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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.
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Ream, Scott T. "Pastoral health and burnout| Spiritual maturity, emotional health, and physical environment." Thesis, Nyack College, Alliance Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189092.
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The purpose of writing Pastoral Health and Burnout: Spiritual Maturity, Emotional Health, and Physical Environment is to integrate biblical and psychological insights to test three suspected factors of burnout among senior pastors. This is accomplished through the creation of the Ream Pastoral Health Scale (RPHS), a 60-question Likert scale survey designed to assess the health of a senior pastor according to spiritual maturity, emotional health, and physical environment. The RPHS was validated using the Maslach Burnout Inventory (MBI). The MBI is a nationally recognized assessment tool for measuring burnout in the secular word. Eighty-three Christian and Missionary Alliance senior pastors from various districts in the United States were surveyed with the Ream Pastoral Health Scale and the Maslach Burnout Inventory. Strong correlations were found between the RPHS and the MBI.
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Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.
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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.
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Stott, Jeffrey W. "Equipping selected members of Country Meadows Baptist Church to discover their unhealthy emotions and develop skills to manage those emotions." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p054-0287.
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Hendrickson, Lydia Raye. "Self-actualization a critique and a comparison with Christian maturity /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Littlefield, Andrew K. "Is maturing out of problematic alcohol involvement related to personality change?" Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6099.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2009) Includes bibliographical references.
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Waters, Joseph L. "Appropriate human maturity in suitable sacred ministers a canonical study of Canon 244 /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Laubach, David Charles. "Using the Emotional competence inventory 360 to identify the emotional and social intelligence of transformational leaders in the American Baptist Churches USA." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Graham, William L. "The development of the age of marriage in the Corpus juris canonici." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Seo, Kwang Shik. "A strategy for the balanced discipleship that integrates emotional health and spiritual maturity within the Korean Presbyterian Church." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Silva, Cláudia Yaísa Gonçalves da. "Nas batidas do rap, nas entrelinhas dos versos: uma reflexão winnicottiana sobre o amadurecimento juvenil." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-16082016-105944/.
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O trabalho objetiva articular os possíveis sentidos expressos em letras de rap do cenário paulistano e o processo de amadurecimento emocional, a partir da teoria do pediatra e psicanalista Donald Woods Winnicott. Circunscrevemos a reflexão ao contexto da população juvenil das comunidades periféricas, onde o rap está presente fortemente como gênero musical e, mais do que isso, como instrumento simbólico de expressão e representação de experiências e demandas da comunidade. Segundo essa perspectiva, foram selecionados excertos musicais de rap, alocados em três categorias de análise: a) Rap e os Processos Integrativos; b) Rap e a Socialização Juvenil; e c) A Criatividade no Rap. Comumente, as mensagens manifestadas nas canções de rap narram a realidade vivida pelos moradores das comunidades periféricas dos médios e grandes centros urbanos. São relatos críticos que denunciam os problemas das comunidades, a violência, o tráfico de drogas e as desigualdades político-sociais. Diante desse contexto, os rappers não apenas são os delatores de adversidades, mas assumem também o papel de orientadores da comunidade e da juventude desse território, no que diz respeito ao valor da cultura local e a importância da tomada de atitude para a mudança de vida. Para além dessa compreensão, as letras de rap nos proporcionam também um outro olhar sobre tais jovens, sobretudo em relação a aspectos do processo de amadurecimento emocional, segundo a concepção winnicottiana. Verificamos, com efeito, nos excertos musicais que - mesmo diante de conflitos e vivências difíceis, favorecendo um possível futuro atrelado à criminalidade - outras alternativas também podem ser lançadas a tal juventude, por meio da imersão no movimento do rap. As músicas analisadas retrataram possibilidades de se fazer uso de diversos recursos psíquicos, a fim de colocar as angústias sob domínio egoico, o que conduziria o indivíduo a uma posição ativa e transformadora de si. Com isso, tem-se a possibilidade de criar e reescrever a própria existência, acreditando em sua capacidade para desenvolver algo que ofereça um sentido à vida. O rap pode atuar, assim, como facilitador de conquistas em relação ao amadurecimento e à saúde emocional para a juventude periférica. Além de contribuir ao fortalecimento dos aspectos egoicos, ao desenvolvimento da socialização, o diálogo com os elementos culturais, assim como na sustentação da experiência de uma vida criativa e autênticaThe work aims to articulate the possible senses expressed in rap lyrics in the scenario of São Paulo and the emotional maturing process, through the theory of the pediatrician and psychoanalyst Donald Woods Winnicott. We circumscribe the reflection to the context of the peripheral community of youth population, where rap is strongly present as a musical genre and more than that, as a symbolic instrument of expression and representation of experiences and of community demands. According to this perspective, musical excerpts of rap were selected, placed in three categories of analysis: a) Rap and the Integrative Processes; b) Rap and the youth socialization; and c) The Creativity in Rap. Commonly, the messages manifested in the rap songs narrate the reality lived by the residents of the peripheral community in medium and big urban centers. These are critical reports that denounce the community problems, the violence, the drug trafficking and the public social inequalities. In light of this context, the rappers are not only the whistleblowers of adversities, but they also assume the role as mentors of this community and of the youth people of this territory, concerning the local cultural value and the importance for taking action to change the life. Beyond the understanding, the rap lyrics provide us another perspective on these young people, particularly concerning this aspects of the emotional maturing, according to the winnicottian conception. We verified, in fact, on the music excerpts that even in the face of conflicts and hard experiences, favouring a possible future tied to delinquency other alternatives can also be launched to these youth people, through this immersion on the rap movement. The analyzed songs described the possibilities to use the various psychic resources, in order to place the anxieties under the egoic control, what would conduct the individual to an active and transformative position of themselves. With this, theres the possibility to create and rewrite the own existence, believing in their self-ability to develop something that offers a meaning to life. The rap can act, this way, as an enabler of achievements in relation to maturing and the emotional health to the peripheral youth. As well as contributing to the strengthening of egoic aspects, to the socialization development, the dialogue with cultural elements, as well as the support of an authentic and creative life experience
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Söderberg, Eva, and Lidia Ljungberg. "Handledningsbehov med förhinder." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7661.
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The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.
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Affonso, Claudinei. "Necessidades e conflitos emocionais de adolescentes mães abrigadas nos períodos pré e pós-nascimento, sob o olhar da teoria de D.W.Winnicott." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/15430.
