Design of an emotional education programme

Through this study, we tried to evaluate and improve the level of emotional competence of the students of a primary school. Emotional competence was evaluated by the teacher in 135 students using the Teacher-Child Rating Scale of Hightower et al. [1986. The Teacher-Child Rating Scale: A brief objective measure of elementary children’s school problem behaviors and competencies. School Psychology Review, 15]. A program to improve the emotional competence of the students was designed based on the data obtained in the initial evaluation and implemented with an experimental group (n = 72, 35 girls and 37 boys). Sessions were given one hour per week for 20 weeks. Using a quasi-experimental design with a non-equivalent control group and pre-test post-test measures, the effectiveness of the program for the improvement of emotional competence was checked. The results showed improvements in the variables of Sociability and Disturbing Behaviours within the experimental group. In addition, assessment of the participants’ satisfaction yielded very positive results


Posted in Emotional education, Emotional intelligence | Tagged ,

Compassion Satisfaction Among Social Work Practitioners

Previous research has established that social work practitioners are especially vulnerable to work-related psychological distress and burnout due to the high-stress nature of the profession, yet less research has focused on examining factors are associated with social worker retention. Emerging research on compassion satisfaction suggests that this factor could mitigate professional burnout, yet there is a gap in research focusing explicitly on examining compassion satisfaction among social workers. To address this gap in knowledge, this quantitative study collected survey data on practicing social workers who were alumni from a large southeastern university (n = 120) to examine individual and organizational factors associated with compassion satisfaction. Multiple regression analyses revealed that higher levels of emotional intelligence perceived work autonomy, and perceived work-life balance were associated with an increase in compassion satisfaction among experienced, licensed social work practitioners. Findings have implications for how social work employers can promote compassion satisfaction through cultivating emotional intelligence among practitioners, allowing social workers autonomy in decision making, and providing supportive work environments. Recommended directions for future research include longitudinal studies with large sample sizes that expound research on compassion satisfaction by examining the role of additional factors, such as client population, job role characteristics, and supervisor support.


Posted in Compassion, Emotional intelligence | Tagged ,

The relationship between parenting styles and emotional intelligence of children

This study aimed at investigating the relationship between the parenting styles and emotional intelligence of a sample of kindergarten children in Zarqa II Governorate, Jordan. To achieve this objective, two measures were utilized, namely, the emotional intelligence scale of the kindergarten children and the parenting styles scale on a sample of 100 kindergarten children, 47 of whom were male and 53 were female. The results revealed that the prevalent parenting styles were the democratic, authoritative, and permissive styles respectively. Further, the results showed a statistically significant positive relationship between the democratic parenting style and emotional intelligence in all its domains and showed a statistically significant negative relationship between the authoritative and permissive styles and emotional intelligence. Furthermore, the results revealed a lack of statistical differences in all areas due to the impact of gender in emotional intelligence. The study recommended that parents should pay more attention to the most appropriate parenting styles with their children.


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Friendship network mechanisms linking emotional intelligence and subjective well-being

This study examined whether the status (central or peripheral position) of individuals in a friendship network and the quality of a friendship network represent key mechanisms in determining how emotional intelligence is associated with subjective well-being. Using data collected from 217 Chinese senior undergraduates, we found that the interaction of the quality of a friendship network and a peripheral position in a friendship network mediated relations of emotional intelligence with subjective well-being. Although a central position in a friendship network did not interact with the quality of a friendship network, it did mediate the relations of emotional intelligence with subjective well-being on its own. The findings expand the growing body of research findings on the association between emotional intelligence and subjective well-being by investigating the role of friendship networks and highlight the importance of a network perspective in understanding the association.


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Cross-Cultural Historical Effects on Emotional Intelligence

This study investigates historical and cultural effects on one component of emotional intelligence, the ability to recognize and report on one’s emotions. This study suggests a novel influence on emotional intelligence, an individual’s historical context. Samples of young adults, from Kyrgyzstan, former Soviet Republic in Central Asia, and the USA were assessed using the Toronto Alexithymia Scale (TAS-20) (Bagby, Parker, & Taylor, 1994) in 2002 and again in 2012, and in 2018. Significant historical cohort effect, significant interaction effect, and gender effects were found.


