To see the other types of publications on this topic, follow the link: Emotional intelligence training outcomes.
Journal articles on the topic 'Emotional intelligence training outcomes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Emotional intelligence training outcomes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Vaccaro, A., V. Fusco, F. Manfrin, E. Forte, and G. Petagine. "Emotional management training in residential mental health services." European Psychiatry 33, S1 (March 2016): S569. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2107.
Full textAbstract:
A core element for the treatment of psychiatric patients in mental health services is the Psychosocial Rehabilitation. In this work we mainly refer to a training whose targets are fundamental components of the Emotional Intelligence (EI), which is, according to the original Salovey and Mayer's definition (1990), “a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life”.The purpose of this study is to evaluate the efficacy of Emotional Management Training and to compare our emotional management assessment to standardized emotional intelligence assessment instruments.Twenty adult inpatients (from 18 to 55 years of age) were enrolled: ten subjects were assigned to a one year lasting emotional management training (clinical target group) and ten subjects were assigned to a clinical control group; furthermore twenty subjects were selected and assigned to a non-clinical control group. Outcome measures were: emotional management assessment, Schutte Emotional Intelligence Scale (SEIS) and Toronto Alexithymia Scale (TAS-20).Emotional management assessment outcomes confirm the efficacy of emotional management training. Preliminary results also confirm the effectiveness of the assessment compared to standardized emotional intelligence scales.Emotional management training improves psychiatric patient competence in terms of: emotions definition and acknowledgement, self-emotion identification, self-emotion sharing, management of stressing situation and intense emotions.Disclosure of interestThe authors have not supplied their declaration of competing interest.
2
Meisler, Galit, and Eran Vigoda-Gadot. "Perceived organizational politics, emotional intelligence and work outcomes." Personnel Review 43, no. 1 (January 28, 2014): 116–35. http://dx.doi.org/10.1108/pr-02-2012-0040.
Full textAbstract:
Purpose – This study aims to examine the relationship between perceived organizational politics and emotional intelligence, and their interplay in the context of work attitudes/behaviors. Design/methodology/approach – A sample of 368 employees was used to test a mediation effect of perceived organizational politics on the relationship between emotional intelligence on the one hand, and job satisfaction, turnover intentions and negligent behavior on the other. Findings – Perceived organizational politics was found to mediate the relationship between emotional intelligence and all three outcomes. Practical implications – Emotional intelligence training may be a powerful tool that organizations and human resource managers can employ to reduce perceived organizational politics and enhance work attitudes and performance. Originality/value – This research broadens the scope through which the intersection between emotion and organizational politics can be viewed, taking it beyond the role of both felt emotion and affective disposition. The findings show that emotional intelligence directly affects perceptions of politics, and indirectly affects employees' work attitudes and behaviors, through a mediation effect of perceived politics.
3
Rieck, Troy, and Jennifer L. Callahan. "Emotional intelligence and psychotherapy outcomes in the training clinic." Training and Education in Professional Psychology 7, no. 1 (February 2013): 42–52. http://dx.doi.org/10.1037/a0031659.
Full text
4
Rajesh, J. Irudhaya, Verma Prikshat, Paul Shum, and L. Suganthi. "Follower emotional intelligence." Personnel Review 48, no. 5 (August 2, 2019): 1239–60. http://dx.doi.org/10.1108/pr-09-2017-0285.
Full textAbstract:
Purpose The purpose of this paper is to understand the impact of transformational leadership (TL) on follower emotional intelligence (EI) and examine the potential mediation role played by follower EI in the relationship between TL and follower outcomes (i.e. growth satisfaction in the job and job stress (JS)). Design/methodology/approach Data were obtained through survey using questionnaire collected from 908 employees who worked across six different sectors, i.e. manufacturing, IT, healthcare, hospitality, educational and public services in Southern India. The mediation model proposed in this study was tested using structural equation modelling and bootstrapping method. Findings The relationship between TL and Follower EI was significant. Follower EI was found to partially mediate the relationship between TL and followers’ growth satisfaction in job. Contrary to expectations, the follower EI did not significantly predict JS in this study and hence the follower EI did not mediate in the proposed model. However, follower EI and growth satisfaction in the job jointly mediated the relationship between TL and follower JS fully. Research limitations/implications Self-report bias about supervisors’ TL behaviours and followers’ own EI assessment and collection of data from the mono-source (subordinate self-report) might have impacted the results of this study. Moreover, some items were negatively worded and reverse coded as cognitive speed bumps to restrain the respondent’s tendency to rush through answering the survey questionnaire. Practical implications This study established a partial and joint mediation of follower EI on the relationship between TL and follower outcomes. Basing on these findings, this study highlights the need for the practitioners to better understand the importance of EI training for the leaders in the organisations for obtaining better outcomes in the followers. Social implications The study establishes the fact that the attunement of transformational leaders’ EI and follower EI help leaders as well as followers to guide their behaviour towards positive outcomes. Originality/value This study is among the first to examine the impact of TL on follower EI and the potential mediation of follower EI between TL and follower outcomes. From a theoretical perspective, this study is one step closer to fully understand the intervening process between TL and follower outcomes.
5
Lee, Hyun Jung. "How emotional intelligence relates to job satisfaction and burnout in public service jobs." International Review of Administrative Sciences 84, no. 4 (January 30, 2017): 729–45. http://dx.doi.org/10.1177/0020852316670489.
Full textAbstract:
Public service workers require higher levels of emotional intelligence because most public service jobs involve emotionally intense work focused on service to the public. Moreover, such emotional work may lead to a high degree of burnout and job dissatisfaction, which directly relates to organizational outcomes. Focusing on public service workers, the present study investigates the relationships between the dimensions of emotional intelligence and job satisfaction, on the one hand, and the dimensions of emotional intelligence and burnout, on the other. In the sample of 167 public service workers in the US, using employed structural equation modeling, the findings reveal that emotion regulation is significantly and negatively related to burnout and that emotional self-awareness is significantly and positively related to job satisfaction. Points for practitioners This study contributes to understanding the relationship between the emotional intelligence dimension and burnout, and the emotional intelligence dimension and job satisfaction, in public service jobs. Emotional intelligence plays a significant role for public service workers whose work involves emotionally intense job characteristics. The findings show that training in emotional intelligence abilities may increase job satisfaction and decrease burnout. Practitioners and professionals working in public management and administration may consider measures of emotional intelligence, especially emotional self-awareness and emotion regulation, in the recruitment process to select potentially effective job applicants.
6
Yusoff, Muhamad Saiful Bahri. "Comparison between Personality, Emotional, and Educational Outcomes of Multiple Mini Interviews and Personal Interview." Oman Medical Journal 35, no. 6 (November 15, 2020): e199-e199. http://dx.doi.org/10.5001/omj.2020.90.
Full textAbstract:
Objectives: This study investigated the outcomes of multiple mini interviews and personal interview on personality traits, emotional intelligence, perceived educational environment, and stressors. Methods: This is a comparative cross-sectional study on two cohorts of pre-clinical medical students who were selected by multiple mini interviews and personal interview, respectively. Their personality traits, emotional intelligence, perceived educational environment, and perceived stressors were measured using different measurement tools. Results: Multiple mini interviews and personal interview demonstrated a similar ability to recruit medical students with a high level of emotional intelligence. The main advantage of personal interviews over multiple mini interviews in terms of personality traits is that it recruited candidates who had a higher level of conscientiousness trait. The main advantage of multiple mini interviews over personal interview on the educational environment is that medical students chosen by multiple mini interviews had a higher level of satisfaction with social aspects of medical training. Regardless of admission processes, the medical students were equally vulnerable to psychological distress due to various stressful events throughout medical training particularly related to academic loads. Conclusion: This study provided evidence to support the outcomes that multiple mini interviews and personal interview have on medical students’ emotional intelligence, personality traits, perceived educational environment, and perceived stressors during the pre-clinical medical training. Interestingly, personal interview had a better outcome on conscientiousness while multiple mini interviews had a better outcome on the social aspect.
7
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.
Full textAbstract:
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.
8
Jiménez-Picón, Nerea, Macarena Romero-Martín, José Antonio Ponce-Blandón, Lucia Ramirez-Baena, Juan Carlos Palomo-Lara, and Juan Gómez-Salgado. "The Relationship between Mindfulness and Emotional Intelligence as a Protective Factor for Healthcare Professionals: Systematic Review." International Journal of Environmental Research and Public Health 18, no. 10 (May 20, 2021): 5491. http://dx.doi.org/10.3390/ijerph18105491.
