The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.

L’objectif de cette recherche est d’étudier la régulation émotionnelle et l’empathie de l’enfant comme processus par l’entremise desquels le rejet parental est associé aux difficultés de l’enfant sur les plans émotionnel, comportemental et relationnel. La régulation émotionnelle semble expliquer le lien entre le souvenir de maltraitance psychologique à l’enfance et les actes agressifs à l’âge adulte (Allen, 2011; Crawford & Wright, 2007). Par ailleurs, aucune recherche n’a étudié le rôle de la régulation émotionnelle pour expliquer le lien entre la maltraitance psychologique et les difficultés telles que vécues à l’enfance. Le rejet parental est lié à des déficits au niveau de l’empathie (Hower & Edwards, 1979; Kim & Rohner, 2003) et ces déficits semblent associés aux difficultés chez l’enfant (N. D. Feshbach & Feshbach, 1969; Miller & Eisenberg, 1988), ce qui laisse croire que l’empathie pourrait aussi être un médiateur du lien entre le rejet parental et les difficultés des enfants. Les données proviennent d’un échantillon de 103 dyades mère-enfant (49 garçons et 54 filles âgés de 6 à 13 ans) recrutées dans trois écoles primaires et issues de familles majoritairement francophones (75,8%). Les enfants et leurs parents ont rempli des questionnaires de type papier-crayon afin de documenter le rejet et l’acceptation maternelle perçus par l’enfant, la régulation émotionnelle, l’empathie, les comportements et les difficultés de l’enfant. Un modèle médiateur impliquant trois équations de régression suivant la procédure de Baron et Kenny (1986) a révélé qu’en contrôlant pour le niveau scolaire de l’enfant, seule la régulation émotionnelle expliquait significativement les difficultés de l’enfant (β = -.32, p < .01) et agissait ainsi en tant que médiateur de l’effet préalablement observé entre le rejet maternel et les difficultés de l’enfant. L’effet de médiation a été confirmé par un test de Sobel (Z = 2.40, p < .05) et une analyse utilisant une méthode de ré-échantillonnage (bootstrap (Preacher & Hayes, 2008)) (effet de médiation = .06 [SE = .03], 95% IC = .02 à .13), ce qui soutient l’hypothèse de départ en ce qui concerne la régulation émotionnelle. Le modèle incluant l’empathie de l’enfant n’a pu être testé étant donné des corrélations bivariées non significatives entre l’empathie de l’enfant et ses difficultés. Des études ultérieures incluant un plus grand échantillon et utilisant une mesure plus concrète de l’empathie de l’enfant sont nécessaires. / The purpose of this study was to investigate children’s emotional regulation and empathy as mediators of the relationship between children’s emotional, behavioral and social impairments. Emotional regulation has been used to explain the link between children’s memory of psychological maltreatment and acts of aggression in the adulthood (Allen, 2011; Crawford & Wright, 2007). Moreover, no research project has explored emotional regulation as a potential mediator of the relationship between psychological abuse and the difficulties that the child is struggling with. Parental rejection is also related to empathic impairments (Hower & Edwards, 1979; Kim & Rohner, 2003) and these impairments seem to be associated with children’s aggressive and antisocial behaviors (N. D. Feshbach & Feshbach, 1969; Miller & Eisenberg, 1988), suggesting that empathy could potentially be a mediator of the association between parental rejection and children’s impairments. Our sample consists of one hundred and three mother-child dyads (49 boys and 54 girls, aged between 6 and 13 years) attending three elementary schools and coming from french-speaking families (75,8%). Children and parents have completed paper-pencil questionnaires, which aimed at evaluating maternal acceptance/rejection as seen by the child, the child’s emotionnal regulation, empathy, behaviours and difficulties. A mediator model including three regressional analyses following Baron and Kenny’s procedure (1986) revealed that while controlling for the child’s school degree, only emotional regulation remains as a significant predictor of its difficulties (β = -.32, p < .01), and was a mediator of the effect previously observed between maternal rejection and children’s difficulties. Sobel’s test (Z = 2.40, p < .05) and a bootstrap analysis (Preacher & Hayes, 2008) (mediation = .06 [SE = .03], 95% IC = .02 à .13) confirmed the mediational effect thereby supporting the hypothesis concerning emotion regulation. The mediation model including children’s empathy couldn’t be tested because of insignificant bivariate correlations between the child’s empathy and his or her difficulties. Future research including a larger sample and using a measure of empathy suitable for young children is needed.

