aims to confirm or refute the usefulness of such education at other than a pedagogical faculty, and to find how specific areas of this new form of education contributed to the participants’ teaching practice. The effect of the training was evaluated using questionnaires collected from 27 participants before and after the programme. The programme's benefits were analysed based on closed questions using statistical methods, while open-ended questions were processed by content analysis. The results suggest that a training programme using elements from different managerial field appears to be highly suitable and beneficial. The paper is an appeal that approaches from various fields can be used in further education, thus expanding the skills portfolio of modern teachers.
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Kaur, Irameet, Charu Shri, and K. M. Mital. "The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education." Higher Education for the Future 6, no. 2 (May 14, 2019): 188–206. http://dx.doi.org/10.1177/2347631119840542.
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The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.
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Pepi, Annamaria, Marianna Alesi, and Maria Geraci. "Theories of Intelligence in Children with Reading Disabilities: A Training Proposal." Psychological Reports 95, no. 3 (December 2004): 949–52. http://dx.doi.org/10.2466/pr0.95.3.949-952.
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A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children ( M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.
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Glazunova, Olena, Taisiia Saiapina, Valentyna Korolchuk, Olga Kasatkina, and Tetiana Voloshyna. "Digital intelligence of a modern economist: an exploratory case study." SHS Web of Conferences 104 (2021): 03001. http://dx.doi.org/10.1051/shsconf/202110403001.
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In the current context of digitalization of various spheres of life, an important characteristic of participants in a digital society is the level of their digital intelligence. The level at which future economists develop their digital intelligence skills during university depends on their successful employment and career development. The presented article analyses the concept of digital intelligence of an economist on the basis of the Digital Quotient framework developed by the Digital Intelligence Institute, characterizing the levels of “Digital Citizen”, “Digital Creator”, “Digital Entrepreneur” for such components of digital intelligence as: Digital Changemaker Identity, Digital Use, Safety Digital, Digital Security, Digital Emotional Intelligence, Digital Communication, Digital Literacy, Digital Rights. For the first time, the contents of an academic discipline of a university training programme for future economists have been proposed, in the course of which digital intelligence skills can be developed. The authors demonstrate the stages of formation, indicators for different levels of formation, content and examples of educational representation of material. They offer the stages of Digital intelligence development in the framework of studying the course modules, the implementation of project work and the solution of the real case studies during academic training. The results of the pilot study for achieving all three levels of digital intelligence. A statistical analysis of the results of the experiment was carried out and their relevance proved.
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Ruiz-Ariza, Alberto, Sara Suárez-Manzano, Sebastián López-Serrano, and Emilio J. Martínez-López. "The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial." European Physical Education Review 25, no. 2 (November 9, 2017): 355–73. http://dx.doi.org/10.1177/1356336x17739271.
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Evidence suggests that moderate physical activity (PA) positively relates to creativity and emotional intelligence (EI) in adolescents. However, it is unknown whether cooperative PA (physical exercises in pairs or small groups to enhance motivation, self-efficacy, and pro-social behaviours), performed over less time but at higher intensity, could have similar effects within a school setting. The aim was to analyse the effect of cooperative high-intensity interval training (C-HIIT) on creativity and EI in adolescents aged 12–16 years, and whether improvement effects are different according to weekly PA level. A randomised controlled trial was conducted with a control group (CG, n = 94), which did static stretching, and an experimental group (EG, n = 90), which performed C-HIIT. Both groups performed the activity during 16 minutes at the beginning of physical education (PE) classes. Creativity was assessed with one factor, and EI through four factors (well-being, self-control, emotionality, and sociability). Age and body mass index (BMI) were used as confounders. Both were measured twice (baseline and after 12 weeks). The EG increased well-being and sociability factors after the C-HIIT programme (both p < 0.001). More specifically, inactive adolescents in the EG showed significant improvements in comparison to the CG in creativity, well-being, and sociability ( p = 0.028, p < 0.001, and p < 0.003, respectively). However, we did not find changes among active adolescents. A programme of C-HIIT in PE is a novel strategy to improve creativity and EI, especially in physically inactive adolescents. Starting PE classes with 16 minutes of C-HIIT could be recommended, independently of other activities planned for the session.
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Hassan, Nurulhuda Mat, Norwati Daud, Nik Nor Ronaidi Nik Mahdi, Mohd Salami Ibrahim, Yuzana Mohd Yusop, and Mohd Faeiz Pauzi. "Modifiable Factors Influencing Emotional Intelligence Among Medical Interns." BJPsych Open 8, S1 (June 2022): S29. http://dx.doi.org/10.1192/bjo.2022.139.
