As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI.

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This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367>0.05), marital status (p-value=0.694>0.05), age group F (d=3, 101), P>.05=1.468) or length of service F (d=4,100), P>.05=0.331), but there was a difference with regard to educational level F (d=3,101), P<.05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.

Das Thema ist der Versuch einer vergleichenden Analyse von Scrambling im Deutschen und Koreanischen. Die Arbeit stellt hauptsächlich die Frage, ob Topik und Fokus als morphosyntaktische Merkmale der lexikalischen Elemente betrachtet werden können. Allgemein werden beide aus pragmatischer Sicht als kontext- bzw. informationsstrukturelle Merkmale angesehen. In Bezug auf Scrambling im Deutschen und Koreanischen wird - der lexikalischen Sicht (Bierwisch 1970, 86, 96, 97) folgend - diese Frage so beantwortet, dass die nominalen Merkmale der Satzglieder Topik und Fokus darstellen. Scrambling wird als eine Beschreibung der Dimensionierung des Paarbegriffes "Topik und Fokus" mit nominalen Elementen definiert. Das Scrambling wird von den morphosyntaktischen Merkmalen als Ausformung der kontinuierlichen Relativierungs-Merkmale "Topik und Fokus" bei dem nominalen funktionalen Kopf Determinator verursacht. Unter Scrambling werden die voneinander abhängigen Begriffe "Topik und Fokus" synta! ktisch aktualisiert. In dieser Arbeit werden "Topik und Fokus" durch die Entfernung der nominalen Elemente vom Prädikat graduell definiert. Das topikalste Element steht in der vom Prädikat entferntesten Position; das fokalste in der dem Prädikat nächsten. Im Satz erscheinen nominale Ausdrücke als Topik- und/oder Fokusträger. Diese nominalen Ausdrücke, z.B. die Nomina mit dem Artikel im Deutschen und mit dem Kasusmorphem im Koreanischen, bilden die Scramblingobjekte. Die deutschen Kasusträger (z.B. Artike l) kennzeichnen aber keine Topik- und/oder Fokusfunktion. In der gemischtköpfigen deutschen Sprache erscheinen links und rechts die nicht-nominalen Einheiten, z.B. Konjunktionen, finite Verben. Sie verkörpern eine Grenze für die Topik-Fokus-Graduierung in nominalen Satzgliedern. Im Deutschen ist daher langes und Multi-Scrambling nicht möglich. Im Gegensatz dazu treten in der rechtsköpfigen koreanischen Sprache die nicht-nominalen bzw. verbalen Elemente uniform am Ende des Satz! es auf, und Kasusträger im Koreanischen (Kasusmorpheme) fungieren als Topik- und/oder Fokusmarker bei Scrambling, was langes und mehrfaches Scrambling ermöglicht. / This research is the study of the comparative analysis of scrambling in German and Korean. The main question of this study is whether topic and focus can be considered as morphosyntactic features of lexical items. Generally, the two are regarded as context- or information-structural features from pragmatic view. As far as scrambling in German and Korean goes, the question is, according to the lexical view (Bierwisch 1970, 86, 96, 97), answered as the nominal features of the sentence elements describe topi c and focus. Scrambling is defined as a description of the dimension of the pair concept "topic and focus" with nominal elements. It is caused by the morphosyntactic features as form of the relative features "topic and focus" in the nominal functional head determinator. Under scrambling, the interdependent notions "topic and focus" are syntactically actualized. In this work, "topic and focus" is gradually defined by the distance of the nominal elements from the predicate. The ! most topical element stands in the most remote position from the predicate; the most focal element in the nearest position. The nominal expressions, for example, the nouns with the article in German or with the case morpheme in Korean, therefore form the scrambling objects. But the cases in German don't mark lexically the topic and/or focus function. In the head-mixed language like German, the non-nominal units, namely, conjunctions, and finite verbs, appear left and right. They embody a boundary on the t opic-focus-graduation in nominal elements. As a result in German long and multiple scrambling is impossible. By contrast, the non-nominal or verbal elements occur uniformly at the end of a sentence in the head-right language like Korean and the cases in Korean function as lexical topic and focus markers in scrambling, which enables long and multiple scrambling to be possible.