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Previous issue date: 2015-08-21This study aimed to verify the perception of adolescent mothers sheltered during the pre- and post-birth of their babies and used the theoretical foundation of D.W.Winnicott to recognize the emotional needs conflicts of adolescents in these periods. Individuals interviews were conducted using as a support an adapted screenplay refering to those periods; the interviews were analyzed and the emotional conflicts were associated with the theory of emotional maturation. The holding was considered the key factor to deal with the complexity of conflicts involved in that period. The environment should be prepared to understand defensive attitudes deriving from family conflicts and situations of life marked by helplessness. Some defensive mechanisms were identified as false-self, antisocial tendency, as well as depression and dissociation states. The understanding of these mechanisms contributes to change the way to host adolescents and promote the conditions to their emottional maturing. Ensure the health of mothers and their babies and, contribute to the quality of the mother-infant relationship and prevent actions that cause trauma. Professionals working in this area need skills on issues involving the emotional maturity; so they can minimize the emotional tension caused by the responsibility assumed by them. Adolescents seek rapid growth, if they are impulsed to it, the result will be a false maturity and the impossibility of experiencing the immaturity of adolescence. Thus, they disregard the immaturity of their actions, their emotional dependence and the personal and social impediments involving the care of a baby. It is essential, the presence of supervisors to assist in the elaboration of emotional tensions created in this context, as these may result in limitations on professional performance. The shelter can be a decisive space to diagnose and support the emotional illness, to care for pregnant teenagers and to the young mothers in a special and differentiated way, through specific actions that prioritize the support of regression states, dependency and anguish from that period. Actions based on prevention, recognizing the importance of maternity care, without disregarding the personal needs of adolescents, in order to avoid unnecessary trauma over emotional maturation process of their babies are required
Este estudo teve como objetivo investigar a percepção das adolescentes mães abrigadas sobre os períodos pré e pós-nascimento de seus bebês. A fundamentação teórica de D.W.Winnicott foi utilizada para reconhecer as necessidades e os conflitos emocionais vividos nesses períodos. Foram realizadas entrevistas semiestruturadas, individuais, a partir de um roteiro adaptado; a análise centrou-se nos conflitos emocionais compartilhados, que foram associados à teoria do amadurecimento emocional. Devido à complexidade de fatores que envolvem a gestação na adolescência, o holding do ambiente se apresentou como fator primordial, devendo este estar preparado para compreender atitudes defensivas provenientes dos conflitos familiares e situações de vida marcadas pelo desamparo. Foram identificadas organizações defensivas nas jovens, como: falso-self, tendência antissocial, assim como estados de depressão e dissociação. Compreender esses mecanismos contribui na promoção das condições necessárias para que possam amadurecer emocionalmente e, consequentemente, na qualidade da relação mãe-bebê. Os profissionais que atuam com estas jovens necessitam de qualificação para sustentar conflitos, podendo assim minimizar os desgastes emocionais provocados pela responsabilidade que assumem. É fundamental que contem com a presença de supervisores que auxiliem na elaboração das tensões emocionais criadas no contexto de abrigamento, pois estas podem resultar em limitações na atuação profissional. O abrigo pode ser um espaço decisivo para diagnosticar e amparar o adoecimento emocional, cuidar das adolescentes grávidas e mães de maneira especial e diferenciada, através de ações pontuais que priorizem a sustentação dos estados de regressão, de dependência e das angústias provenientes desse período. As ações, pautadas na prevenção, devem reconhecer a importância do cuidado na maternidade, sem desconsiderar as necessidades pessoais das adolescentes, para que se evitem traumas desnecessários ao longo do processo de amadurecimento emocional de seus bebês
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Pellini, Maria Cristina Barros Maciel. "Indicadores do método de Rorschach para avaliação da maturidade emocional para porte de arma de fogo." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-11072007-233948/.
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O objetivo deste trabalho é estabelecer indicadores do Método de Rorschach, avaliado segundo a proposta de Aníbal Silveira (1964/1985), para a avaliação psicológica exigida na lei para a concessão do porte de arma de fogo. A amostra foi composta por 150 sujeitos do sexo masculino, de 19 a 51 anos, divididos em três grupos: um grupo controle (GC) extraído da pesquisa de Coelho (2000), um grupo normativo. O segundo grupo (GPA) constituiu-se de 50 candidatos ao porte de arma de fogo para o exercício da função na Guarda Civil de um município de São Paulo e o terceiro, por 50 presidiários (GPR) com histórico de violência e crimes praticados com o uso de arma de fogo e que fizeram parte da pesquisa de Morana (2003). Os protocolos de Rorschach destes três grupos foram comparados quanto aos índices: Impulsividade (IMP), Adaptação à Realidade (RMI), Índice Conativo (Con), Resposta de Movimento (RM) e Resposta de Cor (RC). Para IMP o grupo controle apresentou valores próximos ao esperado, enquanto que GPA e GPR apresentaram esse índice diferente e acima do GC. O RMI não apresentou diferenças significantes entre os três grupos, mas sim nos índices que o compõem (%F+, %V e %A), tanto no total das respostas quanto para as respostas às pranchas monocromáticas e coloridas. O Índice Conativo não diferenciou nenhum dos três grupos, seja no total como nos conjuntos mono e color. Para a RM não foram encontradas diferenças significantes entre GPA e GRP porém houve diferença entre o grupo controle e os outros dois grupos. Quanto a RC, não houve diferenças entre o GC e o GPA, sendo que ambos apresentaram diferenças significantes com o GPR. Concluiu-se que tais indicadores, exceto o índice Conativo, podem discriminar sujeitos mais violentos os quais, por questões emocionais, poderiam ser contra-indicados para a concessão do porte de arma de fogo, contribuindo assim para a avaliação psicológica exigida daqueles que buscam o porte de arma.The purpose of this work is to establish Rorschach Method\'s indicators, evaluated as proposed by Anibal Silveira (1964/1985), for psychological evaluation, a law requirement to a handgun license. The sample was composed by 150 men, aged between 19 and 51 years old, divided in three groups: one control group (GC) extracted from Coelho (2000) research with normal men. The second group (GPA) was composed by 50 candidates to a handgun license as Civil Guards of a town in São Paulo State and the third (GPR), composed by 50 prisoners who committed armed crimes studied in Morana\'s (2003) research. The Rorschach protocols of these three groups were compared regarding the following indexes: Impulsivity (IMP), Adaptation to Reality (RMI), Conative Index (Con), Movement responses (RM) and Color responses (RC). The control group presented expected values for the IMP, while GPA and GPR\'s were higher. There were no significant differences between the three groups regarding RMI index, but they were found in the indexes that compose it (% F, % V and % A), either in total responses, as in responses to monochromatic and colored cards. There were no differences between the three groups in the conative index, in total and in mono and color sets. To RM, no significant differences were obtained between GPA and GPR, but a difference was found between the Control Group and the two other groups. There were no differences between GC and GPA in the RC, but both presented significant differences related to GPR. We concluded that these indicators, except for the conative index, can discriminate violent individuals, who should not be approved to obtain a handgun license for emotional reasons. We conclude also that these indicators can contribute to psychological evaluation of handgun license candidates.