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AimsEmotional intelligence is crucial for medical professionals. Medical interns are expected to have a high degree of emotional intelligence to face their professional career challenges. Emotional intelligence, often measured as an emotional quotient (EQ), is the capacity to recognize and regulate emotion in oneself. It enables one to monitor own feelings and emotions and others; and guide decisions and actions, and is crucial to ensure a successful work-related outcome or good performance. A higher EQ enhances physician and patient well-being, increases patient safety and augments healthcare teamwork. However, studies about EQ among medical interns are lacking. Therefore, this study intended to determine the level of EQ among medical interns in Malaysia and its associated factors.MethodsThis nationwide cross-sectional study recruited new medical interns reporting to 17 randomly selected Malaysian hospitals accredited for medical intern training from January to April 2020. They were invited to answer an online questionnaire incorporating USMEQ-i to measure EQ, Connor-Davidson Resilience Scale-10 items (CD-RISC-10) for resilience, Brief-Cope to assess coping styles, PHPQ to assess internship preparedness, DUREL for religiosity, and questions related to sociodemographic and undergraduate training.ResultsA total of 524 from 619 medical interns responded. Mean (SD) EQ score was 3.08(0.58). Significant factors positively associated with EQ include resilience score (adjusted b = 0.65, 95% CI 0.58, 0.72, p <0.001), preparedness for internship (adjusted b = 0.11, 95% CI 0.09, 0.13, p < 0.001), approach-style coping (adjusted b = 0.17, 95% CI 0.11, 0.24, p <0.001), and religiosity (adjusted b = 0.09, 95% CI 0.01, 0.17, p <0.001). In contrast, avoidant-style coping (adjusted b=−0.19, 95% CI –0.28, 0.11, p <0.001) is negatively associated with EQ. Adjusted R2 of 67.6% substantiated the goodness of fit of the regression model.ConclusionThis study showed that there are a few modifiable factors that significantly influence EQ among medical interns; namely resilience, coping style, preparedness for internship, and religiosity. There is a positive association between EQ and approach coping style, and a negative relationship with avoidant coping. Approach coping encapsulates constructive responses to stress such as positive reframing, acceptance, seeking helpful information, and reaching for emotional support, while avoidant coping includes self-distraction, denial, venting, substance abuse, behavioural disengagement, and self-blame. These significant factors in this study such as coping and resilience can be learned and taught as a skill. These findings will aid medical schools to design programmes and improve the medical education to increase EQ among medical students who will become better medical interns and doctors in the future.
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Hemmerle, M., B. Röpcke, C. Eggers, and R. D. Oades. "Evaluation of 2 Years’ Residential Care Treatment for Adolescents and Young Adults with Schizophrenia." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70577-2.
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Aims:In 2002 the Professor Eggers Foundation started a 2-year-programme for patients suffering from early-onset schizophrenia (EOS) following discharge from a clinic (outpatient care). The aim is with intense residential care and treatment to support recovery and independence. Interactive and psychoeducational family care, coping with persistent symptoms, development of social and emotional competence, independent house keeping, and support of school and vocational training are the main features.Methods:Psychopathology, social and neuropsychological function were assessed with a set of questionnaires and tests at the start, after 1 year and after 2 years on completion of the programme for 12 participants. Living and working situation were monitored. The results were compared with the progress of 12 EOS patients treated as usual (comparison group).Results:Positive and negative symptoms showed a significantly greater decrease with respect to the comparison group. Social function improved considerably stronger in the participants. Working memory, attention and some executive functions also improved in the participants, while there was a deterioration of speed and selective attention (trend) in the comparison group. Neither group showed changes in measures of intelligence or the subjective quality of life with the exception of increased contentedness with family relations in the participants.Conclusions:We show the benefits of an early intensive residential training programme for EOS patients. Further research may be able to show if these improvements can be maintained and whether the costs of the programme are economical avoiding continued residential care.
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Hemmerle, M., B. Röpcke, C. Eggers, and R. D. Oades. "Evaluation of 2 Years’ Residential Care Treatment for Adolescents and Young Adults with Schizophrenia." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71378-1.
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Aims:In 2002 the Professor Eggers Foundation started a 2-year-programme for patients suffering from early-onset schizophrenia (EOS) following discharge from a clinic (outpatient care). the aim is with intense residential care and treatment to support recovery and independence. Interactive and psychoeducational family care, coping with persistent symptoms, development of social and emotional competence, independent house keeping, and support of school and vocational training are the main features.Methods:Psychopathology, social and neuropsychological function were assessed with a set of questionnaires and tests at the start, after 1 year and after 2 years on completion of the programme for 12 participants. Living and working situation were monitored. the results were compared with the progress of 12 EOS patients treated as usual (comparison group).Results:Positive and negative symptoms showed a significantly greater decrease with respect to the comparison group. Social function improved considerably stronger in the participants. Working memory, attention and some executive functions also improved in the participants, while there was a deterioration of speed and selective attention (trend) in the comparison group. Neither group showed changes in measures of intelligence or the subjective quality of life with the exception of increased contentedness with family relations in the participants.Conclusions:We show the benefits of an early intensive residential training programme for EOS patients. Further research may be able to show if these improvements can be maintained and whether the costs of the programme are economical avoiding continued residential care.
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Gutiérrez Moret, Margarita, and Raquel Ibáñez Martínez. "LAS DIFERENCIAS EN INTELIGENCIA EMOCIONAL EN FUTUROS DOCENTES A PARTIR DE SU ESPECIALIDAD." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (October 22, 2017): 337. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.946.