Made available in DSpace on 2015-03-05T19:36:35Z (GMT). No. of bitstreams: 0 Previous issue date: 20 / Nenhuma / Estudos científicos sobre as emoções despertam interesse por interpretarem fenômenos em torno do comportamento humano. Nesse contexto, ganha destaque o modelo quadrifatorial de Inteligência Emocional (IE), que considera a IE um conjunto de habilidades para compreender emoções e fazer seu uso de forma mais efetiva e consciente nos relacionamentos. Mais comumente associada a estudos de condições clínicas crônicas, a Qualidade de Vida contribui para adicionar as dimensões física, psicológica, social e ambiental dos sujeitos ao contexto de análise. O objetivo deste estudo foi o de avaliar a inteligência emocional de líderes organizacionais e possíveis relações com a qualidade de vida destes. A amostra foi composta de 30 lideranças organizacionais, sendo metade homens e metade mulheres. Foram utilizados os testes Mayer, Salovey e Caruso Emotional Intelligent Test - MSCEIT e o QV / OMS Simplificado. Os resultados apontaram para algumas diferenças de gênero e idade. Mulheres em posição de liderança são mais insat / Scientific studies about emotions arouse interest for interpreting events around human behavior. In this context, emerges de Four-Branch Model of Emotional Intelligence (EI), that considers EI as a group of abilities to understand emotions and use them at relationships in more effectively and conscious way. More often associated to health care studies, the Quality of Life concept contributes to understand different dimensions – physic, psychological, social and environmental – at the subjects’ analysis. The purpose of this study is to assess managers´ EI and to investigate its correlation with their quality of life. The sample was composed of 30 subjects (15 men – 15 women). The instruments used were the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) and the WHOQOL - Brief (World Health Organization Quality of Life Questionnaire – Brief version). The results showed some gender differences. Women in leadership position are more unsatisfied with their quality of life than man and the younger leader

Previous studies related to manager effectiveness and organizational culture have determined that emotional intelligence (EI) is a critical predictor of intercultural adjustment and business success. However, few investigators have examined the relationship between EI and nationality differences. In today's globalized business environment, such understanding is crucial to the development of more effective leadership programs for international workers. This quantitative study explored the degrees to which the EI of organizational managers varied across nationalities. A theoretical framework, provided by several theories related to personality, leadership, and types of intelligence, created a lens through which to analyze study results. The Trait Emotional Intelligence Questionnaire-Short Form was used to gather data on EI from a random sample of over 200 company leaders. At least 40 participants from each of 5 countries-Canada, Mexico, Slovakia, Turkey, and the United States-were included. The research question was tested using analysis of variance to determine any role of nationality in the EI of company leaders. Findings suggested there was no relationship between nationality and EI. This study contributed to the leadership field by indicating direction for future research. Results suggested that a more effective leadership training model may emphasize cultural factors, rather than nationality. It may also be important to consider how required leadership skills differ between domestic and international employees. A revised model may serve as a guide in the development of tools for educators, trainers, and students working in the modern business world.