Full textAbstract:
Emotional intelligence is an essential trait and skill for healthcare professionals. Mindfulness meditation has proved to be effective in increasing the wellbeing of those who practice it, leading to better mental health, self-care and job satisfaction. This paper aims to identify the recent evidence on the relationship between mindfulness and emotional intelligence among healthcare professionals and students. A systematic review was conducted including the databases PubMed, Cinhal, PsycINFO and Web of Science. The main variables were emotional intelligence skills and mindfulness practice. Data were extracted according to the following outcomes: authors, year of publication, country, study design, participants, mindfulness training intervention, tools used in data collection and main results. The following inclusion criteria were applied: peer-reviewed articles; published in English or Spanish; published between 2010 and 2020; quantitative methodology; a study population of healthcare professionals or students; the relationship with the aim of the study. The Joanna Briggs Institute criteria were followed for assessing the methodological quality of the selected studies. Three researchers were involved in the review. After the selection process, 10 studies were selected out of the 197 references initially identified. These studies revealed a positive relationship between mindfulness and emotional intelligence, particularly the capacity to regulate emotions. Furthermore, mindfulness is negatively related to emotional exhaustion. Training interventions based on mindfulness have proved to be useful in promoting emotional balance, emotional awareness, emotional acceptance, emotion recognition, expressive suppression and a reduction in emotional exhaustion. This study could serve as a basis for further research on the benefits of emotional intelligence and practicing mindfulness for the bio-psycho-social welfare of healthcare professionals.
9
Tschannen-Moran, Megan, and Carol B. Carter. "Cultivating the emotional intelligence of instructional coaches." International Journal of Mentoring and Coaching in Education 5, no. 4 (December 5, 2016): 287–303. http://dx.doi.org/10.1108/ijmce-02-2016-0008.
Full textAbstract:
Purpose The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches perceived the relevance of EI to their success as coaches. Design/methodology/approach This mixed-method study was conducted in two phases. The quantitative phase examined pre- and post-test EI scores of 90 instructional coaches who completed a 20-hour coach training intervention designed to improve the coaching skills of educators working with teachers to improve their instruction. Of the nine instructional coaches interviewed for the qualitative phase, four had increased their EI scores while five had decreased. The study took place primarily in the USA, with two participants in the survey portion from countries outside the USA. Findings Statistically significant increases for EI were found in the full sample. Among the 44 instructional coaches who enrolled on the training course voluntarily, there were significant improvements in total EI, both the interpersonal and interpersonal composites, and all five subscales (i.e. self-awareness, self-regulation, motivation, empathy, and social skills). The mean EI scored for the 46 coaches who were required to take the training did not increase. The themes that emerged from the interviews were increased awareness, improved listening, enhanced empathy, a focus on strengths, and the role of EI in success as instructional coaches. Research limitations/implications Future research might examine the duration, intensity, and format of training that successfully increases EI scores. For example, comparing face-to-face formats with distance formats, such as the one used in this study, might yield interesting findings. This study would have been strengthened by the inclusion of a control group that received no training. Practical implications Both quantitative and qualitative analyses provided evidence that EI can be improved through training; thus, such training could be incorporated into initial preparation and ongoing professional development for educators. The differential outcomes for those who volunteered for the training as opposed to those who were required to take the training as part of their jobs highlights the important of the adult learning principle of choice. Thus, the element of choice should be taken into consideration in planning professional development. Originality/value The use of instructional coaches is an important form of professional development, designed to bring about improved teacher practices. This study provides both quantitative and qualitative evidence of the value of coach training, including statistically significant gains on a validated measure of EI. This study makes an important contribution because prior research on the question of whether EI can be taught has been largely anecdotal.
10
Abdolrezapour, Parisa. "Improving learners’ oral fluency through computer-mediated emotional intelligence activities." ReCALL 29, no. 1 (April 6, 2016): 80–98. http://dx.doi.org/10.1017/s0958344016000069.
Full textAbstract:
AbstractPrevious studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants were 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training using movies with highly emotional content, with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence correlated positively with the students’ levels of oral fluency.
11
Ajilchi, Bita, Hamid Reza Amini, Zahra Pouraghaei Ardakani, Majid Mozafari Zadeh, and Steve Kisely. "Applying mindfulness training to enhance the mental toughness and emotional intelligence of amateur basketball players." Australasian Psychiatry 27, no. 3 (February 14, 2019): 291–96. http://dx.doi.org/10.1177/1039856219828119.
Full textAbstract:
Objectives: Mindfulness is a proven treatment in clinical settings. Our objective was to examine the feasibility and effect of a mindfulness-training program on the mental resilience and emotional intelligence of amateur basketball players. Methods: This was a parallel-group, pre- and post- test, randomised controlled trial. Thirty male amateur male basketball players from Tehran, Iran, were assigned randomly into experimental and control groups ( n = 15 each). Outcomes were measured using the mindfulness sport inventory, mental toughness (MT) questionnaire and emotional intelligence questionnaire. Data were analysed using ANCOVA and MANCOVA. Results: Mindfulness scores were significantly greater in the intervention group than in the controls following training. The intervention also increased overall MT and all of the component sub scores. The same applied to emotional intelligence and all of its components. Conclusions: These findings may have implications on sport mindfulness training in increasing the MT and emotional intelligence of athletes.
12
Silva, Diane, and Arnaldo Coelho. "The impact of emotional intelligence on creativity, the mediating role of worker attitudes and the moderating effects of individual success." Journal of Management & Organization 25, no. 02 (October 29, 2018): 284–302. http://dx.doi.org/10.1017/jmo.2018.60.
Full textAbstract:
AbstractThe objective of this paper is to understand the influence of emotional intelligence on creativity, considering the mediating roles of job resourcefulness, self-motivation and organizational commitment moderated by individual success. The investigation is based on data from 519 questionnaires collected from a sample of Portuguese workers. Structural equation modeling was used with multigroup analysis.The results show a positive influence of emotional intelligence on creativity and other behavioral variables, and individual success appeared to moderate most of the presented relationships. The sample used in this study is not probabilistic, thus the results are difficult to generalize. This investigation identifies several work-related outcomes of emotional intelligence and highlights its importance and raises new ideas for training programs, namely in the field of soft skills. This investigation is innovative in that we analyze the mediating effects of different variables, like job resourcefulness, on emotional intelligence’s relationship with creativity, moderated by individual success.
13
Antoun, Jumana, Imad Bou Akl, Zeina Halabi, Pierre Bou Khalil, and Maya Romani. "Effect of Balint seminars training on emotional intelligence and burnout among internal medicine residents." Health Education Journal 79, no. 7 (March 31, 2020): 802–11. http://dx.doi.org/10.1177/0017896920911684.
Full textAbstract:
Background: Balint seminars are widely used educational activities in family medicine residency programs. However, their impact on measurable outcomes is uneven and controversial. The discussions in Balint seminars deal with perceiving and understanding the emotions of the participants. Objective: This study measures the effect of Balint seminars on the emotional intelligence (EI) and burnout of internal medicine residents at the American University of Beirut. Design: Quasi-experimental observational pretest–posttest study. Setting: In all, 27 internal medicine residents at the American University of Beirut. Methods: Bi-weekly Balint seminars were delivered to internal medicine residents throughout the academic year. EI using Mayer Salovey and Caruso Emotional Intelligence Test (MSCEIT) and burnout level using Maslach Burnout Inventory (MBI) were measured at the beginning and end of the academic year. Results: A total of 20 Balint seminars were delivered. On average, residents attended six sessions with standard deviation ( SD) of 2. Using paired t-tests to compare post- and pre-total EI scores, there was no significant difference between the two scores (mean difference post-pre = -0.6 ± 9.7, p = .738). Gender was the most important predictor of the difference between pre- and post-total EI scores (women are the reference, β = -8.403, p = .007) as compared to understanding emotions baseline score (β = -0.263, p = .003). A significant proportion of residents (22.2%–29.6%) showed severe burnout levels on at least one of the three domains of burnout at baseline; however, Balint seminars did not have any effect on any of the burnout domains. Conclusions: Balint seminars may have the beneficial effect of improving emotional intelligence among women. Balint seminars did not improve the burnout levels of internal medicine residents. Optimizing attendance of the Balint sessions may affect the outcomes attributable to Balint seminars.