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Abstract.THE DIFFERENCES IN EMOTIONAL INTELLIGENCE IN FUTURE TEACHERS FROM THEIR SPECIALTYIn the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey& Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.Keywords. Emotional Intelligence, Secondary Education, MSCEIT, TMMS-24Resumen.En los últimos años, las habilidades relacionadas con la inteligencia emocional (IE) han adquirido especial relevancia en el ámbito educativo. Este estudio evalúa la IE en una muestra de 155 estudiantes de 5 especialidades diferentes del Master Oficial de Profesorado de Enseñanza Secundaria. La recogida de datos se llevó a cabo a través de la administración de la prueba de IE percibida TMMS-24 y la prueba de Inteligencia Emocional Mayer, Salovey y Caruso (MSCEIT). Los resultados muestran niveles adecuados de IE, especialmente en el área estratégica, así como algunas diferencias basadas en la especialidad entre los estudiantes. Existe la necesidad de desarrollar una formación específica orientada al desarrollo de habilidades emocionales en los planes de formación dirigidos al alumnado que cursa el Master Oficial de Profesorado de Enseñanza Secundaria, conforme a los datos obtenidos.Palabras claves. Inteligencia Emocional, Educación Secundaria, MSCEIT, TMMS-24
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Zinukova, Nataliia. "SOFT SKILLS AS A REQUIREMENT OF TIME AND THEIR DEVELOPMENT IN FUTURE TRANSLATORS." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 399–412. http://dx.doi.org/10.36550/2522-4077-2021-1-193-399-412.
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The article considers the relevance of the acquisition and development of masters ’ soft skills. The objective of this article is to get acquainted with the soft skills system required by a future translator/interpreter in his or her professional activity and to highlight the opportunities for gaining and developing these skills during Master ’ study programme "Translation (English)". The theoretical analysis to determine the list of "soft skills" as important components of the competitiveness of future translators was conducted. The list of flexible skills for applicants of the second (master's) level of higher education is systematized. Based on the analysis of researchers' approaches to the classification of soft skills, the following three groups of soft skills were distinguished: social and communication skills (communication skills, interpersonal skills, group work, leadership, social intelligence, responsibility, ethics of communication); cognitive skills (critical thinking, problem-solving skills, innovative thinking, intellectual workload management, self-study skills, time management); personal qualities and components of emotional intelligence (emotional intelligence, honesty, optimism, flexibility, creativity, motivation and empathy). It should be noted that, within each category and between categories, individual skills and qualities interact. It is clear that different types of soft skills are a priority for different activities. The results of a survey of Master’ students and teachers of Alfred Nobel University, Dnipro are presented. Respondents were asked to determine the list of the most priority soft skills of competitive translation professionals and to determine the degree of their importance. An experience analysis singled out two approaches to the soft skills formation today - to teach directly by introducing separate courses within the variant component of the study programme and to combine all disciplines in with non-formal education and extracurricular activities. The training course "Fundamentals of Translation Activity" is described here, the content of which is naturally combined with the traditional subjects of the professional training cycle, and the implementation of interactive teaching methods aimed at developing "soft skills" in future translators is presented. Through the implementation of dialogical and discussion methods of training using the techniques of synectics, game teaching methods involving modeling of professional situations, joint analysis and problem solving, our results can demonstrate the ability of Master’s students to reflect on their own experience and individual characteristics necessary to develop soft skills. The findings provide a potential mechanism of the following techniques to implement the aforementioned game methods selected for training: reflection, advisory group, role rotation, support, interlocutor chair, mute assistant, replay and placement. To develop soft skills in post graduate students it is necessary to choose some facilitation methods (World Cafe, Open Space, Anti-Brainstorming, Dynamic Facilitation). Superior results could be seen for one more pedagogical technique, project work, which involves the "immersion " in the teaching material, determination of the personality of their emotional and value attitude to it and improving the efficiency of assimilation.
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Zlokazova, T., and A. Kuznetsova. "Emotional intelligence as a factor in the efficient self-regulation of functional states under work strain." European Psychiatry 64, S1 (April 2021): S462. http://dx.doi.org/10.1192/j.eurpsy.2021.1234.
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IntroductionSelf-regulation of emotions is viewed as one of the key skills in various socionomic professions (Kuznetsova & Titova, 2016; Spencer & Spencer, 2008), including psychology. Emotional intelligence (EI) can be seen as a vital competence for counseling psychologists, as well as a factor in an efficient human functional state’s (HFS) self-regulation under stressful work conditions.ObjectivesThis study aims to assess the EI level in psychologists involved in a long-term relief programme for people affected by an industrial accident, and to reveal interrelations between EI and the efficiency of acquisition of new self-regulation skills.MethodsThe training course was designed for psychologists (n=15) in order to develop new stress-management counseling skills. It included: progressive relaxation, ideomotor and visualization exercises; autogenic formulae. Data were obtained from HFS evaluation questionnaires (Leonova, Zlokazova, Kachina & Kuznetsova, 2013), and the EI inventory (Manoylova, 2004).ResultsThe mean EI level was high among the psychologists, although there were variations. Data confirmed rapid progress in the acquisition of self-regulation skills, and demonstrated a prolonged effect of stress (p=0,052) and fatigue (p<0,001) reduction (Friedman’s test). The EI level showed correlations (Spearman’s test) with HFS measures: by the end of the course psychologists with a higher EI reported higher psychological comfort (p<0,05) and lower acute fatigue (p<0,01) after relaxation exercises.ConclusionsAlthough the sample size was small, the data, obtained from described above unique group of counseling psychologists, helped reveal the link between EI and efficient HFS self-regulation.