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Batista, John Londerry. "A capacidade de estar só: a perspectiva psicanalítica de D. W. Winnicott." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20417.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This work aims to understand the capacity to be alone from the psychoanalytic perspective of D. Winnicott, thus seeking the importance of this theoretical formulation for human maturation and, consequently, showing its relevance to the clinic. In our clinical experience, we find many people who fear being alone and are always in search of someone or something to do. And very often we listen to these individuals who, when alone, do not know what to do, feel lost, helpless, so they prefer to work without rest to feel alive. This led us to interest in the study of the capacity to be alone in the light of Winnicottian psychoanalytic thinking. For this, in view of the classical principle of hermeneutics, in which each concept of an author must be elucidated in the totality of his work, one sought the comprehension of the capacity to be alone in the whole psychoanalytic thought of D. W. Winnicott. In this way, we tried to contextualize the starting point of the Winnicottian psychoanalytic vision and global comprehension of its psychoanalytic perspective, emphasizing some concepts, such as: the human animal, the experience animal, the ego and id, his notion of Instinct and drive, that of false and true self, that of ego (egorelatedness), the paradox, that of favorable environment, and especially its fundamental theory of human emotional maturation. We emphasize these concepts, therefore, as they support the understanding of the study theme. From this, we sought to reflect on the ability to be alone and to explain the understanding of this original Winnicottian formulation, served as a clinical case attended and described by Winnicott himself, the so-called case B. From the theory of emotional maturity of DW Winnicott, the ability to be alone is associated with an important initial moment of human development: the essential solitude. With evolving from the integrative process of the individual, five fundamental themes need to be established for him to experience being alone, as ability: first, the status of a unitary identity; Acquisition of a personality and a personal identity (true self); Third, the organization of the egoic nucleus that makes possible to experience a personal environment; Fourth, personal development facilitated by the maternal environment and, finally, the recognition and incorporation of maternal (mother-environment) care as a good object. Thus, in Winnicott's perspective, being alone as a capacity is a highly sophisticated phenomenon, in which the individual enjoying emotional health can experience, with all confidence in himself and in the environment in which he is inserted, being with himself, calmly, Being able to rest, relax without losing contact with shared reality and, moreover, live their interpersonal relationships, be it friendship or loving, with personal sense, experiencing them as real and valiant
Este trabalho tem como objetivo compreender a capacidade de estar só desde a perspectiva psicanalítica de D. W. Winnicott, buscando, assim, a importância dessa formulação teórica para o amadurecimento humano e, consequentemente, mostrando a sua relevância para a clínica. Em nossa experiência clínica, encontramos muitas pessoas que temem estar sós e sempre estão em busca de alguém ou de algo para fazer. E, com muita frequência, escutamos desses indivíduos que, quando estão sós, não sabem o que fazer, sentem-se perdidos, desamparados, por isso, preferem trabalhar sem descanso para se sentirem vivos. Isso nos levou a nos interessar pelo estudo da capacidade de estar só à luz do pensamento psicanalítico winnicottiano. Para tanto, tendo em vista o princípio clássico da hermenêutica, no qual cada conceito de um autor deve ser elucidado na totalidade de sua obra, buscamos a compreensão da capacidade de estar só no conjunto do pensamento psicanalítico de D. W . Winnicott. Desse modo, procuramos contextualizar o ponto de partida da visão psicanalítica winnicottiana e compreensão global de sua perspectiva psicanalítica, enfatizando alguns conceitos, tais como: o de animal humano, o de experiência, o de ego e de id, a sua noção de instinto e de pulsão, o de falso e verdadeiro si-mesmo, o de relação de ego (egorelatedness), o paradoxo, o de ambiente favorável, e, especialmente, a sua fundamental teoria do amadurecimento emocional humano. Destacamos tais conceitos, pois, eles sustentam o entendimento do tema do estudo. A partir disso, procuramos refletir sobre a capacidade de estar só e, para explicitar a compreensão desta original formulação winnicottiana, servimos de um caso clínico atendido e descrito pelo próprio Winnicott, o denominado caso B. A partir da teoria do amadurecimento emocional de D. W. Winnicott, a capacidade de estar só se associa a um importante momento inicial do desenvolvimento humano: a solidão essencial. Com evoluir do processo integrativo do indivíduo, cinco temas fundamentais necessitam ser estabelecidos para que ele experimente o estar só como capacidade: primeiro, o estatuto de um identidade unitária, segundo, a aquisição de uma personalidade e uma identidade pessoal (si-mesmo verdadeiro), terceiro, a organização do núcleo egoico, que possibilita experimentar um ambiente pessoal, quarto, o desenvolvimento pessoal facilitado pelo ambiente materno e, por último, o reconhecimento e a incorporação dos cuidados maternos (mãe-ambiente) como um objeto bom. Assim, na perspectiva winnicottiana, o estar só, como capacidade, constitui um fenômeno altamente sofisticado, em que o indivíduo, gozando de saúde emocional, pode experimentar, com toda confiança em si e no ambiente em que está inserido, o estar consigo mesmo, tranquilamente, sendo capaz de descansar, relaxar sem perder o contato com a realidade compartilhada e, além disso, viver as suas relações interpessoais, seja de amizade ou amorosas, com sentido pessoal, experimentando-as como real e valorosas
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Koster, Cornette. "Kommunikatiewe kanalisering van onderdrukte woede in die Christelike geloofslewe : 'n pastorale studie / Cornette Koster." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10205.
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The theme in this study is: Communicative channeling of repressed anger in the
Christian life: A pastoral study. The focus is on the pastoral guidance through
communicative channeling of the person who struggles with the destructive
effects of repressed anger, including hidden forms of expression and denial of
anger.
From the interpretive task which consists of perspectives on anger from
adjacent sciences (Chap. 2) the basic function of anger, as a starting point, is
shown as psychological survival. Due to the functioning of the brain, anger as an
emotion is experienced in the subconscious. Anger must be named and identified
in order to accept responsibility for behaviour. Only when responsibility regarding
behaviour is accepted can anger be expressed within the will of God.
From the empirical research (Chap. 3) information was obtained by means of a
case study where a co-worker is involved. Relevant information regarding the
family of origin was obtained and the processing thereof is outlined in a
geneagram. Additional information relating to what can be regarded as her
current family was acquired. The tremendous void left when basic needs are not
met, was identified. The fact that the co-worker was able to express repressed
anger without prejudice was continuously conducive to the therapeutic process.
This resulted in a decrease in destructive discharges of anger.
The normative task provides the opportunity for base theoretical research
(Chap. 4) where it is clear that Scripture does not encourage one to be without
anger as such. Anger provides the opportunity to promote ‘life’, which implies that
the value of anger should be clearly realised, especially from the pastorate. On
the other hand, Scripture clearly provides warnings that anger makes people
vulnerable to sin. Consequently, clear guidelines regarding anger and around
expression of anger is spelled out for man created in the image of God. From a pastoral approach to the emotion of anger (Chap. 5), it is clearly evident
that without anger there really can be no moral concern, which would make the
word a terrrible place. Love, which is regarded as the greatest commandment
from the Christian context, requires empathy and forgiveness. Both empathy and
forgiveness is however not a possibility in the presence of anger.
With regard to the pragmatic task a number of practice theoretical guidelines
was formulated regarding the emotion of anger (Chap. 6). From this it is clear that
healing can only be done through God’s Word, which is His truth. The act of
“listening to anger” can be regarded as the primary therapeutic principle in
respect of anger. Man was created with the ability to think, which makes choices
expected – choices that could lead to True Life. The most important question
that may be asked to the counsellee is: “What do you choose, death or true life?”PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2013
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Ballard, Emma Bernadette. "The design of a performance-based assessment tool to evaluate the emotional intelligence of children in middle childhood." Diss., 2005. http://hdl.handle.net/10500/2384.
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Pauquet, Andrea. "Emotional intelligence as a determinant of leadership potential." Thesis, 2012. http://hdl.handle.net/10210/7412.