14
Beloborodov, A. M., and E. E. Symaniuk. "STABILITY OF DEVELOPMENT OF FUTURE PROFESSIONALS’ EMOTIONAL INTELLIGENCE." Education and science journal 20, no. 7 (September 17, 2018): 109–27. http://dx.doi.org/10.17853/1994-5639-2018-7-109-127.
Full textAbstract:
Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training.The aimof this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops).Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin’s questionnaire EmIn (Emotional Intelligence), D. P. Gilford’s Social Intelligence Test and also the authors’ set of toolkits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied.Results and scientific novelty.The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student’s groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development.Practical significance.Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities.
15
Al-Metyazidy, Heba A., Souzan Abd El-Menem Abd El-Ghafar, and Soheir M. Weheida. "The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit." Journal of Nursing Education and Practice 9, no. 7 (March 24, 2019): 18. http://dx.doi.org/10.5430/jnep.v9n7p18.
Full textAbstract:
Background and objective: Emotional intelligence in nursing practice helps students better deal with clinical pressures and communicates effectively with patients. Therefore, developing students' emotional maturity may seem more important than their physical responsibilities. The current study was carried out to evaluate the effect of emotional intelligence intervention on nursing students’ practice and their reflections on patients’ clinical outcomes at burn intensive care unit.Methods: This study was carried out in the Faculty of Nursing, Tanta University and Burn Intensive Care Unit at Tanta Emergency Hospital. A quasi experimental research design was utilized in the current study. A convenience sample of 120 undergraduate second year nursing students who studied critical care nursing course at academic year 2017-2018 were selected. They were divided into two equal groups, 60 students in each group as follows: Group I: Students were exposed to emotional intelligence intervention and clinical procedures. Group II: Students were exposed to clinical procedures only. In addition, a convenience sample of 60 adult critically patients with severe burn injury were selected and divided into two equal groups, 30 in each group as follow: Group I: Patients were exposed to intervention from nursing students who were undergoing emotional intelligence intervention during clinical procedures. Group II: Patients were exposed to intervention from nursing students who were trained on clinical procedures only. Three tools were used to collect the study data. Tool I: Emotional Intelligence Scale, Tool II: Nursing student's: observational checklist, and Tool III: Critically ill patient with severe burn injury’s clinical outcomes assessment.Results: There was a statistically significant improvement in the total practice mean score level among nursing students in group I than group II. Also, patients who received care from group I showed improvement in physical and psychological outcome compared to students in group II.Conclusions: Based on the results of the present study, it can be concluded that, merging emotional intelligence into practice is a favorable method which provides the undergraduate nursing students with a higher level of practice regarding burn intensive care unit. Students who acquired intelligence practice had a statistical significant effect on improving psychological and physical outcomes of patients with severe burn injury than nursing students who are not exposed to such emotional intelligence intervention during clinical practice. Recommendation: The emotional intelligence should be incorporated into the critical care nursing course and training the students’ about the appropriate way of implementation to improve their knowledge and practice and improve patients’ clinical outcomes.
16
Adibsereshki, Narges, Nikta Hatamizadeh, Firoozeh Sajedi, and Anoshirvan Kazemnejad. "The Effectiveness of a Resilience Intervention Program on Emotional Intelligence of Adolescent Students with Hearing Loss." Children 6, no. 3 (March 21, 2019): 48. http://dx.doi.org/10.3390/children6030048.
Full textAbstract:
Adolescents with hearing loss have been shown to have some emotional difficulties. This study investigated the effectiveness of a resilience training program on the emotional intelligence of mainstreamed adolescent students with hearing loss. In this experimental study, a pre-test, post-test, follow up and control group design was implemented. After receiving informed consents, 122 students with hearing loss in mainstreaming settings were randomly assigned to intervention and control groups (61 students in interventional group and 61 in control). The interventional group received training in groups of 3 to 5, for 6 weeks (two times per week for 75 min). The intervention focused on feelings, thinking (positive, negative) and outcomes of negative thinking, coping strategies, strengths and weakness, problem solving, communication skills, social skills, negotiation, despising and ridiculing, intra- and interpersonal skills. The Connor-Davidson resilience scale (CD-RISC) and the Schutte Emotional Intelligence Scale were used to measure the resilience and the emotional intelligence (EI) of participants respectively just before intervention, as well as at the 6- and 14-week marks. The Friedman Test was used to compare changes in emotional intelligence between interventional and control groups. The intervention increased the resilience scores by 20 points. Although the EI of both groups were similar at the beginning of the research, there was a significant difference between the control and interventional groups in emotional intelligence and its aspects after intervention, at the 6-week and 14-week measurements (p < 0.001). The effect size was 1.5 for the EI total score. The 6-week resilience training program was very effective at improving emotional intelligence and could be readily used to help students with hearing loss improve their emotional abilities.
17
Newton, Cameron, Stephen T. T. Teo, David Pick, Marcus Ho, and Drew Thomas. "Emotional intelligence as a buffer of occupational stress." Personnel Review 45, no. 5 (August 1, 2016): 1010–28. http://dx.doi.org/10.1108/pr-11-2014-0271.
Full textAbstract:
Purpose – The purpose of this paper is to examine the role of emotional intelligence (EI) as a buffer to job stressors on employee adjustment. Design/methodology/approach – Based on the job demands resources model, this study examined 306 nurses in the healthcare sector to test a model of job stressors, EI, and their interactions nursing adjustment outcomes (i.e. job satisfaction and psychological health). The hypothesized model predicted that higher trait EI would act as a buffer to the potential negative effects of stressors on employee adjustment. Two-way moderated hierarchical multiple regression analyses was used to test the model in addition to interaction effects. Findings – The results of this study revealed mixed results in terms of the expected main effects of EI and the five significant moderating effects. While some interactions support a buffering hypothesis; contrary to expectations, a buffering effect was also found for those with low EI. Research limitations/implications – The findings enable a better understanding how EI moderates the effects of stressors on important work outcomes in healthcare. Additionally, the implications from this study allows healthcare administrators and managers to improve staffing and work outcomes through identifying and selecting staff who are characterized by higher trait EI or alternatively, train staff in self-awareness and dealing with emotional behaviors. Practical implications – HR managers could focus on selecting staff, who possessed higher trait EI for roles where overload and ambiguity are endemic to the job performed. Training could also be used to enhance EI among managers to focus on self-awareness and dealing with emotional behaviors. Originality/value – This study makes several contributions to understanding how EI moderates the relationships between work stressors and workplace adjustment and wellbeing.
18
Kidwell, Blair, David M. Hardesty, Brian R. Murtha, and Shibin Sheng. "A Closer Look at Emotional Intelligence in Marketing Exchange." GfK Marketing Intelligence Review 4, no. 1 (May 1, 2012): 24–31. http://dx.doi.org/10.2478/gfkmir-2014-0038.
Full textAbstract:
Abstract Emotional intelligence (EI) is important in many business contexts. Knowing how sales professionals use emotions to facilitate positive outcomes for their firms, themselves and their customers is particularly important for managing marketing exchanges. To leverage EI it is necessary to accurately measure it. Existing scales are of limited value and therefore a new scale to measure EI in marketing exchange is presented here. It focuses on EI related abilities in the specific context of marketing exchange and effectively demonstrates how EI interacts with sales, customer orientation, the extent of influence of a sales rep in an encounter, customer retention and cognitive ability. The new tool helps to diagnose individual levels of marketing exchange EI. It can be very useful for employee selection and designing specific sales training in order to improve exchange relationships and interactions between buyers and sellers, in particular.
19
Webster, Britney A., Greg Smith, and Frank Infurna. "SOCIAL INTELLIGENCE TRAINING FOR CUSTODIAL GRANDMOTHER-ADOLESCENT GRANDCHILDREN DYADS." Innovation in Aging 3, Supplement_1 (November 2019): S357. http://dx.doi.org/10.1093/geroni/igz038.1295.