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Wotherspoon, Jane, Koa Whittingham, Roslyn N. Boyd, and Jeanie Sheffield. "Randomised controlled trial of a novel online cognitive rehabilitation programme for children with cerebral palsy: a study protocol." BMJ Open 9, no. 6 (June 2019): e028505. http://dx.doi.org/10.1136/bmjopen-2018-028505.
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IntroductionCerebral palsy (CP) is the most common cause of physical disability in children, with an estimated 600–700 infants born with CP in Australia each year. CP is typically associated with motor impairments, but nearly half of all children with CP also experience cognitive impairment, potentially impacting educational and vocational achievement. This paper reports the protocol for a randomised controlled trial of a computerised cognitive training intervention based on behavioural principles: Strengthening Mental Abilities through Relational Training (SMART). The study aims to investigate SMART’s effect on fluid reasoning, executive function and academic achievement in children with CP.Methods and analysisSixty children with mild to moderate CP (Gross Motor Function Classification Scale I–IV) aged between 8 years and 12 years will be recruited. Participants will be randomly allocated to two groups: SMART cognitive training and waitlist control. Families will access the programme at home over a 4-month period. Assessments will be administered at baseline, 20 weeks and at 40 week follow-up for retention. The primary outcome will be fluid intelligence, while academic achievement, executive function and social and emotional well-being will be secondary outcomes.Ethics and disseminationThis study has approval from the Children’s Health Queensland Hospital and Health Service Research Ethics Committee (HREC/14/QRCH/377) and The University of Queensland (2017001806). If the computerised cognitive training programme is found to be effective, dissemination of these findings would assist children with CP by providing an accessible, cost-effective intervention that can be completed at home at the individual’s own pace.Registration detailsThe study was registered prospectively on 10 November 2017 to present. Recruitment is now under way, and we aim to complete recruitment by June 2019, with data collection finalised by March 2020.Trial registration numberACTRN12617001550392; Pre-results.
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Torrijos Fincias, Patricia, Eva María Torrecilla Sánchez, and María José Rodríguez Conde. "Evaluación experimental de programas para el desarrollo emocional en docentes de Educación Secundaria." Anales de Psicología 34, no. 1 (December 15, 2017): 68. http://dx.doi.org/10.6018/analesps.34.1.273451.
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<p align="left"> </p><p><span style="font-family: Times New Roman;"><span style="font-size: medium;">Emotional intelligence is a predictive factor of wellbeing among teachers. The discussion therefore focuses on the pertinence of, and need for, developing competences in Secondary Education teachers. This involves the design, implementation and evaluation of two training programmes linked to conflict management and the promotion of emotional competences.</span> </span></p><p align="left"> </p><p><span style="font-size: medium;"><span style="font-family: Times New Roman;">The efficacy of the training programmes is studied through the adoption of a pre-experimental type research design with pre/post-test measures. The results obtained following the application of both these programmes show statistically significant changes (<em>p</em> < <em> </em>.05) in the different dimensions of competence. It is therefore concluded that there is empirical evidence to support the hypothesis that emotional competence is enhanced by appropriate educational experiences, empowering teachers to face the challenges of their classroom practices.</span></span></p><p align="left"> </p>
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Elvira Eugenia Valverde Romero. "Estrategias de inteligencia emocional en la población infantil ante la pandemia Covid-19." GACETA DE PEDAGOGÍA, no. 40 (August 20, 2021): 123–40. http://dx.doi.org/10.56219/rgp.vi40.915.
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El presente artículo, tiene como propósito plantear aproximaciones teóricas, en cuanto a estrategias de inteligencia emocional utilizadas por la población infantil ante la pandemia Covid-19, basadas en otros referentes teóricos. Se fundamentó en el método hermenéutico dialectico que busca comprender a través de la palabra. Los resultados, sostienen manifestaciones de ansiedad, enfado, tristeza, e intranquilidad de la población infantil. Por consiguiente, las conclusiones consideran: el apoyo de entidades municipales en formación a maestros, trabajadores sociales, y equipos psicosociales en la dimensión emocional, para erigir cultura socioemocional en las escuelas. Además, consolidar la triada escuela, familia y maestro, de tal forma que sea equipo colaborativo que facilite un modelo de gestión emocional, para la emancipación emocional y expresiva de la población infantil, que genere un aprendizaje significativo, y la renovación en las instituciones, con la gestión de un currículum comprehensivo.