Dans les écoles primaires québécoises, les cours d'arts font partie des domaines d’apprentissage obligatoires. Toutefois, les effets de l’apprentissage des arts sur les jeunes élèves demeurent mal connus puisque d’une part, l'art est fréquemment perçu comme une discipline de deuxième ordre et d’autre part, des programmes à volet artistique voient encore le jour dans certaines écoles. L’objectif de l’étude est de déterminer si les élèves de 4ième, 5ième et 6ième années fréquentant une école à volet artistique développent davantage d'habiletés particulières liées directement à leur intelligence émotionnelle (IE) comparativement à des élèves fréquentant une école à programme régulier. Une méthodologie reposant sur un devis quasi expérimental avec groupe témoin non équivalent est privilégiée. Les scores d’IE ont été mesurés à l’aide de questionnaires complétés par les élèves, leur enseignant ainsi que leurs parents afin de trianguler les données. Dans un premier temps, les résultats obtenus auprès de l’ensemble de l’échantillon montrent que selon la perception des enseignants, les élèves suivant des cours d’art en parascolaire ont une IE plus élevée que les élèves qui n’en suivent pas. Toutefois, la fréquentation d’une école proposant un programme artistique ne semble pas avoir d'incidence sur le développement de l'IE puisque les résultats obtenus dans le cadre de cette étude montrent que les élèves inscrits à une école à vocation artistique ont une IE inférieure à celle des élèves provenant d’un programme régulier. Ces résultats contradictoires à l’hypothèse de départ sont discutés à la lumière de la littérature scientifique disponible, ainsi que des forces et des limites de la présente recherche. / In Quebec’s elementary schools, arts education is compulsory. As a matter of fact, study programs with an artistic concentration are present in many schools. However, some individuals still consider that arts education is a less important field of study. As a result, the effects learning arts has on young students remain unclear. The objective of this study is to determine if students from grades 4, 5 and 6 who study in a school with an artistic program develop more abilities linked to their emotional intelligence (EI), compared to students who study in a school with a regular program. A quasi-experimental research design with a non equivalent control group was used. EI scores were measured with questionnaires completed by students, their teachers and their parents. Using three different types of respondents made it possible to triangulate the data. Results first show that, according to teachers’ perception, students who followed arts courses in extracurricular activities have a higher EI than students who did not follow those kinds of courses. However, participation in an artistic program does not appear to have an effect on the development of EI, because our results indicate that students who attend a school that offers an artistic program have lower EI than students from regular schools. Outcomes are discussed in light of the current literature, and according to the strengths and the weaknesses of the current study.

Frontline client service workers are central to the service elements of any small and medium enterprise. People who have much customer or client contact are seen to be subject to stronger emotional display rules. These display rules may result in compromising the psychological and/or physical health of workers, because they often lead to a disturbing dissonance between felt emotions and the emotions one must exhibit. It is, therefore, of vital importance for service workers to exhibit Emotional Intelligence, which will enable them to manage both their own emotions and their interactions with other people. Their inability to do so may result in stress as well as physical and emotional exhaustion, also known as Burnout. The objective of this research was to determine the relationship between Emotion Work, Emotional Intelligence, Well-being and Social Support of client service workers within small and medium enterprises, A cross-sectional survey design was used. An availability sample was taken from small and medium enterprises employing client service workers in the Mpumalanga Province (N = 145). The Greek Emotional Intelligence Scale (GEIS), Frankfurt Emotion Work Scales (FEWS), Utrecht Work Engagement Scale (UWES), Oldenburg Burnout Inventory (OLBI) and Social Support Scale, as well as a biographical questionnaire were used as measuring instruments. Cronbach alpha coefficients, factor analysis, inter-item correlation coefficients, Pearson product moment correlation coefficients, stepwise multiple regression analysis, and Multivariate analysis of variance (MANOVA) were used to analyse the data. Principal component analysis resulted in a one-factor solution for Engagement labelled Work Engagement, and a two factor solution for Burnout namely: Disengagement and Emotional Exhaustion. Regarding Social Support, a three factor model was extracted namely; Social Support - Co-worker, Social Support -Supervisor and Social Support - Family. A three factor model was extracted for Emotion Work namely: Emotional Dissonance, Display of Client Care and Extent of Client Interaction. A four-factor solution was extracted for Emotional Intelligence namely: Emotional Expression/Recognition, Use of Emotions to Facilitate Thinking, Control of Emotion as well as Caring and Empathy. An analysis of the data indicated that all of the correlations between the different constructs mentioned below are statistically and practically significant, Disengagement was positively related to Emotional Exhaustion and negatively related to Emotional Expression/Recognition, Emotion Use to Facilitate Thinking and Work Engagement. Emotional Exhaustion was positively related to Emotional Dissonance and negatively related to Emotional Expression/Recognition. Emotional Dissonance was positively related to Display of Client Care, while Display of Client Care was positively related to Extent of Client Interaction, as well as Caring and Empathy. Emotional Expression/Recognition was positively related to both Emotion Use to Facilitate Thinking and Work Engagement. Emotion Control was positively related to Emotion Use to Facilitate Thinking, while it in turn was positively related to Work Engagement. Finally, Social Support from Co-workers was positively related to Social Support from Supervisors and Family, and Social Support from Supervisors was positively related to Social Support from Family. A multiple regression analysis indicated that Emotion Work, Social Support and Emotional Intelligence predicted 29% of the variance in Work Engagement, 30% of the variance explained in Disengagement and 37% of the variance in Emotional Exhaustion. A multivariate analysis of variance (MANOVA) which was used to determine differences between the departmental, age, race, qualification, language and gender groups with regard to Emotion Work, Emotional Intelligence, Well-being and Burnout, indicated no statistical significant differences (p < 0,05). The results indicated a correlation between Emotional Intelligence, Emotion Work and Well-being factors. Emotional Intelligence factors predicted Work Engagement and Emotion Work predicted Emotional Exhaustion. Recommendations were made for the profession of client service work in small and medium enterprises, as well as for future research purposes. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