Full textAbstract:
Abstract Custodial grandmothers (CGMs) and adolescent custodial grandchildren (ACG) face risk of poorer social skills and competencies due to early life adversities which have downstream negative consequences for mental and physical health. We describe an RCT examining the efficacy of an online social intelligence intervention (SII) at improving the emotional, interpersonal, and physical well-being of CGM-ACG dyads through mutual enhancement of their social competencies. Our SII is particularly valuable for these dyads because it enhances their social competencies and relationships, thereby leading to positive outcomes. Additionally, adolescence is a critical period for developing social competencies, largely through interactions with female caregivers. Our longitudinal mixed-methods approach addresses four aims: (1) Investigating if SII improves social competencies and overall well-being through both actor and partner effects; (2) Exploring moderators of SII efficacy; (3) Studying qualitatively how dyads view SII as changing their lives; and (4) Conducting a SII cost-benefit analysis. [Funded by R01AG054571]
20
Briggs, Elten, Ashish Kalra, and Raj Agnihotri. "Contrasting effects of salespeople’s emotion appraisal ability in a transaction-oriented environment." Journal of Business & Industrial Marketing 33, no. 1 (February 5, 2018): 84–94. http://dx.doi.org/10.1108/jbim-06-2016-0138.
Full textAbstract:
Purpose Although the role of emotions in buyer–seller exchanges is important, it remains understudied, especially in the business-to-business selling context. This paper aims to provide insights into the role of the salespeople’s ability to appraise emotions (EA ability) and its effects on job-related outcomes in a transaction-oriented environment. Design/methodology/approach Multi-source data were gathered from 152 salespeople working for a financial service firm. Customer service and sales performance ratings were reported by supervisors. Hypotheses were tested through structural equation modeling using AMOS. Findings The study finds contrasting effects of EA ability on sales performance in the firm’s transaction-oriented environment. On the one hand, EA ability motivates better salesperson customer service, which then increases their sales performance. On the other hand, EA ability enhances emotional exhaustion, which detracts from sales performance. Practical implications Sales managers should consider the ability of new hires to appraise emotions when determining their fit with the job and the organization. Training programs that develop salesperson emotional abilities should be comprehensive as it may be detrimental to be high in EA ability without the skills to regulate or use emotions. Originality value The study is one of the first to consider the effects of emotional abilities in the context of a transaction-oriented environment. By focusing specifically on EA ability, the study provides greater understanding of the influences of the individual components of emotional intelligence, rather than salesperson’s overall capacity for emotional intelligence.
21
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.
Full textAbstract:
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.
22
Matute, Jorge, Ramon Palau-Saumell, and Giampaolo Viglia. "Beyond chemistry: the role of employee emotional competence in personalized services." Journal of Services Marketing 32, no. 3 (May 14, 2018): 346–59. http://dx.doi.org/10.1108/jsm-05-2017-0161.
Full textAbstract:
Purpose This paper aims to investigate how employees’ emotional competences affect customers’ responses in the context of emotional-driven and personalized services. Specifically, it proposes a model to analyze the influence of employees’ emotional competence on rapport, trust and loyalty toward the service employee and the company. Design/methodology/approach The empirical context to validate the proposed theory is the fitness realm. The sample comprises 296 clients from fitness personal training services. Data collection was carried out by means of personal surveys in three relevant fitness clubs in the city of Barcelona (Spain). The study uses partial least squares to test and validate the proposed theoretical model. Findings Employee emotional competence (EEC) directly affects personal loyalty, trust toward the service employee and rapport. However, higher levels of emotional skills are not significantly associated with loyalty toward the company. The results also suggest that trust significantly enhances loyalty. Interestingly, high levels of rapport between the service worker and the employee could even damage the level of loyalty toward the company. Originality/value Prior research documents that emotional intelligence enhances diverse positive customer outcomes, especially in emotionally charged interactions. Nonetheless, few studies have focused on analyzing how customers’ perceptions about services employees’ emotional skills are determining their attitudes and behavioral intentions. This study provides evidence on employee’s influences on consumer behaviors and outcomes, with a specific focus on EEC. It also sheds light on the unintuitive impact of customer employee rapport on loyalty toward the company.
23
Nandi, Arijit, Fatos Xhafa, Laia Subirats, and Santi Fort. "Real-Time Emotion Classification Using EEG Data Stream in E-Learning Contexts." Sensors 21, no. 5 (February 25, 2021): 1589. http://dx.doi.org/10.3390/s21051589.
Full textAbstract:
In face-to-face and online learning, emotions and emotional intelligence have an influence and play an essential role. Learners’ emotions are crucial for e-learning system because they promote or restrain the learning. Many researchers have investigated the impacts of emotions in enhancing and maximizing e-learning outcomes. Several machine learning and deep learning approaches have also been proposed to achieve this goal. All such approaches are suitable for an offline mode, where the data for emotion classification are stored and can be accessed infinitely. However, these offline mode approaches are inappropriate for real-time emotion classification when the data are coming in a continuous stream and data can be seen to the model at once only. We also need real-time responses according to the emotional state. For this, we propose a real-time emotion classification system (RECS)-based Logistic Regression (LR) trained in an online fashion using the Stochastic Gradient Descent (SGD) algorithm. The proposed RECS is capable of classifying emotions in real-time by training the model in an online fashion using an EEG signal stream. To validate the performance of RECS, we have used the DEAP data set, which is the most widely used benchmark data set for emotion classification. The results show that the proposed approach can effectively classify emotions in real-time from the EEG data stream, which achieved a better accuracy and F1-score than other offline and online approaches. The developed real-time emotion classification system is analyzed in an e-learning context scenario.
24
Fernandes, Teresa, Marta Morgado, and Maria Antónia Rodrigues. "The role of employee emotional competence in service recovery encounters." Journal of Services Marketing 32, no. 7 (October 8, 2018): 835–49. http://dx.doi.org/10.1108/jsm-07-2017-0237.
Full textAbstract:
Purpose Employees’ emotional competencies (EEC) are skills, based on emotional intelligence, used to perceive, understand and regulate customer emotions during a service encounter. In the context of service recovery, these skills are especially important and allow employees to influence consumers’ attitude and behaviours. The purpose of this study is to assess the direct and indirect impacts of EEC in post-recovery satisfaction, trust, word-of-mouth and repurchase intention, considering the moderating role of service (level of employee-customer contact) types. Design/methodology/approach A total of 355 customers who experienced a service failure and subsequent recovery were surveyed using a self-administered questionnaire. EEC was specified as a formative construct, determined by its perceiving, understanding and regulating dimensions. To measure EEC and its impact on selected outcomes, PLS-SEM was used. A multi-group analysis was performed to analyse the moderating role of service type. Findings Results confirm EEC as a formative construct, with a positive direct impact on post-recovery satisfaction, particularly in high-contact customized services. Findings also reveal the mediating role of satisfaction on selected outcomes, and the significant direct impact of EEC on trust, even when controlling for satisfaction. Originality/value EEC remains unexplored in the service recovery literature, and most research fails to understand how EEC role may vary given contextual differences. This study adopts a consumer perspective of EEC in the emotionally charged situation of service recovery, considering the moderating role of service type. The authors further contribute to both literature streams while examining the impact of EEC on post-recovery evaluations. Companies should consider these findings in the recruitment and training of front-line employees to develop better service recovery strategies.
25
Horstmeyer, Alison. "Four ways mind–body infused coaching approaches sharpen executives’ performance." Strategic HR Review 17, no. 6 (November 12, 2018): 282–89. http://dx.doi.org/10.1108/shr-07-2018-0060.
Full textAbstract:
Purpose This paper aims to describe mind–body infused coaching and to explain four distinct effects it can have on organizational executives and employees. Design/methodology/approach A review of theory and research on mind–body practices, emotional intelligence and work performance was conducted. A case study from the author’s experience also is included. Findings Mind–body infused coaching activates employees’ awareness, ignites a strengths-based approach, improves inner workings of the brain, boosts emotional intelligence and promotes curiosity. Practical implications HR professionals and managers are encouraged to obtain training in evidence-based mind–body principles to improve and sustain outcomes when coaching organizational executives and employees. Originality/value Conventional coaching approaches tend to be highly reductionistic by focusing solely on employees’ personality types, soft skills or achievement of specific goals. This paper discusses a holistic approach to coaching the whole person and outlines four specific benefits that could be anticipated as a result.
26
Rosa and Villar Angulo. "Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties." Education Sciences 9, no. 3 (September 4, 2019): 234. http://dx.doi.org/10.3390/educsci9030234.
Full textAbstract:
This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).
27
Guerrero Rodríguez, Cristina, Manuel Sosa-Correa, Antonio Zayas García, and Rocío Guil Bozal. "REGULACIÓN EMOCIONAL EN JÓVENES DEPORTISTAS ANTE SITUACIONES ADVERSAS EN COMPETICIÓN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (October 22, 2017): 373. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.950.