Made available in DSpace on 2016-04-04T18:29:40Z (GMT). No. of bitstreams: 1 BERENICE VICTOR CARNEIRO.pdf: 3590625 bytes, checksum: c12256d2735ce90af0df41e15e96a213 (MD5) Previous issue date: 2008-02-15 / The aim of this study was to analyze psychometric properties of the Brazilian version of the Observer Alexithymia Scale (OAS) by estimating its internal consistency, test-retest reliability and inter-rater reliability; construct validity through factorial analysis, criteria validity and convergent validity in a clinical population with substance dependence or abuse. The OAS is a brief observer report designed to be used by clinicians as well as patient s relatives and acquaintances, to identify Alexithymia according to 5 dimensions: distant, uninsightful, somatizing, humorless, and rigid. It is composed of 33 items rated on a 4-point Likert scale, ranging from 0 (never, not at all like the person) to 3 (all of the time, completely like the person). Data were gathered at an outpatient public service for substance dependence and a non-profit religious inpatient institution also for substance dependence. The sample was comprised of three groups: G1 - 200 relatives or acquaintances of substance dependence and abusers (alcohol=46.5%; drugs=53.5 %), aged from 18 to 82 (M = 48, SD = 12), both sexes (F=88%; M=12%); G2 39 outpatients at the public service for substance dependence or abuse (alcohol=66,6%; drugs=33,3%), both sexes (F=15.3%; M=84.6%); G3 9 clinicians at the public service (clinical experience ranging from 1-15 years). Reliability studies suggested good internal consistency and temporal stability of the scale for both G1 (alpha = .83; rs = .79) and G3 (alpha= .85; rs= .80), but low inter-rater reliability when scored by relatives and clinicians (rs = .14). The OAS s exploratory factor analysis suggested a structure of 5 dimensions (48% total variance) as the original one, and 30 items with a minimum factor loadings of .40. When the degree of alexithymia was estimated as a criteria, the study indicated that relatives do not view those with substance dependence differently (p = 0.16) according to type of dependence (alcohol or drugs). For the convergent study, G2 participants completed the Toronto Alexithymia Scale (TAS) and the scores were compared against OAS-30, according to G1 and G3. Results suggested a negligible association (rs = .29; p >0.05) between TAS-22 and OAS, according to G1 and a lack of association (rs = -.18; p >0.20) between TAS-22 and OAS-30 scored by G3, suggesting that both scales would be measuring different constructs. The Portuguese version of the OAS-30 demonstrated good internal consistency and temporal stability. Its structure seems to be compatible to the original one, but a few items need revision, especially on factor 4. Some considerations will be made regarding the educational level of respondents, as well as the degree of acquaintance with the person who is