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Books on the topic 'Emotional intelligence training outcomes'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Emotional Intelligence Coaching. London: Kogan Page Publishers, 2009.

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2

Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. New York: P. Lang, 2012.

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3

Customer service intelligence: Perspectives for human resources and training. Oxford: Butterworth-Heinemann, 2008.

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4

Hughes, Marcia. Emotional intelligence in action: Training and coaching activities for leaders and managers. 2nd ed. San Francisco, CA: Pfeiffer, 2012.

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5

1951-, Terrell James Bradford, ed. Coaching for emotional intelligence: A complete guide to developing superior leaders. San Francisco: Jossey-Bass, 2008.

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6

Neale, Stephen. Emotional intelligence coaching: Improving performance for leaders, coaches and the individual. London: Kogan Page, 2011.

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7

Sundem, Garth. Beyond IQ: Scientific tools for training problem solving, intuition, emotional intelligence, creativity, and more. New York: Three Rivers Press, 2014.

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8

Seligson, Michelle. The relevance of self at work: Emotional intelligence and staff training in after-school environments. Wellesley, MA: Wellesley Centers for Women, 2001.

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9

Lisa, Spencer-Arnell, and Wilson Liz, eds. Emotional intelligence coaching: A practical guide for learners, HR professionals, coaches, and the individual. London: Kogan Page, 2008.

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10

Patricia, Stahl, ed. Bringing yourself to work: A guide to successful staff development in after-school programs. New York: Teachers College Press, 2004.

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11

Seligson, Michelle. Bringing yourself to work: A guide to successful staff development in after-school programs. New York: Teachers College Press, 2004.

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12

Emotional Intelligence In Action. New York: John Wiley & Sons, Ltd., 2005.

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13

Emotional Intelligence and Health Outcomes: Toward an Ecological Model of Well-Being. Nova Science Publishers, Incorporated, 2016.

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14

Training Emotionaler Intelligenz bei schizophrenen Störungen: Ein Therapiemanual. Göttingen, Germany: Hogrefe, 2008.

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15

Neale, Steve, Liz Wilson, and Lisa Spencer-Arnell. Emotional Intelligence Coaching: Improving Performance for Leaders, Coaches and the Individual. Kogan Page, 2011.

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16

Patterson, L. Bonita, James Bradford Terrell, Marcia Hughes, and Reuven Bar-On. Emotional Intelligence in Action: Training and Coaching Activities for Leaders and Managers. Center for Creative Leadership, 2011.

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17

(Foreword), Reuven Bar-On, ed. Emotional Intelligence In Action: Training and Coaching Activities for Leaders and Managers. Pfeiffer, 2005.

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18

Patterson, L. Bonita, James Bradford Terrell, Marcia Hughes, and Reuven Bar-On. Emotional Intelligence in Action: Training and Coaching Activities for Leaders and Managers. Center for Creative Leadership, 2007.

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19

Terrell, James Bradford, and Marcia Hughes. Emotional Intelligence in Action: Training and Coaching Activities for Leaders, Managers, and Teams. Center for Creative Leadership, 2011.

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20

Terrell, James Bradford, and Marcia Hughes. Emotional Intelligence in Action: Training and Coaching Activities for Leaders, Managers, and Teams. Center for Creative Leadership, 2011.

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21

Terrell, James Bradford, and Marcia Hughes. Emotional Intelligence in Action: Training and Coaching Activities for Leaders, Managers, and Teams. Center for Creative Leadership, 2011.

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22

Coaching for Emotional Intelligence: The Secret to Developing the Star Potential of Your Employees. AMACOM/American Management Association, 2006.

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23

Wall, Bob. Coaching for Emotional Intelligence: The Secret to Developing the Star Potential in Your Employees. AMACOM, 2019.

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24

Problem Postcards: Social, Emotional and Behavioural Skills Training for Disaffected and Difficult Children aged 7-11 (Lucky Duck Books). Paul Chapman Educational Publishing, 2005.

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25

Stahl, Patricia, and Michelle Seligson. Bringing Yourself to Work: A Guide to Successful Staff Development in After-School Programs. Teachers College Press, 2003.

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26

Connolly, Michael. SAGE & THYME. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0024.