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M.A.Leadership has been defined as the competencies and processes required to enable and empower ordinary people to do extraordinary things in the face of adversity. It is also the ability to constantly turn in superior performance to the benefit of oneself and the organisation (Bennis & Nanus, 1985; Charlton, 1993; Kelly, 1986; Senge, 1991). This definition includes being skilled in emotional competencies. Emotional competence results in being attuned to those one is dealing with, as well as being self-aware. This study focusses on the emotional intelligence factors considered to be characteristic of effective leaders. The link between the management of emotions and leadership ability is gaining increasing interest in business. People who are unable to maintain a degree of control over their emotional life, fight inner battles that sabotage the ability for focussed work and clear thoughts (Goleman, 1995). Unclear thinking and a lack of focus may in turn, contribute to decreased productivity and an overall decline in organisational success. Emotionally intelligent leaders with the ability to think clearly whilst being in tune with self and others, would thus be required to lead an emotionally intelligent organisation (Cooper & Sawaf, 1997). Leaders may not necessarily occupy positions of authority in the organisation, yet even at lower organisational levels they lead others by example. Otto (1995) refers to such leaders as "little leaders". It is the purpose of this study, to identify specific emotional competencies that may be characteristic of successful "little leaders". The question to be addressed, is: Is their a statistically significant difference in factors of emotional intelligence, between a group of identified "little leaders" and a group of nonleaders at the same level in an organisational context? A leadership questionnaire (The Multifactor Leadership Questionnaire (MLQ), (Bass & Avolio, 1990b)) consisting of 45 items was administered to managers of a large financial institution. They were asked to rate their subordinates using this scale as it identifies the presence of transformational and transactional leadership behaviour (Bass, 1985). Only the transformational leadership scores were used to identify two groups. Based on the transformational leadership scores of the MLQ, rated employees were grouped into leader and non-leader groups. Of the 220 (N=220) rating forms returned, 31 subjects fell into the leader group and 31 fell into the non-leader group based on the cutoff scores provided by the authors of the questionnaire. The middle ratings were not utilised for the present study. No participant in the study was made aware of the grouping procedure. The employee group was all English speaking, with a minimum educational level of matric. They occupied similar positions within the hierarchy and were all of non-managerial status. All 220 employees were asked to complete the Emotional Quotient Inventory (EQ-i) inorder to ensure privacy regarding the group ratings (Bar-On, 1996a). The EQ-i assesses 15 factors said to be important indicators of emotional intelligence. These include; problem solving ability, social responsibility, happiness, independence, stress tolerance, self-actualisation, assertiveness, reality testing, interpersonal relationship, self regard, impulse control, flexibility, self awareness, empathy and optimism. Two additional factors, namely, positive and negative impression provide assistance in score validation. Comparative statistics (Wilks' coefficient lambda and Students t-test) were used to analyse the data. A stepwise discriminant analysis was also conducted. A comparison of EQ-i scores between the leader group and the non-leader group indicates that the factors of optimism and self-actualisation are significantly higher for the leader group than for the non-leader group. The non-leader group had significantly higher scores on the positive impression scale, indicating a possible skewing of results for that group. A total of four variables was extracted following the stepwise discriminant analysis namely, positive impression, self-actualisation, self-regard and optimism. Generally, the research data appear to support the fundamental postulates of transformational leadership theory. Transformational leaders are able to raise awareness in both self and others regarding issues of consequence (Bass, 1997). This heightening of awareness requires a leader with vision, self-confidence, and inner strength to argue successfully for what he or she sees as right or good (Bass, 1997; Charlton, 1993; Senge, 1991). The factors of self-actualisation and optimism indicate an awareness of self and an ability to influence others (Seligman, 1990). The research findings indicate that the application of emotional intelligence theory to leadership identification may assist those in the fields of recruitment, selection and training and development. Future empirical research within the same empirical framework as this investigation, may benefit from greater standardisation and broader application of the assessment instrument used, the use of larger experimental populations and a possible replication of the findings of the present investigation. A comprehensive exploration of the interaction of Emotional Intelligence factors and the contribution of other possible factors to emotional intelligence in leadership may also contribute to the accuracy of future identification of potential leaders.
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Campbell, Desmond Edgar. "The contribution of emotional leadership to personal and professional effectiveness in a school context." Thesis, 2012. http://hdl.handle.net/10210/4366.
Full textAbstract:
M.Phil.This research essay focussed on the nature and importance of emotional leadership in the school context within a personal leadership framework. Personal leadership in essence endeavours to guide an individual to personal mastery and focuses on three important questions, which will provide individuals with greater clarity namely: • Who am I? • Where do I want to go with my life? • How will I do this? Our schools are characterised by teachers and learners with a low morale and negative emotional problems. The emotional problems experienced in our schools are evident from media reports on suicidal tendencies, stress, depression and aggressiveness by teachers and learners. Teachers and learners do not understand their emotional reactions and are unaware of strategies to manage their emotions, as well as those of others. Emotional leadership is one of the areas where teachers and learners can benefit from the dynamics of personal leadership. The aim of this study was to investigate the contribution of emotional leadership in the school context. In order to realise this aim, a conceptual analysis of emotional leadership was conducted in chapter two. The essay is based on a literature study and the following steps were employed: library searches on words and concepts related to emotional leadership; research on authoritative sources, including consultation with books and journals. The outcome of this conceptual analysis was a definition of emotional leadership. Self-awareness, managing emotions appropriately, motivating oneself and others, empathy and handling relationships and managing emotions in others well, were described as the components of emotional leadership. Chapter three focussed on the importance of emotional leadership in a school context. Guidelines for the application of emotional leadership in a school context were formulated at the end of chapter three. The following findings were formulated as guidelines for the application of emotional leadership in a school context: • Teachers and learners are encouraged to make proactive choices for their lives and not blaming others for their circumstances. • In order to experience emotional security teachers and learners are encouraged to have a clear vision of the future. • Teachers and learners should perceive themselves more positively to improve their self-image. • Teachers and learners should develop a very strong sense of humour to assist them to get rid of negative emotions and increase their empathy and tolerance levels. • Leading a life of honesty and integrity will ensure emotional security for teachers and learners. • Teachers should continuously listen to their learners with empathy in order to enhance the self-confidence and self-esteem of their learners.
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Dobie, Susara Gertruida. "The contribution of emotional leadership to personal and professional effectiveness of managers in the corporate environment." Thesis, 2012. http://hdl.handle.net/10210/4372.
Full textAbstract:
M.Phil.The major socio-political, technical and global changes in the world have placed increased demands on managers in the corporate environment to develop people orientated skills. In this study emotional leadership was offered as a possible solution to this problem. This essay researched the problem from a personal and professional leadership perspective with the aim to: • investigate the nature of emotional leadership; • investigate the role and contribution of emotional leadership in the corporate workplace; and • identify ways in which managers can apply emotional leadership in the workplace to enhance their effectiveness as managers. In chapter two a word and concept analysis was done and it was found that emotional leadership is the ability to think logically with emotion in four areas: to perceive emotion; to integrate it in thought; to understand it; and to manage it. This ability begins with the self and evolves to include others. Emotional leadership implies to be aware of the messages emotions are conveying, and to manage them effectively, instead of being controlled by emotions. Furthermore it was found that emotional leadership is an ability consisting of hierarchical building blocks with every level bringing together and building on the capabilities of all the preceding ones. In order of hierarchical importance, emotional leadership can be interpreted as: • self-awareness or the ability to monitor the self, observe self in action, and to influence personal actions; • the ability to manage own emotions to personal benefit; • the ability to read, recognise, and discern the emotions of others, and to respond appropriately; and • the ability to assist others to manage their emotions and to respond effectively; It was also found that emotional leadership is not the sole predictor of workplace success. There is, however, agreement and evidence to conclude that emotional leadership can assist with workplace effectiveness and can be effectively used to improve individual, as well as organisational performance. There is also widespread agreement that with the correct training and experiences, managers in the corporate environment can improve their knowledge on emotions and how to manage it effectively, and thus enhance personal effectiveness. It is thus recommended that organisations, in developing people skills, should ensure that an effective balance exists between emotional leadership training and functional skills training. The training should focus on the lymbic system, which facilitates effective emotional leadership development. To ensure holistic training of managers, the training should include all aspects of personal development, as well as interpersonal effectiveness.
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Moller, Hendrina Cecilia. "Relasiebeeld van begaafde Tourettesindroomlyers." Diss., 1997. http://hdl.handle.net/10500/17493.
Full textAbstract:
In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop
dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers
manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting
word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir
beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen
begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die
oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle
relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van
hul siening van hul eie waarde.
Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en
talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om
kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met
'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van
Suid-Afrika.This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa.