substance dependent. / O estudo analisou propriedades psicom?tricas da vers?o brasileira da Observer Alexithymia Scale (OAS). Foram estimadas, a consist?ncia interna, precis?o por testereteste e precis?o entre avaliadores; validade de construto por meio de an?lise da estrutura fatorial, validade de crit?rio e validade convergente, em popula??o cl?nica por abuso ou depend?ncia de sust?ncias psicoativas. A OAS ? uma escala breve para uso do profissional cl?nico assim como pessoas que conhecem bem o paciente, para diagnosticar alexitimia segundo cinco dimens?es: distanciamento, sem insight, somatiza??o, sem gra?a e rigidez. ? composta de 33 itens que devem ser respondidos atrav?s de uma escala Likert de 4 pontos, sendo o grau de intensidade indicado pela escolha entre 0 (nunca, em nada parecido) e 3 (todo o tempo, totalmente parecido). Os dados foram coletados em servi?o p?blico ambulatorial para dependentes de subst?ncia e uma institui??o sem fins lucrativos, com v?nculo religioso, para o tratamento residencial da depend?ncia de subst?ncia. A amostra foi composta de tr?s grupos: G1 200 familiares ou amigos (F=88%; M=12%) de dependentes ou que abusam de subst?ncia (?lcool=46,5% e drogas=53,5%); G2 39 dependentes de subst?ncia (?lcool=66,6%; drogas=33,3%), ambos os sexos (F=15,3%; M=84,6%) em tratamento no servi?o ambulatorial e G3 nove terapeutas do servi?o ambulatorial com experi?ncia cl?nica entre 1 e 15 anos. Os estudos de consist?ncia interna e precis?o indicaram que a OAS possui boa consist?ncia interna, tanto entre os participantes do G1 (alfa = 0,83) quanto do G3 (alfa = 0,85) e boa estabilidade temporal (rs = 0,79; rs = 0,80), mas baixa precis?o entre avaliadores quando avaliada por familiares e profissionais (rs = 0,14). A an?lise fatorial explorat?ria indicou uma estrutura com 5 dimens?es (vari?ncia total = 48%) e 30 itens com cargas fatoriais m?nimas de 0,40, reproduzindo a estrutura da escala original. Na validade de crit?rio, o grau de alexitimia foi estudado em fun??o do tipo de depend?ncia (?lcool ou drogas qu?micas), tomado como medida de crit?rio. N?o se observou rela??o entre o tipo de depend?ncia e alexitimia avaliada pela OAS-30 (p = 0,16). Para o estudo de validade convergente, os participantes do G2 completaram a Escala de Alexitimia de Toronto (TAS-22). Os resultados sugerem muito baixa associa??o entre os escores da TAS-22 e a OAS-30 avaliada pelo G1 (rs = 0,29; p >0,05) e entre a TAS-22 e a OAS-30, completada pelo G3 (rs = -0,18; p >0,20), indicando que as escalas estariam medindo diferentes construtos. Os resultados apontam que a OAS-30 det?m boa precis?o e que a estrutura fatorial ? compat?vel com a vers?o original. No entanto, h? necessidade de revis?o de alguns itens, especialmente no Fator 4. Considera??es a respeito da influ?ncia do n?vel de escolaridade do respondente, assim como o n?vel de familiaridade do respondente com o dependente de subst?ncia psicoativa s?o realizadas.