Full textAbstract:
Abstract.EMOTIONAL REGULATION IN YOUNG ATHLETES FACING ADVERSE SITUATIONS IN COMPETITIONThis study was designed to examine the emotional regulation in a young football team (16-17 y. o.), regarding how they face adverse situations in the competition. A sample of 21 players filled a measure of trait emotional intelligence: TMMS-24 (Fernandez-Berrocal et al., 2004, Spanish version). Emotional Cognitive Regulation was with the CERQ (Domínguez et al., 2011, Spanish version), Emotional states were assessed with the POMS (McNair et al., 1971) and the Geneva Emotional Wheel (GEW, Sacharin, Schlegel, & Scherer, 2012), and the Competitive State Anxiety Inventory-2 (CSAI-2, Arruza et al., 2011). To increase their emotional competencies, players were training in emotional regulation with the Ellis Rational Emotive Imagination technique. The physiological variables: heart rate, skin conductance and respiration were recorded while performing the same exercise (Biofeedback-2000x-pert). Psychophysiological responses were monitored during the different phases: adaptation, motivation, motivation and recovery. Outcomes showed significant negative relationships between emotional intelligence and negative emotional states of POMS as well as with maladaptive strategies and positive with adaptive strategies. After emotional regulation training, participants were able to change their cognitive appraisals, and their emotional state in facing adverse situations as GEW measure reflected after training, and their psychophysiological parameters. Training in emotional regulation helps young football players to improve their both cognitive and emotional components of the affect and improving their competencies to face adverse situations during a football match.Key words: Emotional Regulation, Young Athletes, Cognition, Emotion, and Physiology.Resumen.La finalidad del estudio fue examinar la regulación emocional en jóvenes deportistas, integrantesde un equipo de fútbol masculino entre 16 y 17 años, ante situaciones desfavorables en competición. Primero, se analizaron las relaciones entre diferentes aspectos psicoemocionales: Inteligencia Emocional medida con la Trait Meta-Mood Scale-24; Regulación Emocional medida con el Cognitive Emotional Regulation Questionnaire (CERQ); y Estados Emocionales medidos con el Profile of Mood States (POMS), la Rueda de Emociones de Ginebra y el Competitive State Anxiety Inventory-2 (CSAI-2). Posteriormente, tras un entrenamiento en regulación emocional mediante la técnica de Imaginación Racional Emotiva de Ellis, se realizaron los registros psicofisiológicos de la tasa cardiaca, conductancia de la piel y respiración (Biofeedback-2000x-pert) mientras realizaban el mismo ejercicio. El objetivo fue comprobar si los jugadores lograban regular sus emociones, ante la situación adversa, a partir del cambio en su valoración emocional cognitiva y en sus respuestas psicofisiológicas durante las diferentes fases: adaptación (A), desmotivación (D), motivación (M) y recuperación (R). Los resultados mostraron correlaciones significativas negativas entre variables de la inteligencia emocional y los estados emocionales negativos del POMS así como con estrategias desadaptativas; y, positivas con estrategias adaptativas. Asimismo se observó que los jóvenes, tras el entrenamiento en regulación emocional, consiguieron cambiar su valoración cognitiva y su estado emocional ante la situación adversa. Esto quedó reflejado en sus respuestas cognitivas y emocionales en la Rueda y en su patrón diferencial de respuesta psicofisiológico durante las distintas fases. También en los resultados deportivos del equipo. En conclusión, el entrenamiento en regulación emocional ayuda a los jóvenes a saber cómo regular sus emociones más adaptativamente, especialmente ante situaciones adversas. Esto supone una herramienta de gran utilidad para mejorar el bienestar psicológico de los deportistas y mejorar su rendimiento en competición.Palabras clave: Regulación Emocional, Jóvenes Deportistas, Cognición, Emoción y Fisiología.
28
Park, Ji-Hyuk, and Jin-Hyuck Park. "Does cognition-specific computer training have better clinical outcomes than non-specific computer training? A single-blind, randomized controlled trial." Clinical Rehabilitation 32, no. 2 (July 20, 2017): 213–22. http://dx.doi.org/10.1177/0269215517719951.
Full textAbstract:
Objective: The purpose of this study was to investigate differences between non-specific computer training (NCT) and cognition-specific computer training (CCT). Design: Randomized controlled experimental study. Setting: Local community welfare center. Subjects: A total of 78 subjects with mild cognitive impairment (MCI) were randomly assigned to the NCT ( n = 39) or CCT group ( n = 39). Intervention: The NCT group underwent NCT using Nintendo Wii for improving functional performance, while the CCT group underwent CCT using CoTras for improving function of the cognitive domain specifically. Subjects in both groups received 30-minute intervention three times a week for 10 weeks. Main measures: To identify effects on cognitive function, the Wechsler Adult Intelligence Scale (WAIS) digit span subtests, Rey Auditory Verbal Learning Test (RAVLT), Trail Making Test–Part B (TMT-B), Rey–Osterrieth Complex Figure Test, and Modified Taylor Complex Figure (MTCF) were used. Health-related quality of life (HRQoL) was assessed using the Short-Form 36-item questionnaire. Results: After 10 weeks, the WAIS subtests (digit span forward: 0.48 ± 0.08 vs. 0.12 ± 0.04; digit span backward: 0.46 ± 0.09 vs. 0.11 ± 0.04) and HRQoL (vitality: 9.05 ± 1.17 vs. 2.69 ± 1.67; role-emotional: 8.31 ± 1.20 vs. 4.15 ± 0.71; mental health: 11.62 ± 1.63 vs. 6.95 ± 1.75; bodily pain: 4.21 ± 2.17 vs. 0.10 ± 0.38) were significantly higher in the NCT group ( P < 0.05). Conclusion: NCT was superior to CCT for improving cognitive function and HRQoL of elderly adults with MCI.
29
Carr, W. David, Spencer Thomas, Jenica Paulsen, and Jennifer Chiu. "Characteristics of Athletic Training Students That Preceptors Find Desirable." Athletic Training Education Journal 11, no. 1 (January 1, 2016): 27–31. http://dx.doi.org/10.4085/110127.
Full textAbstract:
Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.
30
Doyle, Nicole A., Robert E. Davis, Syed Siraj A. Quadri, Joshua R. Mann, Manoj Sharma, Richard M. Wardrop, and Vinayak K. Nahar. "Associations between stress, anxiety, depression, and emotional intelligence among osteopathic medical students." Journal of Osteopathic Medicine 121, no. 2 (January 1, 2021): 125–33. http://dx.doi.org/10.1515/jom-2020-0171.
Full textAbstract:
Abstract Context Stress, anxiety, and depression affect medical student populations at rates disproportionate to those of general student populations. Emotional intelligence (EI) has been suggested as a protective factor in association with psychological distress. Objective To explore the relationships between EI and stress, anxiety, and depression among a sample of US osteopathic medical students. Methods From February to March 2020, a convenience sample of medical students enrolled at an osteopathic medical school in the southeastern region of the United States were invited to complete a voluntary and anonymous 54-item online questionnaire that included sociodemographic items as well as validated and reliable scales assessing perceived stress, anxiety, depression, and EI. Univariate statistics were calculated to describe the participant characteristics and the study variables of interest. Pearson’s product-moment correlations were used to examine relationships between EI and study variables. Three multiple regression models were fitted to examine the relationship between EI and stress, anxiety, and depression, adjusting for sociodemographic factors exhibiting significant bivariate relationships with outcome variables. Dichotomous variables were created that were indicative of positive screens for potential depressive disorder or anxiety disorder. Independent-sample t-tests were used to determine the presence of a statistically significant difference in EI scores between positive screeners for depression and anxiety and their respective counterparts; an alpha level of 0.05 was set a priori to indicate statistical significance. Results In all, 268 medical students participated in this study, for a response rate of approximately 27%. Importantly, EI exhibited significant negative correlations with stress, anxiety, and depression (r=−0.384, p<0.001; r=−0.308, p<0.001; r=−0.286, p<0.001), respectively). Thus, high levels of stress, anxiety, and depression were observed in the sample. Significant relationships remained following covariate adjustment. Established cutoffs for anxiety and depression were used to classify positive and negative screens for these morbidities. Using these classifications, individuals screening positive for potential anxiety and depression exhibited significantly lower levels of EI than their counterparts showing subclinical symptoms (t=5.14, p<0.001 and t=3.58, p<0.001, respectively). Conclusion Our findings support the notion that higher levels of EI may potentially lead to increased well-being, limit psychological distress, improve patient care, and facilitate an ability to thrive in the medical field. We encourage continued study on the efficacy of EI training through intervention, measurement of EI in both academic and clinical settings as an indicator of those at risk for programmatic dropout or psychological distress, and consideration of EI training as an adjunct to the educational program curriculum.