ABSTRAC
The purpose of this article is to propose theoretical approaches, in terms of emotional intelligence strategies used by the child population in the face of the Covid-19 pandemic, based on other theoretical references. It was based on the dialectical hermeneutical method that seeks to understand through the word. The results support manifestations of anxiety, anger, sadness, and restlessness in the child population. Consequently, the conclusions consider: the support of municipal entities in training for teachers, social workers, and psychosocial teams in the emotional dimension, to erect a socio-emotional culture in schools. In addition, consolidate the school, family and teacher triad, in such a way that it is a collaborative team that facilitates an emotional management model, for the emotional and expressive emancipation of the child population, that generates significant learning, and the renewal in the institutions, with the management of a comprehensive curriculum.
Key Words: Child population, Emotions, Emotional management, Emotional intelligence strategies.
RÉSUMÉ
Le but de cet article est de proposer des approches théoriques, en termes de stratégies d'intelligence émotionnelle utilisées par la population enfantine face à la pandémie Covid-19, à partir d'autres références théoriques. Il était basé sur la méthode herméneutique dialectique qui cherche à comprendre à travers le mot. Les résultats soutiennent les manifestations d'anxiété, de colère, de tristesse et d'agitation chez les enfants. Par conséquent, les conclusions envisagent: le soutien des entités municipales dans la formation des enseignants, des travailleurs sociaux et des équipes psychosociales dans la dimension émotionnelle, pour ériger une culture socio-émotionnelle dans les écoles. De plus, consolider la triade école, famille et enseignant, de manière à ce que ce soit une équipe collaborative qui facilite un modèle de gestion émotionnelle, pour l'émancipation émotionnelle et expressive de la population enfantine, qui génère un apprentissage significatif, et le renouvellement de la institutions, avec la gestion d'un programme complet.
Mots clés: population enfantine, émotions, gestion émotionnelle, stratégies d'intelligence émotionnelle.
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Joseph, Sandra. "Drug Demand Reduction Programme in India: Recommendations for the Future." Shanlax International Journal of Arts, Science and Humanities 7, no. 2 (October 1, 2019): 103–13. http://dx.doi.org/10.34293/sijash.v7i2.825.
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India is a welfare-based nation; therefore, it has an embedded responsibility to protect the marginalized communities. However, drug dependency has always been a hidden phenomenon. Focusing on the Indian scenario, this research critically analyses the implementation of the demand reduction programme, i.e. the National Scheme of Assistance for Prevention of Alcoholism and Substance Abuse which emerged from Section 71 of Narcotic Drugs and Psychotropic Substances (NDPS) Act. Although the NDPS Act is prohibitionist in its approach and has criminalized the use of drugs, it has inculcated Section 71 of NDPS Act that stated the government can establish sufficient de-addiction centres for treatment and rehabilitation of drug dependents. In order to gain a broad understanding of the implementation the study covered a national perspective by including Chennai, Mumbai, New Delhi and Mizoram representing Southern, Western, Northern and North East regions of the country respectively. The treatment and rehabilitation services were analyzed categorically and thematically by posing specific standards such as availability, accessibility, quality and Protection of Human Rights.
It was learnt that at the regional and community level, no autonomous body was set up for implementation of treatment and rehabilitation, treatment was envisaged through correctional angle, huge gaps in extension of financial support to existing de-addiction centres, weak preventive measures, ineffective training of staff, restricted admission for high risk drug dependents, diverse cases of human rights violation, mismanagement of withdrawal symptoms and prevalence of minimal harm reduction measures. However, on the positive side, the best practices are also being recorded with ongoing study such as positive impact of meditation, yoga therapy, life coaching based on emotional intelligence among other indigenous practices. The focus of this article is to provide a knowledge framework to enhance the quality of policy formulation and disseminate recommendations of the study with the hope that policy makers and practitioners and other concerned stakeholders are better informed of the situation so as to make a positive change in the lives of the users and the society at large.
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Sundling, Vibeke, Sandra Van Dulmen, and Hilde Eide. "Communication self-efficacy in optometry: the mediating role of mindfulness." Scandinavian Journal of Optometry and Visual Science 9, no. 2 (November 26, 2016): 8–12. http://dx.doi.org/10.5384/sjovs.vol9i2p8-12.
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The aim of this study was to examine the relationship between optometry students’ communication self-efficacy and their level of mindfulness and empathy. The study had a cross-sectional design. The sample included qualified optometrists in their first year of the Masters’ degree programme. The students reported level of communication self-efficacy, empathy and mindfulness by responding to three questionnaires: Ammentorp’s Clear-Cut Communication with Patients, Jefferson Scale of Empathy, and Mindful Attention Awareness Scale. Thirty-three students participated. The communication self-efficacy sum score was 111 (95% CI 106 to 116), the empathy sum score was 107 (95% CI 103 to 111) and the mindfulness sum score was 52 (95% CI 103 to 111). There was a significant positive correlation between communication self-efficacy and mindfulness (r = 0.295, n = 29, p = 0.029), but not between communication self-efficacy and empathy. Mindfulness correlates with communication self-efficacy. Mindfulness could therefore be important in training communication skills and could contribute to the effect of communication skills training. Most optometrists provide services in a retail setting, linking person-centred communication and care, evidence-based medicine, product technology and customer service. Further studies should explore how communication self-efficacy, explicit and tactic knowledge, empathy, mindfulness, emotional intelligence, patient satisfaction and customer service relate to communication and patientcentred care.