Questa ricerca ha indagato la relazione tra i videogiochi (VG) e le competenze emotive. Il primo studio, una revisione sistematica della letteratura, ha illustrato lo stato dell’arte sulla ricerca relativa all’utilizzo dei VG per la regolazione emotiva: emerge che i VG, sia commerciali che serious games, influenzano positivamente le competenze emotive dei giocatori. Con il secondo studio si è indagata la relazione tra ore di gioco, autoefficacia emotiva, passione per i VG e benessere. I risultati confermano che videogiocare migliora il benessere dei giocatori, grazie alla maggiore autoefficacia emotiva, a condizione che l’attività di VG sia integrata armoniosamente tra le altre attività della vita. Infine, si è realizzato il progetto EmotivaMente, un percorso per la promozione dell’Intelligenza Emotiva, sviluppato per le scuole secondarie di secondo grado, basato sull’utilizzo dei VG come strumenti di lavoro. Gli studenti, grazie alle esperienze con i VG, hanno sviluppato maggiori capacità di riconoscere e gestire il proprio mondo emotivo e hanno aumentato il ricorso alla rivalutazione cognitiva. I dati, anche se preliminari, confermano che i VG, grazie alle loro caratteristiche di immersività, interattività, presenza e ricchezza narrativa, possiedono potenzialità per accrescere le competenze emotive e aumentare il benessere delle persone ancora inesplorate. / This thesis aimed to investigate the relationship between videogames (VG) and emotional skills. The first study, a systematic literature reviews, investigated the “state of the art” of the research regarding the use of VG for emotional regulation: data confirm that VGs, both commercial and serious games, positively influence the emotional skills of the players. The second study investigated the relationship between hours of play, emotional self-efficacy, passion for VG and well-being. The results confirm that videogaming improves player's well-being, thanks to the effect on the emotional self-efficacy, provided that the videogaming is integrated harmoniously among other life activities. Finally, EmotivaMente, a training aimed to promote of Emotional Intelligence, based on the use of VGs as work tools, was realized in two high schools. Thanks to EmotivaMente, students developed greater capacities to recognize and manage their emotional world and increased the use of cognitive re-evaluation as emotion regulation strategy. The findings, even if preliminary, confirm that the VGs, thanks to their immersivity, interactivity, presence and wealth of narrative, have a unexplored potential to promote emotional skills and increase the well-being of people.

Ziel dieser Untersuchung war es frühe Risikofaktoren von aggressivem Verhalten bei Kleinkindern in einer Stichprobe von Teenager-Müttern und ihren Babys aus sozial schwachen Verhältnissen (high risk sample) zu identifizieren. In den zurückliegenden zwei Jahrzehnten haben Wissenschaftler immer wieder auf die Bedeutung von Strategien hingewiesen, die es ermöglichen, Kinder und Babys mit einem Risiko für aggresives Verhalten zu identifiezieren. Eine frühe Identifizierung ist besonders wichtig, weil schon Babys und Kinder eine signifikante Psychopathologie besitzen können und u. U. von einer Behandlung profitieren. Außerdem postulieren einige Entwicklungstheorien, dass der Ursprung einer späteren Psychopathologie schon in Verhaltensmustern in den ersten Lebensjahren erkannt werden kann. Dies scheint insbesondere für aggressives Verhalten zu gelten. Deshalb besteht grosses Interesse daran, relevante Faktoren in der frühen Kindheit zu identifizieren, die es erlauben aggressives Verhalten im weiteren Verlauf der Kindheit vorauszusagen. <br /> <br /> Methodik<br /> 60 Teenager-Mütter im Alter zwischen 14 und 20 Jahre und ihre Kleinkinder im Alter zwischen 12 und 17 Monaten aus sozial schwachen Verhältnissen wurden untersucht (high risk sample). Die Teenager-Mütter füllten Fragebögen über ihre Kleinkinder (The Infant-Toddler Social and Emotional Assessment [ITSEA], Carter & Briggs-Gowan, 1993) und über sich selber aus (The Parenting Stress Index [PSI], Abidin, 1990, The Symptom CheckList-90-Revised [SCL-90-R], Derogatis, 1986, The Demographic Qüstionnaire, Zelenko et al., in press). Die Kleinkinder nahmen weiters an zwei objektiven Laboruntersuchungen teil (The Strange Situation Procedure, [SS], Ainsworth, 1978, The Bayley Scales of Infant Development Assessment, [BSID-II], Bayley, 1993).