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The economic impact of universities: Evidence from across the globe

We develop a new dataset using UNESCO source materials on the location of nearly 15,000 universities in about 1,500 regions across 78 countries, some dating back to the 11th Century. We estimate fixed-effects models at the sub-national level between 1950 and 2010 and find that increases in the number of universities are positively associated with the future growth of GDP per capita (and this relationship is robust to controlling for a host of observables, as well as unobserved regional trends). Our estimates imply that a 10% increase in a region’s number of universities per capita is associated with 0.4% higher future GDP per capita in that region. Furthermore, there appear to be positive spillover effects from universities to geographically close neighboring regions. We show that the relationship between GDP per capita and universities is not simply driven by the direct expenditures of the university, its staff and students. Part of the effect of universities on growth is mediated through an increased supply of human capital and greater innovation. Furthermore, we find that within countries, higher historical university presence is associated with stronger pro-democratic attitudes.


Read also: The emergence of an innovation ecosystem in a low innovation region: Disrupting inertia by a young university

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Handbook of Social Exclusion

This volume offers the most comprehensive body of social exclusion research ever assembled. It is comprised of eight sections. The first section provides a fundamental overview and introduction to the field of social exclusion—why people have a need to belong, why people exclude others, and how people respond to various forms of social exclusion. The second section catalogs basic and historical perspectives, including evolutionary perspectives on interpersonal acceptance and rejection, ostracism, and motives behind social exclusion. The third section focuses on exclusion at the group level, followed by the fourth section on exclusion within the family and romantic relationships, touching on divorce, the perceived value in romantic relationships, and peer rejection among children and adolescents. The fifth and sixth sections examine individual exclusion through the lenses of behavioral, cognitive, physiological, neural, and emotional responses. The seventh section deals with exclusion across individuals, including chapters on depression and suicide and individual differences in responses to social exclusion. Finally, the book concludes by putting forth ways to combat social exclusion.


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Handbook of Character Assassination and Reputation Management

In modern politics as well as in historical times, character attacks abound. Words and images, like symbolic and psychological weapons, have sullied or destroyed numerous reputations. People mobilize significant material and psychological resources to defend themselves against such attacks. How does character assassination “work” and when does it not? Why do many targets fall so easily when they are under character attack? How can one prevent attacks and defend against them?

The Routledge Handbook of Character Assassination and Reputation Management offers the first comprehensive examination of character assassination. Moving beyond studying corporate reputation management and how public figures enact and maintain their reputation, this lively volume offers a framework and cases to help understand, critically analyze, and effectively defend against such attacks. Written by an international and interdisciplinary team of experts, the book begins with a theoretical introduction and extensive description of the “five pillars” of character assassination: (1) the attacker, (2) the target, (3) the media, (4) the public, and (5) the context. The remaining chapters present engaging case studies suitable for class discussion. These include:


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Character Assassination as a Structurational Phenomenon

Character assassination (CA) is a rare topic in communication studies. Episodic research has addressed the use of character assassination in television news during international conflicts (Samoilenko, et al., 2017); negative campaigns and their effects on voters’ attitudes and behavior (Malloy and Pearson-Merkowitz, 2016); and the perception of character traits and personal values of CEOs during corporate crises (Seiffert-Brockmann, et al., 2018). These studies are traditionally grounded in social psychology and focus on the functional application of CA strategies.

Unfortunately, this approach to character assassination does not sufficiently explain the socio-cultural realities in which CA processes take place. This chapter advocates for a paradigm shift toward the sociocultural tradition of communication. It argues that character assassination needs a broader conceptualization outside of psychological theory. Character assassination is intrinsic to any social process that involves strategic communication, competition, or conflict. CA actions in social groups and institutions produce issues and events that further shape the sociocultural order, including ideological and power relations in society. As such, character assassination contributes to the modes of structuration to produce and reproduce social structures, as well as to induce social change. Acknowledging those contributions, this chapter examines character assassination as a structurational phenomenon.


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Elaborating Funds of Knowledge: Community-Oriented Practices in International Contexts

This article discusses a sociocultural approach we have developed, which we refer to as funds of knowledge. The emphasis of the funds of knowledge work has been to develop both theory and methods through which educators can approach and document the funds of knowledge of families and re-present them on the bases of the knowledge, resources, and strengths they possess, thus challenging deficit orientations that are so dominant, in particular, in the education of working-class children. In this article, I present a translocation view of funds of knowledge and what we can learn theoretically and methodologically from this body of work. I review four studies conducted in different countries and sociocultural contexts. In each context, the researchers reorient the concept of funds of knowledge to address issues germane to their settings. The four studies from New Zealand, Spain, Australia, and Uganda used funds of knowledge to generate new ideas and positionalities regarding work with teachers, students, and families. None of the projects simply replicated the original studies conducted in the United States. The four studies documented empirically and represent pedagogically families and students as resourceful and helped educators arrange environments that are academically sound and strongly oriented to building on such resources for learning.


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