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Morales, Jose, David H. Fukuda, Vanessa Garcia, Emanuela Pierantozzi, Cristina Curto, Josep O. Martínez-Ferrer, Antonia M. Gómez, Eduardo Carballeira, and Myriam Guerra-Balic. "Behavioural Improvements in Children with Autism Spectrum Disorder after Participation in an Adapted Judo Programme Followed by Deleterious Effects during the COVID-19 Lockdown." International Journal of Environmental Research and Public Health 18, no. 16 (August 12, 2021): 8515. http://dx.doi.org/10.3390/ijerph18168515.
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The public health lockdown prompted by the novel coronavirus (COVID-19) pandemic, which included school closures that may have potentially serious consequences for people with disabilities or special educational needs, disrupted an ongoing adapted judo training intervention in children with Autism Spectrum Disorder (ASD). The purpose of this study was to compare repetitive behaviours, social interaction, social communication, emotional responses, cognitive style and maladaptive speech scores across four time-points: baseline, after an eight-week control period, after an eight-week judo intervention and after an eight-week lockdown period due to COVID-19. The sample consisted of 11 children diagnosed with ASD according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition (DSM-V), with an intelligence quotient (IQ) range between 60 and 70. Significant improvements were shown following the judo intervention period compared to the baseline and control periods. However, the same values significantly declined during the COVID-19 lockdown period resulting in values lower than those recorded at baseline, and following the control period and the judo intervention. The decline in psychosocial and behavioural scores are likely due to the stress caused by the sudden halt in activity and the increase in sedentary practices associated with the lockdown.
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Pavliuk, Olena H., Natalya O. Guba, Galyna O. Gorban, Andrii Ye Fomenko, and Ruslan V. Sinielnik. "Empirical Study of the Structure of Future Police Specialists’ Professional Self-Awareness." Journal of Curriculum and Teaching 11, no. 3 (March 18, 2022): 17. http://dx.doi.org/10.5430/jct.v11n3p17.
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The article discusses the issue of effective training for crime prevention and detection among Ukrainian police officers. Notably, it requires professional knowledge and skills to be developed at a certain level, which means the need for high professional development and a certain level of self-awareness. Thus, training, retraining, and morale of the future specialist are some of the determinatives for the successful completion of the missions that police encounter. Special features of the professional identity of the future police specialist have not been defined and structured yet. The purpose of this study is to highlight the empirical study on professional self-awareness findings, which cover its content and structure, as well as to analyse the authorial model of content and structural components of professional self-awareness among future police professionals that was developed for studies in higher educational institutions. The study analysed the problem of future police officers’ professional identity and devotion to the organisation. The main research methods included the methods of S. Schwartz’s theory of basic human values; methods of R. Cattell’s 16 personality factor model; methods A. Rean and V. Yakunin’s diagnostics of the motives of students’ learning in modification of N. Badmaeva; methods of V. Stephenson’s “Q-sorting” in diagnosing the main trends of behaviour in a real group and ideas about themselves; A. Zverkova and E. Eidman’s test of volitional self-control; R. Schwarzer and M. Jerusalem’s scales of general self-efficacy; methods of N. Hall’s emotional intelligence diagnostics, analysis of the collected data. As a result, during the period of professional training in accordance with the programme methodology established by the authors, future police officers of the control sample developed such personal and social qualities as work capacity, proactivity, respect for social norms and adherence to them.
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Holloway, Stuart, and Linda Jones. "Challenges Facing International Medical Graduate Trainees in General Practice and Solutions Founded on Educational Praxis." Physician 6, no. 3 (November 28, 2020): 1–17. http://dx.doi.org/10.38192/1.6.3.7.
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Objectives
Primary care in the United Kingdom is delivered through the National Health Service medical workforce comprising 25% international medical graduates. This study explored the challenges experienced by international participants as they progressed through speciality training in General Practice and sought solutions to those challenges through the lens of applied educational theory, or ‘praxis’.
Methods
The case-based methodology was founded on a qualitative paradigm and postpositivist theoretical framework. Data were collected from international medical graduates and General Practice Trainers via focus groups, on-line questionnaire and semi-structured interviews. A strategy of convergence of evidence underpinned thematic data analysis, triangulating data to construct theory through cycles of continuous iteration.
Findings
Challenges relating to difference, relationships, conceptual understanding and expertise, practical barriers, wellbeing and risk were countered by applied metacognition, emotional intelligence, resilience and curiosity. Trainee passivity confounded these solutions.
Conclusions
The considerable challenges encountered by participants, not all comprehended before commencement of training, were compounded by poor conceptual understanding of the NHS and primary care and impacted on educational progression and wellbeing. Strategies centred on the application of metacognition and applied curiosity. These findings have considerable potential for training programmes and policymakers with respect to trainee orientation and workforce development.