<br /> Die Studie untersuchte folgende Beziehungen: (1) Psychosoziale Funktionen der Mutter mit berichteter (berichet von Mutter anhand des ITSEA) und beobachteter Aggression und negativer Emotionalität bei Kleinkindern (beobachtet während des BSID-II und SS), (2) berichtete Aggression und negative Emotionalität mit beobachteter Aggression und negative Emotionalität bei Kleinkindern, (3) negative Emotionalität mit Aggression bei Kleinkindern, (4) Emotionsregulation mit Aggression und negativer Emotionalität bei Kleinkindern, und (5) eine mögliche Interaktion zwischen Emotionsregulation und negativer Emotionalität in Beziehung zu Aggression bei Kleinkindern. Zusätzlich wurde die Frage untersucht, ob Geschlecht einen Einfluss hat auf die oben genannten fünf Beziehungen.<br /> <br /> Ergebnisse<br /> Mütter mit höheren Depressionenswerten und Stresswerten berichteten signifikant mehr negative Emotionalität und tendenziell mehr Aggressionen bei ihren Kleinkindern als Mütter mit niedrigeren Depressionswerten und Stresswerten. Keine signifikanten Beziehungen konnten festgestellt werden zwischen Depressionswerten und Stresswerten der Mutter und objektiv beobachteten Aggressionen und negativer Emotionalität bei Kleinkindern. Die Beziehung zwischen beobachteter und berichteter negativer Emotionalität bei Kleinkindern war schwach signifikant. Keine signifikante Beziehung konnte jedoch zwischen beobachteter und berichteter Aggression bei Kleinkindern gezeigt werden. Sowohl berichtete als auch beobachtete negative Emotionalität korrelierte signifikant mit berichteter und beobachteter Aggression bei Kleinkindern. Eine signifikante Beziehung zwischen Emotionsregulation und negativer Emotionalität und Aggression bei Kleinkindern konnte aufgezeigt werden. Kleinkinder mit schwacher Emotionsregulation zeigten signifikant mehr negative Emotionalität und Aggressionen als Kleinkinder mit starker Emotionsregulation. Kleinkinder mit hohen negativen Emotionswerten und schwacher Emotionsregulation zeigten signifikant mehr Aggressionen als Kleinkinder mit hohen negativen Emotionswerten und starker Emotionsregulation und Kleinkindern mit niedrigen negativen Emotionswerten und schwacher oder starker Emotionsregulation. <br /> Das Geschlecht des Kleinkindes hatte einen signifikanten Einfluss auf folgende Beziehungen: Mütter mit höheren Depressionswerten und Stresswerten berichteten signifikant mehr Aggressionen und negative Emotionalität bei ihren Töchtern, jedoch nicht signifikant mehr Aggressionen und negative Emotionalität bei ihren Söhnen als Mütter mit niedrigeren Depressionswerten und Stresswerten. Das Geschlecht des Kleinkindes hatte keinen signifikanten Einfluss auf die Beziehung zwischen Depressionswerten und Stresswerten der Mutter und beobachteter Aggression und negativer Emotionalität bei Kleinkindern. Ein interessantes Ergebnis ergab sich hinsichtlich Geschlecht und Emotionsregulationsverhaltensweisen. Buben mit höheren Aggressionswerten schauten signifikant weniger zu ihrer Mutter und signifikant weniger in die Umgebung als Buben mit niedrigeren Aggressionswerten. Mädchen mit höheren Aggressionswerten schauten signifikant mehr zu ihrer Mutter, signifikant mehr in die Umgebung und signifikant mehr auf Spielzeuge als Mädchen mit niedrigen Aggressionswerten.