Psychology of Education
M. Ed. (Sielkundige Opvoedkunde)
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Higley, William John. "The relationship between the lead pastor's emotional intelligence and pastoral leadership team effectiveness." Thesis, 2007. http://hdl.handle.net/10392/453.
Full textAbstract:
The purpose of this research was to examine the nature of the relationship among the four major emotional intelligence realms--that is, Identify, Use, Understand, and Manage--of pastoral team leaders to the level of effectiveness of the team he leads. This relationship was evaluated by the lead pastors themselves and the members of their pastoral leadership teams. Three instruments were used in the research process: (1) the Wong and Law Emotional Intelligence Scale--a self-report instrument completed by the lead pastors, (2) the short version of the Team Effectiveness Questionnaire--completed by all participants, and (3) the Leader Emotional Intelligence Strength Rater--a qualitative instrument created by this researcher to be completed by team members to help assess the emotional intelligence of their pastoral team leader and how it influenced the effectiveness of their teams.
From this research, four primary discoveries about the nature and strength of these relationships were discerned, one for each emotional intelligence (EI) realm. In the Identify EI realm, it was discovered that a pastoral leader's Identify EI skill of being able to "recognize his own feeling" related strongly to the team effectiveness realm of Principled Leadership. In the Use EI realm, the research revealed that the ability to "inspire others" demonstrated the strongest relationship of the pastoral team leaders' Use EI skills to their teams' effectiveness. Specifically, this skill related to the team effectiveness realm of creating team Collaboration. In the EI Understand realm, the skill of "makes correct assumptions about people" correlated strongly to the team effectiveness realm of Principled Leadership. And in the emotional competency Manage realm, the EI skill of "connects with other people" demonstrated the strongest relationship to the team effectiveness. This Manage EI skill correlated strongly to the team effectiveness area of creating team Collaboration.
In sum, this research has demonstrated that within the pastoral team leaders and the teams that were the subjects of this research, specific EI abilities of the pastoral team leader relate to and influence particular realms team effectiveness. Moreover, these relationships can be evaluated by their strength of correlation and influence.This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from http://disexpress.umi.com/dxweb or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.
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Jansen, van Vuuren Chanel. "'n Ondersoek na die verband tussen loopbaanvolwassenheid en personeelomset binne 'n lugvaartmaatskappy." Thesis, 2012. http://hdl.handle.net/10210/4381.
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M.A.This study aims to investigate career maturity and career developmental tasks of cabin crew and ground personnel in an airline. This study set out to measure the level of career maturity as well as the mastery of different career developmental tasks. Fifty-one subjects partook in the study of which 30 persons are ground staff and 21 cabin crew. By taking career maturity and the mastery of certain career developmental tasks into consideration, the researcher can make certain assumptions about the turnover of personnel. The measuring instruments that will be used in this study include the Career Mastery Inventory (Crites, 1990), the Self-Directed Search (Holland, 1985) and the Career Development Questionnaire (Langley, 1989). Research questions that will be part of this study includes: • what level of career maturity was achieved in each of the occupations; • what developmental tasks were achieved, like organizational ability, position performance, work habits and attitudes, advancement, career choice and plans and co-worker relationships; and • what coping mechanisms like adjustive, integrative and non-adjustive coping skills were used in the solving of problems within the organization. These factors will be taken into consideration to research the possible effect on personnel turnover.
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Bernard-Phera, Martha Joy. "The relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged learners." Thesis, 2010. http://hdl.handle.net/10210/3530.
Full textAbstract:
M.A.The purpose of this study was to examine the relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged Grade 12 students. Factor analysis was used for this purpose. The construct of career maturity was dealt with comprehensively by means of a theoretical review of the contributions made by Donald Super, John Crites and Ronelle Langley. The second construct, i.e., career decision-making self-efficacy expectations was covered by reviewing the contributions of Albert Bandura, Nancy Betz, Steven Brown, Gail Hackett and Robert Lent. Three measurement instruments were utilised, namely, the Biographical Questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self-Efficacy Scale (CDMSES). The data was analysed by means of principal factor analysis with iterated communalities. The Scree-test and eigenvalues-greater-than-one criterion were used to determine the number of factors. The factors were obliquely rotated according to the Promax criterion. The factor analysis revealed that career maturity and career decisionmaking self-efficacy expectations are two distinguishable but empirically and conceptually related constructs. Although the CDQ and CDMSES and their respective sub-scales define two separate factors, the correlation between the factors show that they are not entirely independent. Factor analysis also revealed that the CDQ and CDMSES were valid and reliable measures of career maturity and career decision-making selfefficacy for a sample other than the white, middle-class samples. The results also show that the disadvantaged learner has a lower level of career maturity and career decision-making self-efficacy as compared to a normative high school sample and an affluent sample. These results were expected, especially in the light of South Africa's historical past. Changes in the economic environment may prove to be instrumental in changing perceptions about the world of work and attitudes towards career planning and choice. Researchers are challenged to implement programmes that will assist in the enhancement of career maturity and career decision-making self-efficacy ofthe disadvantaged learner.
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Kilian, Marcus Klaus. "Formational leadership : Wesleyan spirituality and psychological growth as means of facilitating spiritual and emotional maturity and counteracting toxic leadership." Diss., 2016. http://hdl.handle.net/10500/24378.
Full textAbstract:
Includes bibliographical references (leaves 191-202)This dissertation addresses the problem of toxic leadership, especially in Christian contexts. Toxic leadership behaviors of narcissistic and obsessive-compulsive leaders will be emphasized. To counteract toxic Christian leadership, this dissertation proposes a leadership development model, called formational leadership, which is based on Wesleyan spirituality. Formational leadership emphasizes the spiritual, emotional, and ethical development processes in the leader and includes an analysis of orthokardia, orthodynamis, and orthopraxis. These components have a circular relationship with one another. Orthokardia includes the concepts of spiritual and emotional maturity that a Christian leader needs to develop in order to become an ethical and effective leader. Orthodynamis includes right power and influence motives based on Christian affections that should inform formational leadership. Orthopraxis refers to right and just leadership behaviors informed by Wesley’s social holiness and justice values that need to be adopted as organizational core values. The implications of these components for leadership development are outlined in chapters 4-6 that include practical steps for helping toxic leaders change their dysfunctional and sinful intentions and behaviors.
Christian Spirituality, Church History and Missiology
M. Th. (Theological ethics with specialisation in Christian Leadership in context)
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"A model to facilitate a quest for emotional maturity of psychiatric nurses through capacity development in promoting their mental health." Thesis, 2008. http://hdl.handle.net/10210/1698.