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Shukor, Abdul, Hamzah Bin Dato’ Abdul Rahman, and Abdullah Bin Haji Abdul Ghani. "ETIKA KERJA ISLAM SEBAGAI PENYEDERHANA DALAM HUBUNGAN ANTARA KECERDASAN EMOSI DAN KEPEMIMPINAN ADMINISTRATOR UNIVERSITAS NEGERI." Humanus 13, no. 1 (June 30, 2014): 59. http://dx.doi.org/10.24036/jh.v13i1.4098.
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The main challenges for the HEIs are to provide a market driven academic programmes and able to respond to the changing needs of economic sectors. Apparently, the recent challenges require the staff to equip themselves with leadership quality in order to achieve organizational goals. Previous studies have shown several factors such as EI influenced effective leadership. Another significant issue in leadership is ethical behaviors. Therefore, this study intends to examine the relationship between EI and leadership practices when Islamic work ethic is practiced in Malaysian public universities. The respondents will consist of middle administrators in Malaysian public universities. Using qualitative and cross sectional approaches, surveys will be distributed to the stratified randomly selected respondents. Most of the past results suggested there were significant relationships between the variables. The findings are expected to have some contributions both to the practical and theoretical aspects and enable PHIs to improve their leadership training programmes.Key words: Emotional intelligence, Islamic work ethic, and leadership
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Wijayanti, Okto. "Multiple Intelligences in Learning Musical Dramas for Prospective Primary School Teachers." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 98. http://dx.doi.org/10.33578/jtlee.v4i1.7872.
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Prospective teachers who get the 7th semester of Drama and Dance Education courses must have competence, one of which is that the teacher can present interesting learning for children with a drama approach, as a multidisciplinary knowledge that can be taught using role playing methods that are taught more interesting, fun, meaningful, interactive and rich experience. As a student, you can develop multiple intelligence in this subject. Programmed and scheduled musical drama training systems are indeed interesting, because each student is given the freedom to give assessments, provide reinforcement, support, correct weaknesses, mistakes and even object to the work of other groups with the strengths and points of view of the subjectivity expressed by each. students. As a result, sportsmanship is needed in this regard. Through an empirical qualitative approach, with lesson study-based inductive thinking logic. This study aims to describe the various intelligences that appear in learning dance drama, especially the work practice of dance drama projects (musical dramas), both individually and in groups obtained from the performance appraisal contained in the instrument. Important notes in the discussion found several findings about the application of Multiple Intelligences in learning dance and drama, namely: 1) Tools to achieve success that are more concerned with the process of achieving results, 2) Integrative Learning dance drama combines various intelligences, 3) Learning dance and dance drama becomes full of challenges, and more fun, 4) Care for the individual differences of students so that emotional management is needed, 5) Instructional based learning is firm and clearly measurable, 6) The importance of reflection for further improvement, 7) Clarity of goals, achievement of competence and each student's feedback needs to be done.
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Enwereji, Prince Chukwuneme, and Uwizeyimana Dominique Emmanuel. "Talent Management Practices in the South African Public Service." Khazanah Sosial 4, no. 3 (August 11, 2022): 417–33. http://dx.doi.org/10.15575/ks.v4i3.19708.
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Talent management refers to the attraction, selection, and retention of employees, which involves a combination of HR processes across the employee life cycle. This study explored the best practice in talent management to ensure high potential talents are employed and retained due to the rising rate of employee turnover in the South African public service. A literature review and meta-analysis were conducted to explore different authors' views on the three main objectives of the study, which are to know the competencies of talent managers in developing high potential employees; explore the mechanisms talent managers can adopt in keeping high potential employees and to reveal the best practices in talent management. Findings from the study revealed that talent management is essential in assisting the employees in advancing their skills, improving their performance, and feeling engaged and motivated, thus allowing them to achieve desired goals. The ability to facilitate good planning, decision-making, change management, interpersonal relationships, emotional intelligence, programme implementation, and learning opportunities are the competencies required of talent managers to develop potential talents. Effective communication and feedback, promotion and advancement, efficient leadership, work-life balance, good organisational culture, development and training, and organisational commitment are the competencies required of talent managers to retain talents in the organisation. Regarding the best talent management practice, the study recommended that talent managers should specify the skills they need and select from a diverse pool of candidates. Other factors include onboarding practices, learning and development, performance management, an effective reward system, and a succession plan.
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Bhattarai, S., CK Bhusal, and AB Jaishi. "Awareness Regarding Attention Deficit Hyperactivity Disorder Among Teachers of Selected Schools in Municipality of Rupandehi." Journal of Psychiatrists' Association of Nepal 9, no. 1 (September 20, 2020): 53–58. http://dx.doi.org/10.3126/jpan.v9i1.31338.
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Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood which includes a combination of persistent problems such as difficulty sustaining attention, hyperactivity and impulsive behavior. The aim of the study was to find out teachers awareness regarding ADHD.
Material And Method: Descriptive cross-sectional study was used to find out awareness regarding ADHD among 77 teachers. Three private school were selected using simple random sampling technique, among them seventy seven primary school teachers were selected as a study sample by using enumerative method. Data was collected by pretested self-administered semi-structured questionnaire and the collected data was analyzed by using descriptive and inferential statistics with Statistical Package for Social Sciences (SPSS) Software version 20.