<br /> <br /> Schlussfolgerung<br /> Die Ergebnisse der Untersuchung haben Implikationen für die Einschätzung und die Behandlung von Aggressionen bei Kleinkindern. Erstens, die Ergebnisse weisen darauf hin, dass es unter Umständen wichtig sein könnte verschiedene Messverfahren (Mutter Report und objektive Messverfahren) zu verwenden, um Kleinkinder zu diagnostizieren, die ein erhöhtes Risiko aufweisen im Laufe ihres Lebens Aggressionen zu entwickeln. Zweitens, Ergebnisse identifizierten mütterliche negative Attributionen als einen möglichen Risikofaktor für späteres Aggressionsverhalten bei Kindern. Zukünftige Studien sollten die Beziehung zwischen Aggressionsverhalten im Kleinkindalter und Aggressionen im späteren Leben untersuchen. Ein weiteres interessantes Ergebnis ergab sich hinsichtlich Emotionsregulation. Kleinkinder mit hoher negativer Emotionalität und schwacher Emotionsregualtion zeigten die meisten Aggressionen. Für die Behandlung und die zukünftige Erforschung von Kleinkindaggressionen sollten die drei Konstrukte (Emotionsregualtion, negative Emotionalität und Aggression) miteinander kombiniert werden und nicht alleine untersucht werden. / The primary focus on the present study was to identify early risk factors for infant aggression in a sample of high risk, low-income teenager mothers and their infants. Despite the amount of research on externalizing behavior, relatively little is known about its development in early childhood. Because chronically aggressive school-age children tend to be those who first display symptoms during preschool years, an examination of the early manifestations of aggressive behavior and the development of measurements for infants is needed. The present study explored a model of infant aggression development that emphasized infant aggression developing largely through the interaction of infant&prime;s dispositional characteristics with their caregiving environment.<br /> The study addressed the following relations: (1) Maternal psychosocial functioning with reported and observed infant aggression and negative emotionality, (2) reported measurements of infant aggression and negative emotionality with observed infant measurements of infant aggression and negative emotionality, (3) infant negative emotionality and infant aggression, (4) infant emotion regulation with infant aggression and negative emotionality, (5) the interaction between emotion regulation and negative emotionality in relation to infant aggression, and (6) attachment classification with infant aggression and negative emotionality. Finally, the question of whether these six relations would differ by gender was also addressed.<br /> Maternal psychosocial functioning was assessed with self-reported measurements. Infant aggression, negative emotionality and emotion regulation were measured during two standardized assessments, the Strange Situation and the Bayley Scales of Infant Development Assessment and maternal reported with the Infant-Toddler Social and Emotional Assessment. <br /> Several interesting findings emerged. One of the main findings concerned maternal attribution and its possible role as a risk factor for later externalizing behaviors. That is, mothers, especially depressed and stressed mothers, tended to report higher levels of infant aggression and negative emotionality than was noted by more objective observers. This tendency was particularly evident in mothers with girl infants. Another important finding concerned emotion regulation. Even at this early age, clear differences in emotion regulation could be seen. Interestingly, infants with high negative emotionality and low emotion regulation were observed to be the most aggressive. Also significant relations emerged for infant negative emotionality and aggression and vise versa. Thus, for purposes of treatment and scientific study, the three constructs (emotion regulation, negative emotionality, and aggression) should be considered in combination. Investigating each alone may not prove fruitful in future examinations. Additionally, different emotion regulation behaviors were observed for girl and boy infants. Aggressive girls looked more at the environment, their toys and their mother, whereas aggressive boys looked less at the environment and their mother and explored their toys more, although looked at the toys less. Although difficult to interpret at this point, it is nonetheless interesting that gender differences exist at this young age in emotion regulatory behaviors.<br /> In conclusion, although preliminary, findings from the present study provide intriguing directions for future research. More studies need to conducted focusing on infant aggression, as well as longitudinal studies following the infants over time.