31
Jha, Pallavi, and Sanjay Bhattacharya. "The impact of emotional intelligence and servant leadership on employee job satisfaction." International Journal of Innovation Science 13, no. 2 (January 27, 2021): 205–17. http://dx.doi.org/10.1108/ijis-09-2020-0169.
Full textAbstract:
Purpose The concept of emotional intelligence (EI) and servant leadership (SL) are two variables that have been essential for the organization leaders to ensure a healthy and happy work–life for their subordinates. The purpose of this study to be conducted was for leaders understand the role EI and SL play in maintaining employee job satisfaction and help them to create engaging environment and bring effectiveness in the work productivity of the assets. Design/methodology/approach Quantitative method was used and a total of 150 people were taken as a sample which consisted of several leaders and their subordinates and an emotional intelligence questionnaire by NHS and SL: multidimensional questionnaire was floated to rate the leaders EI and SL behavior comparing it with the leaders self-rating. The result was analyzed using SPSS, Pearson correlation and regression was used to understand the significance level and reliability of all the independent and dependent variables, respectively. Findings Through correlation and regression, it was found that presence of EI and SL style in a leader plays a huge role in employee job satisfaction. It was also found that EI and SL are the substantial predictor which have positive impact over employee job satisfaction. Originality/value The outcome of the study will help the leaders understand the significance that the EI and SL have in their role to maintain employee job satisfaction, as well as the training and development measures for leaders.
32
Crane, A. Geoffrey, Michelle L. Cormier, Robyn N. Taylor, and James D. A. Parker. "Teaching emotional and social competencies: Efficacy of a work readiness program designed for vulnerable youth." Work 67, no. 2 (November 9, 2020): 407–18. http://dx.doi.org/10.3233/wor-203290.
Full textAbstract:
BACKGROUND: As emotional and social competency training proliferates within a work readiness context, concerns remain regarding their efficacy. Data on these programs tends to be scarce and outcome objectives are often poorly defined. OBJECTIVE: Authors developed and tested a work readiness emotional and social competency program specifically designed for at-risk young adults, tailored with best practices in mind. METHOD: 84 clients of a community organization that provides employment support to young adults with disabilities (48 men and 36 women) with a mean age of 28.17 years (SD = 11.64) completed measures of emotional intelligence and alexithymia on either side of the 4-week intervention. RESULTS: Men’s interpersonal scores and women’s adaptability scores showed significant improvement across the intervention. In addition, women’s scores in both identifying and describing feelings improved significantly, as did men’s scores in describing feelings. CONCLUSIONS: Within the context of work readiness, participants in an intervention to improve emotional and social competencies can see key improvements to competencies linked to occupational attainment.
33
Mehmet, Kevin, and Chris Howell. "Building youth leadership confidence in 1475 (Dulwich) Squadron Air Training Corps: Handling challenges with no right answer and focusing on positives." Queensland Review 24, no. 1 (June 2017): 42–49. http://dx.doi.org/10.1017/qre.2017.7.
Full textAbstract:
AbstractThis article reflects upon the 1475 Dulwich Squadron Air Training Corps (ATC) Cadet Non-Commissioned Officer (NCO) training course. The course was first delivered in 1982 for fourteen- to seventeen-year-olds, running between November and April every year since then. The contemporary course consists of 210 hours of instruction, training, outbound exercises, in-class workshops, debriefing, individual feedback and coaching. The focus of this course is on communication, teamwork, emotional intelligence, confidence and courage. The young people are taken out of their comfort zones delivering talks, giving instruction to other cadets and taking turns in leadership during the challenging outbound exercises. The core philosophy of the course is to present the young people with complex problems where there is no right answer. Then the young people are debriefed, drawing out lessons that they have learnt themselves and using a positive constructive frame for the learning. This article explores our journey across various iterations of leadership courses to this contemporary course, why this work has been important, what worked, what didn't and how this work has positively changed the outcomes for cadets and the operation and practices of the 1475 Squadron, to deliver a strong young leadership team.
34
Williams, Zaria, Steven J. Hardy, Carly Berger, Danielle Griffin, Hannah Weisman, Hua Liang, and Deepika S. Darbari. "Cognitive and Emotional Factors and Pain-Related Outcomes in Youth with Sickle Cell Disease." Blood 136, Supplement 1 (November 5, 2020): 11. http://dx.doi.org/10.1182/blood-2020-141969.
Full textAbstract:
Children with sickle cell disease (SCD) experience acute episodes of pain that may require visits to emergency department (ED) or hospitalizations. SCD is associated with cognitive deficits that are particularly evident in domains of executive functioning (e.g., attention, working memory). Many patients/parents also report emotional concerns related to SCD. It is not known the degree to which these concerns impact disease self-management and healthcare utilization. This study investigated cognitive and emotional factors as contributors to pain-related healthcare utilization (visits to ED and hospitalizations) in children with SCD. The cohort included 112 youth with SCD (all genotypes) between ages 7-16 years who received care at Children's National Hospital in Washington, DC. Measures of socioeconomic status (e.g., parent education, family income, 1- vs. 2-parent households), cognitive abilities, and emotional functioning were extracted from an existing database of participants who had previously enrolled in the IRB approved study of computerized working memory training. Cognitive measures included the Wechsler Intelligence Scale for Children (WISC-V) Full Scale IQ and attention, working memory, and executive functioning tests from Cogstate, a computerized cognitive assessment. Emotional functioning was measured using the Worry 1 (i.e., anxiety about SCD) and Emotions (i.e., frustration and anger about SCD) domains of both the child- and parent-rated Pediatric Quality of Life Inventory Sickle Cell Disease Module. Healthcare utilization was measured through chart review, separated into ED visits for pain and hospitalizations for pain 1 year and 3 years after enrollment. The mean age of participants was 10.61 (SD=2.91) year with majority being females (n=65; 58%). Eighty-three (74%) had sickle cell anemia (HbSS or HbSβ0 thalassemia). The median number of ED visits for pain was 1 visit (IQR=2) across 1 year after enrollment and 3 visits (IQR=6) across 3 years after enrollment. The median number of hospital admissions for pain was 0 admissions (IQR=1) across 1 year after enrollment and 1 admission (IQR=4) across 3 years after enrollment (pain hospitalizations = 1; IQR=4). Linear regression models were applied to explore whether cognitive and emotional variables were predictive of healthcare utilization for pain. Variables included in the final model were selected by using the Akaike information criterion. Results indicated that attentional abilities were significantly associated with ED visits and hospitalizations for pain, both at 1 year and 3 years after enrollment (p's<.009), such that better performance on the Cogstate attention task was associated with fewer ED visits and hospitalizations. Child-rated emotional quality of life significantly predicted ED visits for pain over 1 year (b=-0.004, p=.049) and hospitalizations for pain over 3 years (b=-0.006, p=.013), such that higher emotional quality of life was predictive of fewer ED visits and hospitalizations. Parent-rated child emotional quality of life was also predictive of hospitalizations for pain over 3 years (b=-0.007, p=.020). Neither SCD genotype nor socioeconomic status significantly impacted healthcare utilization. Results demonstrate that children's cognitive and emotional functioning play an important role in pain management and should be an integral part of comprehensive pain management plans for children with SCD. Attentional abilities emerged as a reliable predictor of pain-related healthcare utilization and may signal that poor attention makes it difficult to implement strategies to distract from pain. It could also suggest that children with poor attention have greater difficulty with behavioral aspects of disease self-management (e.g., medication adherence, avoiding pain triggers). These are important considerations, given that youth with SCD are at risk for disease-related neurological sequelae including reduced attentional abilities. Emotional functioning (specifically, frustration and anger about SCD) also predicted healthcare utilization for pain, highlighting the potential impact of stress on pain onset and management. Clinicians and researchers should consider cognitive and emotional factors when evaluating risk for pain in SCD and incorporate these factors when developing strategies to reduce healthcare utilization and costs. Disclosures Darbari: Hilton Publishing: Consultancy, Other: Expert advisory board for developing gaming app for SCD; Global blood therapeutics: Consultancy, Honoraria, Other: participated in advisory board meeting ; Novartis: Consultancy, Honoraria, Other: steering committee for SPARTAN study .