Full textAbstract:
D.Cur.Lifecare, like any other corporate business, in the current environment, has to change all the time. Companies need new customers, innovative products, expanded market and cutting edge technologies. The Company has the potential to shape the behaviour, reinforce common beliefs, and encourage members to apply their efforts to accomplish important Company objectives of providing care for chronic mentally ill patients. The psychiatric nurses are therefore an essential requirement for the success of the Company in a competitive environment. On the other side, psychiatric nurses face the difficult task of confronting the challenges involved in the nature of care required among chronic psychiatric patients. Whilst striving for quality patient care, they find themselves faced with some breakdowns within the environment in which they are interacting, resulting in their resorting to negative media publicity. This type of publicity can lead to damaging the Company’s reputation and can retard the Company’s growth strategy, which the psychiatric nurses might not seem to understand. There was also high staff turnover which hampered quality patient care. This could also affect the Company in terms of what affects the competitiveness of the quality care which the Company aims to deliver. The researcher believes that for clinical care to take place, psychiatric nurses need to be in sound mental health and understand the dynamics within the Company in order to deal with it in an effective way. The following research questions posed were addressed in this research: • What are the psychiatric nurses’ experiences whilst being employed by the Company? • In what way can the formulation of the model be of assistance in the promotion of the psychiatric nurses’ mental health as an integral part of health? The research objectives were: • To explore and describe the experiences of the psychiatric nurses whilst employed by Lifecare.• To use the results to generate the concepts for the model that would serve as a framework for the psychiatric nursing specialist to facilitate the implementation of guidelines that would assist the psychiatric nurses to be in a sound mental state. • To describe the guidelines that would serve as a framework for operationalising the model in nursing education, psychiatric nursing practice and nursing research. Methods to ensure trustworthiness were ensured throughout this research. Ethical consideration as outlined in the Position Statements published by the Democratic Nursing Association of South Africa (1998: 2-21), was adopted. The researcher utilized the assumptions of the Theory for Health Promotion in Nursing in this research. This theory focuses on the whole person, that is, the mind, body and spirit as well as on the parameters of nursing and the beliefs about the person, health, illness and nursing. The emphasis in this theory is on mental health promotion of the psychiatric nurses within the Company. This research consisted of three stages as follows: In stage one a qualitative design was used to explore and describe the psychiatric nurses’ inner world experiences of the Company’s culture. Indepth semi-structured interviews were utilized to obtain data from these psychiatric nurses. These interviews were conducted by an independent interviewer, and were audio-taped. These were transcribed and were analysed by the researcher. Tesch (1990) in Cresswell (1994: 154) outlined eight steps, which are referred to as decontextualisation and contextualisation, which were adopted in analyzing the results. A description of the results was given. This was followed by literature control which highlighted the similarities to and contributions to this research. Themes that emerged highlighted the experiences that the psychiatric nurses had of the Company culture which affected their mental health. In stage two the research design and theory generation was employed to formulate a model which could be used in nursing education, nursing research and nursing practice. The model formulated was based on the resultsobtained on the inner world experiences of psychiatric nurses. A combination of stages of theory generation by Chinn and Kramer (1991:79-104) and Dickoff, James and Wiedenbach (1968: 431-434) were employed by the researcher to identify the central concepts that guided the identification of the main theme. A tentative model was formulated and was submitted to the independent experts for consultations and clarification. The model was named and presented in its final form to the independent experts. In stage three the researcher formulated the guidelines for operationalising the implementation of the model in clinical practice, nursing education and recommendations were made for further research.
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Reid, Patton Vicki. "Selves in re-vision : an arts-based inquiry into teacher-counsellor identity /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370775&T=F.
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De, Korte Annemari. "Emosionele intelligensie en akademiese sukses." Thesis, 2012. http://hdl.handle.net/10210/6048.
Full textAbstract:
M.A.The principal aim of the study was to determine whether or not certain aspects of emotional intelligence account for the difference between students' academic success or failure. Although an in-depth study of existing literature on the topic of academic prowess soon disclosed that all aspects of an individual's functioning play a part in his or her academic performance, a flaw was uncovered in this argument in terms of the link between the individual's ability to deal with emotional processes and his or her academic functioning. The present study could, therefore, be considered to be the springboard for theory-building regarding the link between aspects of emotional intelligence and academic performance. Various studies in the domain of emotions have been undertaken with a view to study the manner in which individuals evaluate, communicate and apply emotions in their bid to solve problems and to adapt to circumstances of life. Emotional intelligence can be viewed as a meta ability that co-determines the extent to which an individual develops his or her potential, acquires and hones skills (including his or her intellect) and achieves his or her objectives. The manner in which the individual processes emotional contents could, therefore, have a profound effect on all intra and interpersonal aspects of his or her functioning, including his or her academic performance. In addition, existing literature soon discloses the multidimensional nature of the concept academic success to be a complex interchange between cognitive and non-cognitive factors. The interdependency between a number of these factors often serves to complicate any attempt to study them, however, and oft-times results in inconsistent and even contradictory findings. In the present study, the part that the individual's way of coping with emotional contents plays in his or her academic performance is subjected to close scrutiny. The experimental group selected for the purposes of the present study comprised 133 students in the age group 18 to 23 enrolled for a course in Psychology 1 at the Rand Afrikaans University. The said experimental group was deemed to represent the population of Human Sciences students at this institution. Based on their final-marks for Psychology 1, these students were divided into two categories, namely students who achieved academic success and students who failed to achieve academic success. Following, both groups of students were subjected to the Emotional Intelligence Battery of tests. Hotelling's T2-test was then used to determine whether or not the mean vectors of the two groups differed from each other. The F-test was applied to determine whether or not the variances between the two independent groups were homogeneous. Student's t-test was used to determine whether or not there be a statistically significant difference between the two means in terms of the five sub-scales of the Emotional Intelligence Battery. A stepwise discriminant analysis was conducted to determine which of the five variables (viz. the Social Translations (CBT) sub-scale of the Four Factor Tests of Social Intelligence, the Hogan Empathy Scale (HIES), the Self—Control Schedule (SCS), the Neuroticism sub-scale of the Eysenck Personality Questionnaire (EPQ), the total score of the Adolescent Self-Concept Scale (ASCS)) to the greatest extent contributed towards the differences between the two criterion groups (viz. academically successful students; academically unsuccessful students). The results of Hotelling's T 2-test indicated that the Emotional Intelligence Battery did indeed differentiate between students who achieved academic success and those who failed to achieve academic success in the specified population. Statistically significant differences were found in the vectors of means of Group 1 (viz. students who achieved academic success) and Group 2 (viz. students who failed to achieve academic success) with respect to the five sub-scales of the Emotional Intelligence Battery taken together. Statistically significant differences were found between the means of the two groups in respect of both the Social Translations sub-scale of the Four Factor Tests of Social Intelligence and the Hogan Empathy Scale. No statistically significant differences were, however, uncovered between the means of the two groups in respect of the rest of the sub-scales of the Emotional Intelligence Battery. The results of the stepwise discriminant analysis indicated that the variables Test 1 (the Social Translations sub-scale of the Four Factor Tests of Social Intelligence) and Test 5 (the Adolescent Self-Concept Scale (ASCS)) contributed towards the discrimination between Group 1 (academically successful students) and Group 2 (academically unsuccessful students). All in all, 64.8% of the experimental subjects was correctly classified by the two variables. In the present study, research was only undertaken in respect of the link between certain aspects of emotional intelligence and academic success. The present study could, therefore, be deemed to constitude an exploratory study, as no other study has ever been undertaken in the domain of the processing of emotional content in academic success. It is recommended that future research subject academic performance to a multidimensional scrutiny, with emotional intelligence being one of the factors. Further, it is recommended that future research be undertaken to determine the skills and abilities of experimental subjects from different cultural backgrounds and of both sexes, and that a comparison be drawn between these subjects' abilities and skills and their emotional intelligence.
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Sidhu, Pyara Singh. "A study of professional competence of Physical Education School Teachers in relation to their intelligence, emotional maturity, self-esteem and environmental facilities." Thesis, 1991. http://hdl.handle.net/2009/5006.
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Lewis, Kendra M. "Evaluation of a social-emotional and character development program : methods and outcomes." Thesis, 2012. http://hdl.handle.net/1957/29191.