Abstract  Individual psychological factors have been recognized to play an important role in the development of stress-related symptomatology. Despite extensive comorbidity between stress-related ill health and mood disorders, the advances in research on emotion regulation and transdiagnostics, have not been recognized in stress research to any considerable degree. In the current study, using a single subject design with multiple baselines across individuals (n=6), a transdiagnostic treatment intervention targeting maladaptive emotional regulation strategies was implemented on patients suffering from stress-related symptomatology. Results show that symptoms of exhaustion decreased in five of six participants on post-measures, with considerable convergence between measures of depression, anxiety and stress. Further investigation of treatment effects, alongside the processes linking emotion regulation and stress-related symptomatology are needed. / Sammanfattning  Individuella psykologiska faktorer spelar en viktig roll i utvecklingen av stressrelaterade symtom. Trots en omfattande samsjuklighet mellan å ena sidan stressrelaterad ohälsa, å andra sidan depression och ångest, har framsteg inom emotionsforskning och transdiagnostik inte uppmärksammats i någon stor utsträckning inom stressforskningen. I den aktuella studien användes en single subject design med multipla baslinjer mellan individer (n=6), för att implementera en emotionsinriktad transdiagnostisk behandling på patienter som lider av stressrelaterade symtom. Resultaten visar att fem av sex deltagare visade minskade tecken på utmattning efter genomgången behandling, med avsevärd konvergens mellan mått på depression, ångest och stress. För att kunna påvisa behandlingseffekter, samt förklara de processer som förbinder emotionsreglering och stressrelaterade symtom, behövs ytterligare forskning på området.

Die Arbeit gliedert sich in fünf Teile. An ein Überblickskapitel, in welchem aktuelle Modelle und Verfahren zur Erfassung Emotionaler Intelligenz vorgestellt werden, schließen sich drei empirische Studien (englischsprachig) an. In diesen werden Zusammenhänge von Fähigkeitstests und Selbstberichtverfahren zur Erfassung emotionaler Fähigkeiten in Bezug auf sozial relevante Faktoren wie Lebenszufriedenheit, Konfliktlösefähigkeiten und Freundschaft untersucht. Darüber hinaus wird geprüft, inwieweit sich Patienten verschiedener Störungsbilder von einer psychisch gesunden Kontrollgruppe als auch untereinander in ihren gezeigten emotionalen Fähigkeiten unterscheiden. Die Arbeit endet mit einer Integration der Ergebnisse dieser drei Studien. Insbesondere wird dabei auf die Probleme aktueller Verfahren zur Erfassung Emotionaler Intelligenz mittels Selbstbericht und Fähigkeitstest eingegangen. Aufgrund der konzeptionellen Nähe von Sozialer Intelligenz und Emotionaler Intelligenz werden mögliche Integrationspunkte dieser beiden Forschungsfelder benannt. Ebenso werden mögliche alternative Erfassungsmethoden aufgezeigt. / This dissertation is devided into five parts. An introductory chapter explains actual self-report questionnaires and ability tests to assess emotional intelligence. The following three chapters present empirical data looking at relations between self-report measures and ability tests and important variables of social functioning like life satisfaction, conflict-management abilities, and friendship. Moreover, in another study we looked at differences between and within inpatients with different kinds of mental disorders and a clinically healthy control group. The final chapter integrates findings and conclusions focusing on the problems assessing emotional intelligence with self-report questionnaires and ability tests. As social intelligence and emotional intelligence are conceptionally related possible areas of collaborative work are discussed. Furthermore, alternative ways of assessing emotional abilities are highlighted.

Thesis (M.A.)--James Madison University, 2009. / Includes bibliographical references.