35
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.
Full textAbstract:
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.
36
Ayoko, Oluremi Bolanle, Andrew A. Ang, and Ken Parry. "Organizational crisis: emotions and contradictions in managing internal stakeholders." International Journal of Conflict Management 28, no. 5 (October 9, 2017): 617–43. http://dx.doi.org/10.1108/ijcma-05-2016-0039.
Full textAbstract:
Purpose Little research has focused on the impact of organizational crisis on their internal stakeholders – the employees. This paper aims to fill this void by examining the impression management strategies used by senior managers in managing their employees during organizational crisis and the impact of these strategies on employees. Design/methodology/approach The authors collected qualitative data from three organizations and used multiple analytical lenses (such as thematic, content and trope) to explore patterns in senior managers’ management of employees during crisis. Findings Emerging patterns in the data revealed that the emotional state and reactions of employees (individual and collective) during crisis include anger, fear, shame, depression and shock. Additionally, data revealed two major contradictions (tensions) in managing employees during crisis: maintaining and compromising standard and managers’ wants versus employees’ desire in the way organization crisis is managed. Based on these preliminary findings and using affective event theory and the theory of collective emotions as a frame, the authors built a conceptual model that depicts the relationship between organizational crisis, impression management and emotion-driven employee attitudes and behaviors. Research limitations/implications A major limitation in the current research is that authors’ data are largely composed of text (e.g. from newspaper and websites). Nevertheless, the textual data were based on actual interviews with stakeholders and victims and have more than compensated for the limitation. Theoretically, by examining the emotional states and reactions of internal (rather than external) stakeholders to organizational crisis, the authors extend the literature in the area of organizational crisis and crisis management, while the testable propositions in this conceptual model have a potential to open up new pathways for studying organizational crisis. Practically, it is imperative for managers to have skills to identify and manage key employees’ emotional states and reactions to crisis. Managers should align their words and actions during crisis management to increase employees trust. Also pre-crisis planning should include specific guidelines on how to identify and manage employees’ individual and collective emotions during crisis. Practical implications The results show that inappropriate impression management strategies may worsen employees’ emotional states and reactions (individual and collective) during crisis; therefore, it is imperative for managers to have skills in identifying key employees’ emotional states and reactions to crisis and the impression management strategies appropriate in managing them. A training that sharpens managers’ emotional intelligence will be helpful in managing the emotions of employees (individual and collective) during crisis. Also, pre-crisis planning should include specific guidelines on how to identify and manage employees’ individual and collective emotions during crisis, while senior managers’ words and actions during crisis need to be synchronized to engender employees’ trust. Originality/value This study demonstrates that beyond emotions of employees during crisis, there are contradictions and tensions in the senior manager’s management of their employees during crisis. Also, outcomes of a quantitative test of the conceptual model developed from the current study should improve the generalizability of the results and open up new pathways for future research in this area.
37
Mustafa, Sultana, James K. Stoller, S. Beth Bierer, and Carol F. Farver. "Effectiveness of a Leadership Development Course for Chief Residents: A Longitudinal Evaluation." Journal of Graduate Medical Education 12, no. 2 (April 1, 2020): 193–202. http://dx.doi.org/10.4300/jgme-d-19-00542.1.
Full textAbstract:
ABSTRACT Background Nonclinical skills (eg, self-regulation, team leadership, conflict resolution) are essential for success as a chief resident (CR). The literature on programs teaching these skills reports few if any effectiveness outcomes. Objective We reported the outcomes of a leadership course for CRs using participants' self-reported outcomes and assessments from their program directors (PDs). Methods A 2-day curriculum focused on emotional intelligence competencies, including self-awareness, self-management, social awareness, and relationship management. We used a logic model to align 2017–2018 curriculum with targeted outcomes. Questionnaires before and after the course assessed short-term and intermediate outcomes for the participants and PD interviews evaluated observed changes in CRs' performance attributable to the course. Results A total of 74 residents participated in the course, and 65% and 59% responded to the post-course and follow-up questionnaires, respectively. Over 95% of respondents indicated developing leadership knowledge and skills and connecting with new CRs in the post-course questionnaire. During follow-up, CRs reported applying concepts learned during chief residency, using tools to address conflict, engaging in quality and patient safety projects, and continuing to interact with other participants. The relationships between reported outcomes and participants' gender/prior leadership training were not significant (P > .05), with small to medium effect sizes (0.01–0.32). All 14 PDs offered positive appraisal of the CRs, but we could not specifically attribute this growth to the course. Conclusions Participation in this CR leadership development course was associated with enhancement and application of leadership competencies in immediate and intermediate time frames.
38
Alekseev, A., K. Ananchenko, and V. Goloha. "Motivation and psycho-emotional state in the competitive activities of veteran judokas." Єдиноборства, no. 3(21) (June 1, 2021): 4–12. http://dx.doi.org/10.15391/ed.2021-3.01.
Full textAbstract:
Purpose: to study the features of motivation and psycho-emotional state in the competitive activities of veteran judokas. Material and methods. The pedagogical research used analysis and generalization of scientific and methodological literature, surveys of athletes and specialists in judo, study of videos of competitive activities of highly qualified judokas and veteran judokas, methods of mathematical statistics. Results: the level of psycho-emotional sphere of athletes' personality was assessed by a modified test RB Ketella (16-FLO-105-C). The results of this testing showed that the main parameters of the psycho-emotional state in judo veterans are within normal limits. Veterans are characterized by more objective self-esteem, good intelligence, less subordination, and stable emotional stability. A questionnaire survey of veteran judokas was conducted, which revealed that 92,9 % of respondents started regular classes before the age of 15; 96,4 % interrupted active wrestling for 5-10 years; 28,6 % of veteran athletes sometimes included wrestling and its elements in their exercise. In order to determine the motives for sports activities of veteran judokas and young athletes, a modified version of the method of identifying significant factors of sports activities was used, which showed that veteran athletes and young judokas have different motivations for training. 71,4 % of judo veterans are motivated to return to sports by meeting the needs of competitive activities, getting closer to their «motor past» and maintaining good health; 21,4 % of the surveyed athletes returned for self-expression and self-affirmation, and only 7,1 % said they continued to exercise to meet their ambitions. The main motive for young athletes was the need for self-expression (46,9 %), material interest (33,9 %). Conclusions. Studies have shown little effect on the competitive outcome in veteran judo injuries and sports qualifications of athletes. Apparently, the basis of success of highly qualified judokas-veterans is high psychological readiness, strictly individual physical and technical and tactical training. Keywords: judo, psychological training, motivation, competitions, veterans, veterans' sports
39
Sheikh Khairuddin, Sheikh Muhamad Hizam, Syed Sardar Hussain, and Aisha Khan. "Leader's Emotional Intelligence Reduces Employees' Turnover Intention Through Organizational Commitment By Playing A Mediator Role In An Organization." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 50. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(50).
Full textAbstract:
According to (Coetzee and Pauw 2013), the retention of capable staff of nursing is crucial for leaders of nursing because of identifying the consequences of shortage in nursing staff. However, the skills and ability of leaders affect reactions to the situations (Coetzee and Pauw 2013). The deficiency of nursing staff relies on many components of the delivery of healthcare. There is a negative influence on the nursing staff's high turnover on patients, finance, and outcomes of hospitals (Mxenge, Dywill, et al., 2014; Langove and Isha, 2017). Recruiting and training of nursing have a monetary impact which is evaded by a good number of healthcare corporations. The standard cost of substituting a nurse is estimated in the USA from 42,000 USD to 64,000 USD (Galati and Moessner 2013). Zhang, Jiang et al. (2017) stated that the organization of healthcare is always changing and the global turnover of nurses is high. According to the Economic Survey of Pakistan (2012), there is an unavailability of 60,000 staff of nursing in Pakistan (Rehman, Jingdong, et al. 2019). Also, Pakistan is one of the 57 countries that have a severe deficiency of nursing staff under the standard of WHO to provide needed healthcare (McGuire 2016). Therefore, organizations of healthcare consistently struggle to retain nursing staff to deal with the issues of nursing scarcity (Ponte and Sturgeon 2014). This research study would provide a more effective understanding of the backgrounds of turnover of employees if job complexity, the volume of job information that a person holds at the selection time, and the scenario of the labor market were carefully considered. For this reason, these issues are taken as research limitations and more study need to be done to address these problems (Lu Lu, Lu, Gursoy, & Neale, 2016; Shaozhuang Ma, Silva, Callan, & Trigo, 2016; Mamoona Rasheed, Iqbal, & Mustafa, 2018) Various earlier researches on productive workplace atmosphere which has focused on several positive results such as performance, employees' well-being, and behavior of organizational citizenship (Lonsdale, 2016; Zhang, Gong, et al., 2017; Evans and Dobrosielska 2019). Keywords: Emotional intelligence, Organizational Commitments, Turnover Intention, Pakistani Healthcare Sector
40
Ilie, Constantin, Catalin Ploae, Lucia Violeta Melnic, Mirela Rodica Cotrumba, Andrei Marian Gurau, and Coman Alexandra. "Sustainability through the Use of Modern Simulation Methods—Applied Artificial Intelligence." Sustainability 11, no. 8 (April 22, 2019): 2384. http://dx.doi.org/10.3390/su11082384.