Results: Ninety three percent of respondents had awareness that attention deficit hyperactivity disorder (ADHD) vary from person to person, 59.74% of respondents knew child with ADHD has a lower intelligence quotient than normal children. Sixty one percent of respondents had awareness that prolonged emotional disturbances as a risk factor of ADHD, 59.74% of the respondents had awareness that can't sit for long period to pay attention as symptom of ADHD and 64.94% of the respondents had awareness regarding teachers are the effective person for training of ADHD. Majority of the respondents had low awareness (55.84%) regarding ADHD. There was statistically significant association between awareness level regarding attention deficit hyperactivity disorder and years of teaching experience (p=0.043).
Conclusion: It is concluded that awareness regarding ADHD is inadequate among teachers. Respondents had low awareness regarding management and risk factors of ADHD. Hence concerned authority should focus on organizing awareness programme on ADHD to school teachers.
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Volkova, E. N. "Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem." Education and science journal 24, no. 3 (March 16, 2022): 126–57. http://dx.doi.org/10.17853/1994-5639-2022-3-126-157.
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Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.
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Uzunboylu, Huseyin. "Message from Editor." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): I. http://dx.doi.org/10.18844/cjes.v13i3.3762.
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Message from EditorDear Colleagues;It is a great honour for us to welcome you as Editor of Cypriot Journal of Educational Sciences, whichhas accepted publications indexed in qualified databases since 2006. Our main aim is to increase thequality of the journal day by day. We are ready to publish the new issue of Cypriot Journal ofEducational Sciences, which has eight articles with authors from various countries. The aim of thisissue is to give the researchers an opportunity to share their academic studies.A total number of ten (43) manuscripts were submitted for this issue and each paper hasbeen subjected to double-blind peer review process by the reviewers specialized in therelated field. At the end of the review process, a total number of thirteen (16) high qualityresearch papers were selected and accepted for publication.First of all, I would like to thank all authors who have contributed to this issue . The focuses of thearticles are varied. Bekir Yildirim, Cumhur Turk The effectiveness of argumentation-assisted STEMpractices, Mensure Alkis Kucukaydin Application of writing-to-learn in science to primary schoolstudents, Cavide Demirci, Erhan Yavaslar Active learning: let’s make them a song, Evren Ersoy Therole of perceived parental attitudes and self-esteem in predicting secondary school students’depression, Parisa Abdolrezapour The relationship between emotional intelligence and complexity,accuracy and fluency in EFL learners’ oral performance, Haci Huseyin Tasar The analysis of articlesand thesis published on school-based management in Turkey, Hatice Altunkaya Speech anxiety inguidance and psychological counselling department students, James Adebayo Esan Effect of circuitstrength training programme on waist-to-hip ratio of college students, Nilay Kayhan, Pelin PistavAkmese Examining the game teaching in special education teacher training in Turkey andEuropean Union Member States, Mandina Shadreck Comparative effect of two problem-solvinginstructional strategies on students’ achievement in stoichiometry, Mohammad Ahmad Alkhateeb,The degree practices for mathematics teachers STEM education, Tugba Selanik-Ay, Nil DubanMedia literacy from the eyes of children: an interdisciplinary approach, Ulas Kubat To STEM or notto STEM? That is not the question, Florence Adeoti Yusuf, Ayoade Ejiwale Okanlawon, ValentineDavid Metu Lecturers’ perspectives on enhancing university graduates’ employability in Nigeria,Maria Bella. Christina Evaggelinou Theatrical play and social skills development: teachers’perspectives on educating autistic students, Nur Demirbas-Celik Happiness in high school students:autonomy, relatedness, competence and meaning in life.The topics of the next issue will be different. You can make sure that we will be trying to serveyou with our journal with a rich knowledge in which different kinds of topics are discussed in2018 Volume.I would like to present many thanks to all the contributors who helped to publish this issue.Best Regards,Prof. Dr. Huseyin UzunboyluEditor in Chief
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Reyes Páez, Jaime Andrés. "Teaching versus training emotional intelligence." Virtu@lmente 4, no. 2 (September 21, 2017): 56–65. http://dx.doi.org/10.21158/2357514x.v4.n2.2016.1795.
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This article presents a review of the concept of emotional intelligence, its short history and its definitions. It explores the strengths of the MSCEIT test and highlights some of its weaknesses. The text provides arguments for adopting training as a way to improve emotional intelligence. This perspective is important for leaders and managers of human resources who want to improve their own emotional intelligence and the performance of their teams on this front.
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Louie, A. K. "Emotional Intelligence and Psychiatric Training." Academic Psychiatry 30, no. 1 (February 1, 2006): 1–3. http://dx.doi.org/10.1176/appi.ap.30.1.1.
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Schreier, Lori S. "Emotional intelligence and mediation training." Conflict Resolution Quarterly 20, no. 1 (September 18, 2002): 99–119. http://dx.doi.org/10.1002/crq.13.
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