Full textAbstract:
Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning, also known as positive youth development or social-emotional and character development (SECD) programs. Currently, little is known about the relationship between SECD and these outcomes in low-income, urban, minority populations. The present studies (a) examine key methodological design issues in conducting a cluster-randomized trial with such populations, and (b) assess whether an intervention designed to promote SECD was effective in improving the SECD developmental status of children from this population. Data for this study come from the Chicago cluster-randomized controlled trial (CRCT) of Positive Action (PA). The trial was longitudinal at the school level with a place-focused intent-to-treat design at the student level. This CRCT collected data on children in grades 3 through 8, for a total of 6 years and 8 data collection points. Manuscript #1 focuses on the design, sample, planned analyses, and a latent class analysis (LCA) of mobility patterns. Specifically, the setting and recruitment of schools is described, as well as the process by which schools were matched into pairs and randomized into PA or control, including the list of criteria for school eligibility and variables used for matching. Additionally, this paper thoroughly describes the primary analyses to test for program effects using three-level growth curve models (time nested within students nested within schools), as well as several sensitivity analyses that will also be conducted when evaluating this program. Further, this manuscript discusses secondary tests of meditation and moderation, which will assist in the understanding of how the program works (mediation) and for whom (moderation). Finally, this paper also provides several descriptive statistics and characteristics of the students and teachers in this sample. In terms of baseline equivalency, PA and control schools did not significantly differ on matching variables before or during the trial. Minimal differences were found on baseline reports from students, teachers, and parents; half of these differences favored PA students and half favored control students. Manuscript #2 focuses on the intervention effects on the student-, teacher-, and parent-reported social-emotional outcomes assessed during the Chicago CRCT, following the analytic procedures outlined in the first paper and focusing on the effectiveness of PA on social-emotional outcomes. Results indicate that PA had a significant effect on student self-reports of prosocial interactions, honesty, self-development, self-control, respect for parents and teachers, empathy, altruism, positive actions/feelings, negative moral center, and aggressive problem solving. Additionally, it was found that PA had marginal effects on teacher-reported responsibility. Minimal differences by gender were found; no differences by mobility status were found. Together, these two papers involved a sample of students in a high-risk setting; generating improvements can be particularly difficult in urban areas. The empirical evidence of effectiveness of a SECD program in a high-risk population, as demonstrated in the present study, should serve as a call to action for policymakers and school officials who are increasingly challenged to positively impact not only academic achievement, but also behavior and character development.Graduation date: 2012
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Beekman, Aletha Wilhelmina. "Beroepsrypheid by 'n groep universiteitstudente in SWA/Namibië." Thesis, 2014. http://hdl.handle.net/10210/11300.
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M.A. (Psychology)This study has been undertaken in the belief, on the one hand, that it will stimulate awareness among student counsellors of the fact that factors like a third world orientation, minority group membership, culturalism and ethnocism has an influence on the emotional experience and behavior of the students which have wide implications for career maturity as well as for counseling and, on the other hand, that it may provide guidelines for student counsellors in their guidance and helping of students. This study consists of two phases. The first phase, as expounded in chapters one, two and three, is devoted to an exploration of the situation of the student, possible theories in career guidance and the role and function of student counsellors in cross-cultural situations. Chapters four, five and six deals with the second phase which consists of an empirical investigation. An experimental approach was followed and the crites Maturity Investigation was used as a pre- and posttest to measure the achievement of the students. The experimental group completed a program based on the model of Super for the development of career maturity. computer analyses with the BDMP3D-program was employed to compare the raw . scores among the experimental group and control group. comparisons were also made among the students of SWA/Namibia as members from a third world orientation and the students of the RAU as members of a first world orientation.The results were that there was a significant difference in performance between the experimental group and the control group, as well as between the SWA/Namibia and RAU students. In conclusion it is recommended that a guidance the development of career maturity in such situation as existing at the Academy, should form total guidance program. program for a complex part of the It is also recommended that the guidance service should be extended and developed to make provision for a career library and information centre as well as for the opportunity to give ample guidance to students during the orientation period and to pupils before entering the Academy.
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Кучеренко, Олександр Іванович. "Емоційно-вольова зрілість як предиктор високих досягнень спортсменів у змішаних єдиноборствах." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4819.
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Кучеренко О. І. Емоційно-вольова зрілість як предиктор високих досягнень спортсменів у змішаних єдиноборствах : кваліфікаційна робота магістра спеціальності 053 «Психологія» / наук. керівник Р. О. Труляєв. Запоріжжя : ЗНУ, 2020. 77 с.UA : Робота виклади на 77 сторінки, 15 таблиць. Перелік посилання включає 58 джерел. Об’єкт дослідження: емоційно-вольова зрілість зрілість як предиктор високих досягнень спортсменів. Феномен зрілості є міждисциплінарний предмет наукових пошуків. Проблема зрілості людини - комплексна проблема наукового знання психології, біології, медицини, соціології, філософії та інших наук про людину. У психологічній науці найбільш важливим, але, разом з тим, і найбільш складним і менш дослідженим з усіх аспектів зрілості, за визнанням багатьох авторів, є особистісна зрілість. Проблема розвитку індивіда, становлення його як особистості - кардинальна проблема в системі психологічних знань. Як неповторно дитинство людини, також неповторно продовження його життєвого шляху від молодості до старості. Різноманітні матеріали про розвиток людини давно увійшли в навчальні курси з вікової психології і вельми широко представлені в періодичній пресі. Однак, не буде перебільшенням твердження про те, що до недавнього часу близько 90% публікацій з психології розвитку займала психологія дітей. Разом з тим процес розвитку триває в дорослому, зрілому і пізньому віці. Протиріччя і кризи, успіхи і невдачі, самопізнання і самовдосконалення, пошуки сенсу життя та шляхи їх досягнення, надії і розчарування, конфлікти та їх вирішення (в родині, на роботі, в міжособистісних відносинах), оптимістична і песимістична життєва позиція - все це і багато чого інше притаманне людям в зрілому віці. У багатьох навчальних посібниках не зачіпаються такі суттєві властивості як моральність, духовність, альтруїзм, хоча для зрілої людини в нашій країні вони мають істотне значення і при професійній діяльності і в міжособистісних стосунках. Наукова новизна полягає в розкритті емоційно-вольової зрілості як предиктор високих досягнень спортсменів.
EN : The work is presented on 77 pages, 15 tables. The list of references includes 58 sources. Object of research: emotional and volitional maturity maturity as a predictor of high achievements of athletes. The phenomenon of maturity is an interdisciplinary subject of scientific research. The problem of human maturity is a complex problem of scientific knowledge of psychology, biology, medicine, sociology, philosophy and other human sciences. In psychological science, the most important, but, at the same time, the most complex and less studied of all aspects of maturity, according to many authors, is personal maturity. The problem of development of the individual, his formation as a person - a cardinal problem in the system of psychological knowledge. As unique as a person's childhood, so is the unique continuation of his life path from youth to old age. Various materials on human development have long been included in training courses on age psychology and are very widely presented in the periodical press. However, it would not be an exaggeration to say that until recently, about 90% of publications on developmental psychology were occupied by child psychology. However, the development process continues in adulthood, adulthood and late adulthood. Contradictions and crises, successes and failures, self-knowledge and self-improvement, search for the meaning of life and ways to achieve them, hopes and disappointments, conflicts and their solutions (in the family, at work, in interpersonal relationships), optimistic and pessimistic life position - all this and much what else is inherent in people in adulthood. Many textbooks do not touch on such essential properties as morality, spirituality, altruism, although for a mature person in our country they are essential both in professional activities and in interpersonal relationships. Scientific novelty lies in the disclosure of emotional and volitional maturity as a predictor of high achievements of athletes.
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Aganjová, Lejla. "Rozvoj sociálně emocionálních dovedností předškolních dětí." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408499.