Le premier objectif de cette étude était d’évaluer la relation entre l’alexithymie et différents troubles du sommeil chez des patients diagnostiqués (N= 580) selon la polysomnographie et la classification de l’American Academy of Sleep Medicine (AASM) et chez des sujets contrôle (N= 145) en utilisant l’Échelle d’Alexithymie de Toronto à 20 items (TAS-20). Le deuxième objectif était d’estimer le lien entre l’alexithymie et des caractéristiques de rêves suivant un Questionnaire sur les Rêves de 14 items. Les résultats confirment un lien entre l’alexithymie et les troubles du sommeil. Sa prévalence était supérieure dans le groupe clinique comparativement au groupe contrôle, et était différente selon les troubles. Les hommes cotaient plus haut que les femmes à l’Échelle d’Alexithymie de Toronto à 20 items (TAS-20) et sur ses sous-échelles DDF (difficulty describing feeling) et EOT (externally oriented thinking). L’EOT pourrait être impliquée dans les troubles de sommeil en étant l’unique sous-échelle, où un effet principal des diagnostics était significatif dans le groupe clinique. Pour les rêves, le score du TAS-20 corrélait positivement avec le facteur « détresse des cauchemars »; et négativement avec « rappel de rêves » et « signification des rêves ». Les sous-échelles du TAS-20 avaient des corrélations différentes: positive entre DIF et « détresse des cauchemars », négative entre DDF et « rappel de rêves » et EOT avec « signification des rêves ». À part quelques exceptions, ces modèles sont obtenus pour les groupes cliniques et non-cliniques, et pour les hommes et les femmes dans ces deux groupes. Ces résultats suggèrent un modèle consistant, et reproductible, de relations entre l’alexithymie et les composantes des rêves. / Using a large clinical group of patients suffering from sleep disorders (N= 580) and non-clinical comparison subjects (N= 145), the first aim of this study was to evaluate the relationship between alexithymia and several different sleep disorders diagnosed from polysomnography following the American Academy of Sleep Medicine classification system and using a Canadian French translation of the 20-item Toronto Alexithymia scale (TAS-20). The second objective was to evaluate the link between alexithymia and dream characteristics using a 14-item Dreaming Questionnaire. Results confirm a relationship between alexithymia and sleep disorders. Its prevalence was higher in the clinical than the non-clinical group and differed according to sleep disorder diagnoses. Men scored higher than women on the TAS-20 total score and on the DDF (difficulty describing feeling) and EOT (externally oriented thinking) subscales. EOT could be implicated in sleep disorders pathology as it was the only subscale for which the sleep diagnosis effect was significant in the clinical group. Concerning the second objective, TAS-20 total score correlated positively with nightmare distress and negatively with dream recall; and correlated negatively with dream meaning. TAS-20 subscales were differentially correlated with the 3 dream factors of the Dreaming Questionnaire: DIF with increased nightmare distress, DDF with decreased dream recall and EOT with decreased dream meaning. With some exceptions, these patterns were obtained for clinical and non-clinical groups and for men and women. These results suggest a consistent and replicable pattern of relationships between alexithymia and dreaming components.

Due to the immense challenges faced by young children who exhibit emotion regulation problems, prevention programs have been designed to train teachers on strategies useful for improving classroom behavior. The current study examines the effects of a prevention program implemented in a blended Head Start/daycare setting and evaluates the outcomes of the training on children’s cognitive/preliteracy skills, selfregulation, and social competence in the fall and spring following teacher training. The intervention group (Western Kentucky University Child Care Center) and control group (Bryant Way Child Care Center) were part of a blended Head Start/child care preschool program. Children’s self-regulation, social competence, and cognitive/preliteracy skills were assessed in the Fall and Spring of the school year. Children in the intervention group exhibited better cognitive/preliteracy skills as shown by results on Woodcock- Johnson subtests. Teacher ratings on the ERC showed that girls improved in teacher reported self-regulation, the control group received higher scores on teacher rated lability than did the intervention group, and boys were rated higher on the lability scale than were girls. In addition, Head Start children were rated higher in emotional lability than were daycare children. Teacher ratings on the SCBE scale indicated that children received higher teacher ratings of social competence in the Spring than in the Fall and girls were rated higher than were boys. Additionally, children received lower internalizing behavior problem ratings in the Fall than in the Spring, Head Start children were rated higher in internalizing behavior problems than children in daycare, and boys in the control group received higher ratings of internalizing problem behaviors than those received by any other group. Furthermore, children in the control group were rated higher than children in the intervention group in externalizing problem behaviors in both Fall and Spring, but neither group showed a significant change in externalizing problem behaviors from Fall to Spring. Self-regulation enables children to inhibit inappropriate emotional outbursts as well as control their reactions to situations. Understanding children’s self-regulation skills is of vast importance to individuals in the field of education as the information provides practitioners the opportunity to improve children’s self-regulation in the preschool years.