Full textAbstract:
As the transformative power of AI crosses all economic and social sectors, the use of it as a modern technique for the simulation and/or forecast of various indicators must be viewed as a tool for sustainable development. The present paper reveals the results of research on modeling and simulating the influences of four economic indicators (the production in industry, the intramural research and development expenditure, the turnover and volume of sales and employment) on the evolution of European Economic Sentiment using artificial intelligence. The main goal of the research was to build, train and validate an artificial neural network that is able to forecast the following year’s value of economic sentiment using the present values of the other indicators. Research on predicting European Economic Sentiment Indicator (ESI) using artificial neural networks is a starting point, with work on this subject almost inexistent, the reason being mainly that ESI is a composite of five sectoral confidence indicators and is not thought to be an emotional response to the interaction of the entrepreneurial population with different economic indicators. The authors investigated, without involving a direct mathematical interaction among the indicators involved, predicting ESI based on a cognitive response. Considering the aim of the research, the method used was simulation with an artificial neural network and a feedforward network (structure 4-9-6-1) and a backward propagation instruction algorithm was built. The data used are euro area values (for 19 countries only—EA19) recorded between 1999 and 2016, with Eurostat as the European Commission’s statistical data website. To validate the results, the authors imposed the following targets: the result of the neural network training error is less than 5% and the prediction verification error is less than 10%. The research outcomes resulted in a training error (after 30,878 iterations) of less than 0.099% and a predictive check error of 2.02%, which resulted in the conclusion of accurate training and an efficient prediction. AI and artificial neural networks, are modeling and simulation methods that can yield results of nonlinear problems that cover, for example, human decisions based on human cognitive processes as a result of previous experiences. ANN copies the structure and functioning of the biological brain, having the advantage through learning and coaching processes (biological cognitive), to copy/predict the results of the thinking process and, thus, the process of choice by the biological brain. The importance of the present paper and its results stems from the authors’ desire to use and popularize modern methods of predicting the different macroeconomic indices that influence the behavior of entrepreneurs and therefore the decisions of these entrepreneurs based on cognitive response more than considering linear mathematical functions that cannot correctly understand and anticipate financial crises or economic convulsions. Using methods such as AI, we can anticipate micro- and macroeconomic developments, and therefore react in the direction of diminishing their negative effects for companies as well as the national economy or European economy.
41
Snell, Lan, Lesley White, and Tracey Dagger. "A socio-cognitive approach to customer adherence in health care." European Journal of Marketing 48, no. 3/4 (April 8, 2014): 496–521. http://dx.doi.org/10.1108/ejm-05-2012-0290.
Full textAbstract:
Purpose – Adherence is a critical factor for success, for both the health of the customer and the financial outcomes of the firm. Central to the success of adherence behavior is the co-productive role of the customer which is determined by service perceptions as well as individual attributes. Based on social cognition theory, the aim of this paper is to examine the factors that influence past adherence behavior, and whether past adherence behavior predicts future intentions. Design/methodology/approach – The model was tested using structured equation modeling on a sample of 771 weight-loss customers. Findings – The authors show how service quality influences role clarity, which leads to increases in self-efficacy. The study also demonstrates the role of emotional intelligence (EI) in increasing efficacious beliefs. Past adherence behavior was found to predict future intentions. Research limitations/implications – This study was undertaken with a single service industry, and based on data which was collected at a single point in time. Limitations associated with common method bias inherent in cross-sectional designs, as well as limitations related to the use of self-report measures are acknowledged. Practical implications – The findings suggest that interventions to promote health outcomes should target customer skills in service consumption. By providing quality interactions, providers can increase customer role clarity which produces efficacious beliefs. Interventions should also address EI training in customers given its role in influencing self-efficacy. Originality/value – The simultaneous examination of traditional service factors and socio-cognitive factors contributes to theory by considering the individual health and organizational outcomes of these factors. The finding of a direct path between past adherence behavior and future intentions provides a unique insight into the prediction and control of behavior in a number of domains.
42
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.
Full textAbstract:
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.
43
Rothe, Eugenio M., and Rodolfo Bonnin. "Utilizing Psychodynamic Principles to Teach Professionalism to Medical Students Through an Innovative Curriculum." Psychodynamic Psychiatry 48, no. 4 (December 2020): 477–97. http://dx.doi.org/10.1521/pdps.2020.48.4.477.
Full textAbstract:
Professionalism is a fundamental expectation of practicing medicine and a core competency in medical education, yet the methods of how to teach and evaluate it are still experimental. Professionalism involves self-reflection, a psychodynamic understanding of the patient's and the doctor's predicament, and conflict resolution, so psychiatrists are uniquely qualified to teach it. This article describes an innovative course that utilizes psychodynamic principles to teach professionalism to medical students. The authors present a novel 2-year curriculum for teaching professionalism to first- and second-year medical students utilizing psychodynamic principles to help develop awareness of others’ feelings and motivations, self-reflection, compassion, empathy, and skills in ethical conflict resolution by means of written and oral narrative exercises. Outcomes are evaluated by the student ratings about the course and the faculty, and by using the test for emotional intelligence (EI), administered as a baseline and then at the end of each year. Each subsequent year the students demonstrated a statistically significant increase in EI scores, student evaluations of the course ranked among the highest in the medical school, clerkship supervisors and residency training directors noted the high degree of professionalism of the students, and the number of student applicants to psychiatry residency were consistently higher than the national average. In addition, this course was awarded the 2018 Alpha Omega Alpha Honor Medical Society's Edward B. Harris Medical Professionalism Award for the best professionalism course of U.S. medical schools. Psychodynamic principles are fundamental for teaching medical professionalism at a medical-student level. Professionalism also serves as a way to introduce students to psychiatry early in the curriculum, and psychiatrists and other mental health professionals are uniquely qualified to teach medical professionalism.
44
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.
Full textAbstract:
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.
45
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.
Full text
46
Shearouse, Susan H. "Emotional intelligence and mediation training." Conflict Resolution Quarterly 20, no. 4 (2003): 501–4. http://dx.doi.org/10.1002/crq.44.
Full text
47
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.
Full text
48
Zysberg, Leehu. "Emotional Intelligence and Health Outcomes." Psychology 09, no. 11 (2018): 2471–81. http://dx.doi.org/10.4236/psych.2018.911142.
Full text
49
Kuruvilla, Jaya, and Preeti Maria Menezes. "Effect of Emotional Intelligence Training on Emotional Intelligence of graduate Nursing Students." Asian Journal of Nursing Education and Research 9, no. 3 (2019): 289. http://dx.doi.org/10.5958/2349-2996.2019.00062.4.
Full text
50
Campo, Mickaël, Sylvain Laborde, and Emma Mosley. "Emotional Intelligence Training in Team Sports." Journal of Individual Differences 37, no. 3 (July 2016): 152–58. http://dx.doi.org/10.1027/1614-0001/a000201.
Full textAbstract:
Abstract. The aim of this study was to test the effectiveness of an emotional intelligence (EI) training intervention to improve EI at trait level. Sixty-seven rugby players participated in the study. One group received a specific EI training intervention, while the other group served as a control group. The intervention consisted of four face-to-face sessions over a 5-month period, with homework and follow-up procedures. Results showed that the EI training was partially successful in increasing EI, and demonstrates it is possible to enhance EI at trait level in participants while they may not have preexisting motivation to do so.