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This thesis defines social-emotional skills that need to be refined among pre-school children within the context of the beginning of schooling. The work also verifies the possibilities and limits of artefiletics in the development of social and emotional skills of pre-school children. The thesis is of a theoretical- empirical character and is divided into two parts - theoretical and practical. The chapters of the theoretical part deal with social and emotional development of pre-school children, the meaning of a play in social-emotional development and also with social-emotional constituent part of school maturity. The last chapter is devoted to artefiletics as an innovative approach towards the development of social- emotional skills of pre-school children. The practical part of this thesis consists of two parts - action research and questionnaire survey. The action research focuses on verifying the possibilities and limits of artefiletics when developing and refining social-emotional skills of pre-school children in kindergarten.The action research aimed at increasing the quality of complex maturity preparation for entering primary school, respectively adaptation to school environment. The second part of the practical part consists of questionnaire survey, the aim of which was above all to discover...
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Nguyen, Anh Kiet Danny. "Le nombre de symptômes de type autistique : quelle est leur place dans le processus de développement ?" Thèse, 2018. http://hdl.handle.net/1866/21760.
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Унесихина, В. А., and V. A. Unesikhina. "Исследование личностных предикторов непрерывного обучения у профессионалов в зрелом возрасте : магистерская диссертация." Master's thesis, 2019. http://hdl.handle.net/10995/78993.
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Обучение в течение всей жизни – пространство развития каждого человека, в связи с этим следует обратиться к данной теме с точки зрения психологических предпосылок. Обучение в разных формах понимается не только как социальная, профессионально-значимая функция, но и как атрибут личностного здоровья. Какая именно черта характера формирует потребность учиться у зрелого человека или препятствует этому? Изучается взаимосвязь выделенных переменных опросника «Оценка готовности к непрерывному обучению» со шкалами методик Баднера (толерантность к неопределенности) и Гослинга (открытость опыту, добросовестность, эмоциональная стабильность, экстравертность и дружелюбие). В онлайн-опросе приняли участие 65 человек в возрасте 40-55 лет со стажем работы не менее 10 лет. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (104 источника) и приложений, включающих в себя бланки применявшихся методик, данные по ранним исследованиям. Объем магистерской диссертации без приложений составляет 97 страниц, на которых размещены 29 рисунков и 6 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная и конкретизирующие гипотезы, указываются методы и эмпирическая база. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования: описание основных понятий и их характеристики. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая и третья главы посвящены эмпирической части исследования. В них представлено описание хода исследования и интерпретация полученных результатов. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования. В заключении показано, что наиболее тесно готовность к обучению в течение всей жизни связана с экстравертностью, открытостью опыту и дружелюбием.Lifelong learning sustains an ongoing personal development and it should be analyzed with regard to its psychological premises. Any form of education not only enhances person's social and professional integration but also fosters his or her personal fulfillment and health. What personality trait forms or suppresses eagerness to learn at mature age? In this article we study the correlation between selected variables from «Life Long Learning Inventory» questionnaire and «Tolerance of ambiguity scale» developed by S.Budner (tolerance of ambiguity – novelty, complexity, or insolubility) and Ten-Item Personality Inventory-(TIPI) by S.D.Gosling (extraversion, agreeableness, conscientiousness, emotional stability, openness to experiences). 65 respondents at the age between 40 and 55 having over 10 years of work experience participated in the online questionnaire. The master's thesis consists of an introduction, three chapters, conclusion, a list of literature (104 sources) and applications, including forms of applied techniques, the classifier of associative connections, early research data. The volume of the master's thesis is 97 pages, on which are placed 29 figures and 6 tables. The introduction reveals the relevance of the research problem, the development of the problem, the purpose and objectives of the research, the object and subject of the research, the main hypothesis are formulated, the methods and the empirical base are specified. The first chapter include a review of foreign and domestic literature on the topic of the study: a description of the basic concepts and their characteristics. The first chapter include a review of foreign and domestic literature on the topic of the study. Conclusions on the first chapter are the results of the study of theoretical material. The two and three chapter is devoted to the empirical part of the study. On the basis of the obtained data, the developed models of intelligence and performance are demonstrated. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study. The results of our research demonstrate that readiness to acquire new knowledge at mature age is closely connected to extroversion, openness to experience and agreeableness.
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Almeida, Álvaro Eduardo Vilaça Gamelas. "Confiança e felicidade em adultos." Master's thesis, 2015. http://hdl.handle.net/10437/6871.
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Orientação: Américo BaptistaA confiança é um conceito abrangente, estando ligado a uma conceção positiva da vida, e que influencia tanto a vida pessoal, profissional ou académica. Esta investigação de natureza transversal estudou os fatores associados à confiança generalizada na população adulta. Amostra de conveniência, não probabilística constituída por 257 participantes, maioritariamente do género feminino (n=131; 51%), solteiros (as) (n=151; 58,8%), católicos (n=142; 55,3%) e caucasianos (as) (n=245; 95,3%). Os participantes apresentavam uma média de idades de 34,34 anos (DP=12,19), que variaram entre os 18 e os 65 anos, e uma média de anos de escolaridade de 14,29 anos que variaram entre 7 e 22 anos. Foi utilizado o protocolo de investigação desenvolvido por Baptista e Almeida (2013), tendo sido utilizado os seguintes instrumentos: General Trust Scale (GTS), Termómetro da Felicidade, Satisfaction With Life Scale (SWLS), Flourishing Scale (FS) e Scale of Positive and Negative Experience (SPANE). O florescimento humano, significativamente superior nas mulheres (M=45.71; DP=5.11) quando comparada com o género masculino (M=44.34; DP=5.95) (t (255)= -1.978; p=.049). No género masculino a associação entre a Experiência de Afetos Positivos e o Florescimento Humano revelou-se forte e significativa (r=.660, p<.001), assim como a associação entre a Experiência de Afetos Positivos e a Felicidade no Último Mês (r=.628, p<.001). No género feminino, a associação entre a Experiência de Afetos Positivos e a Felicidade no Último Mês revelou-se forte e significativa (r=.638, p<.001). A confiança generalizada é predita no género masculino pelo florescimento humano e no género feminino pelos Afetos Positivos.
Its a comprehensive concept, being related to a positive conception of life, that influences as much personal, professional or academic lives. This investigation of crosscutting nature intended to comprehend the associated factors of general trust in the adult population. Non-probabilistic sample of convenience represented by 257 participants, being mainly female (n=131; 51%), single (as) (n=151; 58,8%), catholics (n=142; 55,3%) and caucasians (as) (n=245; 95,3%). The participants had an average age of 34,34 years (DP=12,19), that varied between 18 to 65 years of age, and a medium years of scholarship of 14,29 that diversed between 7 and 22. The protocol of the investigation used was the one developed by Baptista and Almeida (2013), where the following measuring instruments were used: General Trust Scale (GTS), Happiness Thermometer, Satisfaction With Life Scale (SWLS), Flourishing Scale (FS) and Scale of Positive and Negative Experience (SPANE). The human flourishing is significatively superior in females (M=45.71; DP=5.11) when compared with male gender (M=44.34; DP=5.95) (t (255)= -1.978; p=.049). In male gender the association between the positive experience and human flourishing proved to be strong and significant (r=.660, p<.001), as well as the association between the positive experience and satisfaction in the past month (r=.628, p<.001). Whereas in the female gender, association between the positive experience and satisfaction in the past month proved to be strong and significant (r=.638, p<.001). Comprehensive trust is predicted in the male gender by human flourishing and in the female gender by positive experiences.