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Unhelpful communication behaviours by nurses are known to block patients with cancer from thinking for themselves and so a new approach to training emotional support has emerged from practice. Foundation-level communication skills, including patient-centredness, are being taught in the United Kingdom within a three-hour workshop. Within it, teachers of communication skills are attempting to bridge the gap between published knowledge and clinical practice, using a structured and sequential model known as SAGE & THYME. The model is described as a starter kit to help health workers to listen carefully and practice patient-centred care. The elements of the model and the workshop are described. Published data of self-reported outcomes from workshop participants suggest that learning happens, beliefs change, confidence grows, and willingness to discuss emotional concerns increases. Dissemination of the workshop throughout the United Kingdom appears to be practical, though further research into the impact on patient outcomes is needed.

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27

Grandey, Alicia A., and Morgan A. Krannitz. Emotion Regulation at Work and at Home. Edited by Tammy D. Allen and Lillian T. Eby. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199337538.013.8.

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To effectively perform our roles, emotions need to be regulated while both at work (e.g., with customers, supervisor) and at home (e.g., with children, partner); yet, researchers often focus on one domain or the other. In this chapter, four main questions are addressed: (1) Is emotion regulation performed more at work or at home? (2) Is performing emotion regulation at work (i.e., emotional labor) more distressing to the employee than performing emotion regulation at home (i.e., emotion work)? (3) How does performing emotion regulation in one domain affect outcomes in the other domain? (4) Do emotional intelligence and regulatory skills help to successfully balance work and family? This chapter highlights what is known and unknown within each section, and provides many avenues for future research to better integrate emotion regulation with the work–family interface.

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28

Rothberg, Brian, and Hillary D. Lum. Group Interventions in Integrated Care Settings. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0028.

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Group interventions offer effective and efficient ways to educate patients, treat illnesses, and facilitate healing and support for a variety of physical, emotional, and social challenges. Patients feel vulnerable and fearful when ill and value the opportunity to tell their narratives in cohesive groups. Group interventions can target specific diseases, symptoms, skill-building strategies, life stages, or vulnerable patient populations to help improve patient, disease, and health care outcomes within integrated health care settings and other specialty practices. In integrated care settings, group interventions inherently use multidisciplinary teams to deliver care at the highest level of each staff member’s training. When restructuring medical practices to include group medical visits, important considerations include thorough training of group facilitators, strong administrative support, adequate clinical space, and a navigable billing structure. In addition to professionally led groups, peer-led support groups can empower patients to adopt healthy behaviors.

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29

Butow, Phyllis N. Issues in coding cancer consultations. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0064.

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It is now well accepted that communication between the health professional and the patient is a critical component of quality patient care, and that poor communication can adversely affect both patient and health professional outcomes. However, audits of doctor and nurse communication with patients have consistently revealed deficits, prompting the growth of communication skills training for both junior and senior clinicians, and the publication of communication guidelines for various challenging situations. Interaction analysis systems (IAS) enable the analysis of communication between the doctor, patient, family, and other health professionals in a qualitative and quantitative fashion. They are used as descriptive and outcome measures in research into medical communication, as well as to provide feedback to individual clinicians on their behaviour. Two types of IAS can be identified: ‘content’ systems, which describe task-oriented behaviour; and ‘process’ systems, which measure socio-emotional behaviour. This chapter describes and compares a variety of IAS.

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30

Moffic, H. Steven, and James Sabin. Ethical Leadership for Psychiatry. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.50.

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Solutions for the current challenges in mental health care worldwide require improved ethical leadership and administration. Though psychiatrists have the broadest training for stewardship, other disciplines and patient consumers provide their own potential. Business leadership and ethics also need consideration. How to meld the strengths and ethical principles of the various mental health care constituencies is a major global task, but one that can be met. Possible ethical ways to do so are to use emotional intelligence and a culture of compassionate love to prioritize the professional and personal needs of the staff, and to have more leadership provided by formerly disenfranchised prosumers and/or leaders from marginalized cultures. Those responsible for mental health care systems must include the representative viewpoints of all stakeholders. One country, the USA, is highlighted for what can be generalized to other countries, supplemented by some important differences found in other societies.

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