Frontline client service workers are central to the service elements of any small and medium enterprise. People who have much customer or client contact are seen to be subject to stronger emotional display rules. These display rules may result in compromising the psychological and/or physical health of workers, because they often lead to a disturbing dissonance between felt emotions and the emotions one must exhibit. It is, therefore, of vital importance for service workers to exhibit Emotional Intelligence, which will enable them to manage both their own emotions and their interactions with other people. Their inability to do so may result in stress as well as physical and emotional exhaustion, also known as Burnout. The objective of this research was to determine the relationship between Emotion Work, Emotional Intelligence, Well-being and Social Support of client service workers within small and medium enterprises, A cross-sectional survey design was used. An availability sample was taken from small and medium enterprises employing client service workers in the Mpumalanga Province (N = 145). The Greek Emotional Intelligence Scale (GEIS), Frankfurt Emotion Work Scales (FEWS), Utrecht Work Engagement Scale (UWES), Oldenburg Burnout Inventory (OLBI) and Social Support Scale, as well as a biographical questionnaire were used as measuring instruments. Cronbach alpha coefficients, factor analysis, inter-item correlation coefficients, Pearson product moment correlation coefficients, stepwise multiple regression analysis, and Multivariate analysis of variance (MANOVA) were used to analyse the data. Principal component analysis resulted in a one-factor solution for Engagement labelled Work Engagement, and a two factor solution for Burnout namely: Disengagement and Emotional Exhaustion. Regarding Social Support, a three factor model was extracted namely; Social Support - Co-worker, Social Support -Supervisor and Social Support - Family. A three factor model was extracted for Emotion Work namely: Emotional Dissonance, Display of Client Care and Extent of Client Interaction. A four-factor solution was extracted for Emotional Intelligence namely: Emotional Expression/Recognition, Use of Emotions to Facilitate Thinking, Control of Emotion as well as Caring and Empathy. An analysis of the data indicated that all of the correlations between the different constructs mentioned below are statistically and practically significant, Disengagement was positively related to Emotional Exhaustion and negatively related to Emotional Expression/Recognition, Emotion Use to Facilitate Thinking and Work Engagement. Emotional Exhaustion was positively related to Emotional Dissonance and negatively related to Emotional Expression/Recognition. Emotional Dissonance was positively related to Display of Client Care, while Display of Client Care was positively related to Extent of Client Interaction, as well as Caring and Empathy. Emotional Expression/Recognition was positively related to both Emotion Use to Facilitate Thinking and Work Engagement. Emotion Control was positively related to Emotion Use to Facilitate Thinking, while it in turn was positively related to Work Engagement. Finally, Social Support from Co-workers was positively related to Social Support from Supervisors and Family, and Social Support from Supervisors was positively related to Social Support from Family. A multiple regression analysis indicated that Emotion Work, Social Support and Emotional Intelligence predicted 29% of the variance in Work Engagement, 30% of the variance explained in Disengagement and 37% of the variance in Emotional Exhaustion. A multivariate analysis of variance (MANOVA) which was used to determine differences between the departmental, age, race, qualification, language and gender groups with regard to Emotion Work, Emotional Intelligence, Well-being and Burnout, indicated no statistical significant differences (p < 0,05). The results indicated a correlation between Emotional Intelligence, Emotion Work and Well-being factors. Emotional Intelligence factors predicted Work Engagement and Emotion Work predicted Emotional Exhaustion. Recommendations were made for the profession of client service work in small and medium enterprises, as well as for future research purposes. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

Diss. (sammanfattning) Uppsala : Sveriges lantbruksuniv. / Härtill 5 uppsatser.