本研究旨在分析不同背景變項之學前幼兒，其父母教養態度、親子互動與幼兒情緒能力的差異情形；另外亦試圖瞭解學前幼兒父母之教養態度、親子互動對幼兒情緒能力的預測力。 本研究採用問卷調查法，研究工具包含「父母教養態度量表」、「親子互動量表」，以及「幼兒情緒能力發展量表」。研究對象採用分層隨機抽樣方式，於台北市12個行政區進行抽樣，最終取得公、私立幼稚園217位4-6歲之學前幼兒其父母填答的問卷；所得問卷以敘述性統計、單因子變異數分析、階層迴歸分析等統計方法進行資料分析主要研究結果及發現總結如下： 一、幼兒整體情緒能力為中上程度，以「情緒察覺與辨識」之能力表現最好，「情緒理解」與「情緒表達」均較「情緒調節」佳。 二、父母在教養態度四個類型中以「專制威權型」最多，「忽視冷漠型」最少。 三、父母與幼兒的親子互動關係偏向「情感性」，有良好的互動情形。 四、不同職業的母親，在教養態度的「專制權威」、「忽視冷漠」兩個層面有顯著差異。母親的職業為家管較傾向「專制權威型」；職業是服務業的母親傾向「忽視冷漠型」。 五、不同「家庭每月總收入」之家庭，在整體教養態度及「開明權威」層面達顯著差異；每月總收入愈高之父母，愈能採取「開明權威」之教養態度。 六、「5~6歲」幼兒「情緒調節」能力優於「4~5歲」，女童在情緒能力整體、「情緒察覺與辨識」、「情緒的調節」層面顯著優於男童。 七、「父母教養態度」、「親子互動」對幼兒的情緒能力有顯著預測力。父母教養態度中之「開明權威」型和親子互動之「情感性」層面能顯著預測幼兒情緒能力中之「察覺與辨識」、「情緒表達」與「情緒調節」，且皆為正向影響。「忽視冷漠型」之父母教養態度對情緒能力中的「情緒理解」能力有顯著預測力，且是負面影響。 最後，本研究根據分析結果，提供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purposes of this research were to analyze the data of the "Parents’ Rearing Attitudes", "Parent-Child Interaction", " Children’s Emotional Competence" between different backgrounds; explore the predictive power of the Parents’ Rearing Attitudes, Parent-Child Interaction on Children’s Emotional Competence. To accomplish these purposes, the methods adopted were using a questionnaire to collect data. Three scales were used to measure the following constructs: "Parents’ Rearing Attitudes Scale", "Parent-Child Interaction Scale" and "Children’s Emotional Development Scale". The samples in this survey consisted of 217 kindergarten children with the age from 4 to 6 years old and their parents’ from public and private schools in Taipei. The data was analyzed by "Mean”, "Standard Deviation", "One-Way ANOVA" and "Multiple Regression Analysis". The main results are as follows: 1. The overall emotional competence performance of the children are at the middle-up level, the “Emotional Awareness and Recognition" level have the best performance, better than '' Emotional Understanding" and "Emotional Expression", " Emotional Regulation " has the lowest performance level. 2. Of the four types of Parents’ Rearing Attitudes, the most adopted is the "authoritarian" type, the least adopted is the "neglectful" type. 3. There are good interaction between parents and child, and the interactions tend to be "emotional". 4. There are significant differences in the Parents’ Rearing Attitude type ("authoritarian" or "neglectful") when the mother has different occupation. Housewives tend to have a more "authoritarian" Parents’ Rearing Attitude, while mothers in the services sector tend to be more "neglectful". 5. There are significant differences in the overall Parents’ Rearing Attitude and the "authoritative" Parents’ Rearing Attitude when there are differences in monthly income. Families with higher monthly income tend to have "authoritative" Parents’ Rearing Attitude. 6. The ''Emotional Regulation Competence '' of 5 to 6 year olds is better than than 4 to 5 years olds. The overall emotional competence '' Emotional Awareness and Recognition", ''Emotional Regulation '' levels of girls are significant better than boys. 7. The emotional competence of young children could be predicted by the parents’ Rearing Attitude and ''Parent-Child Interaction''. The ''authoritative'' factor of parents’ Rearing Attitude and the ''affective" factor of Parent-Child Interaction '' Emotional Awareness and Recognition" , ''Emotional Expression" and “Emotional Regulation '' of the emotional competence of young children , and the “neglectful” factor of parents’ parenting attitude was predictive of '' Emotional Understanding” and has a negative impact.

This thesis deals with the evaluation of social and emotional competencies in 7 - 10 years old children and with comparison of different techniques of their measurement. The aim of the study is to evaluate these competencies by using Intelligence and Development Scale for Children (IDS) and to compare them with the social and emotional level of the same sample proven in the selected apperception technique (the Child's World of Michal's projective interview evaluated with SCORS technique). It is therefore a question of comparison of performance-based intelligence test and apperception technique. The focus of this study is to identify whether there is a relationship between the social-emotional scales of IDS and the selected scales of SCORS. This comparison is grounded in the assumption that both methods evaluate similar psychological constructs and therefore their results should correspond. The theoretical section deals with the development of emotional and social competencies in children and their specifics in a younger school age, then the introducing of apperception techniques and intelligence development scales with emphasis on the methods chosen for the present study. The empirical section provides analysis of data obtained from both diagnostic methods. Item analysis and reliability estimates...

Studien syftar till att få större förståelse av musiklärares perspektiv på betygsättning av elevers socioemotionella kompetenser och sociala omständigheter. Studien lyfter även musiklärares strategier för att uppnå en betygsättning som inte väger in elevers socioemotionella kompetenser. Tidigare forskning visar att det förekommer att lärare väger in elevers socioemotionella kompetens och sociala omständigheter i betyget och på vilka grunder det kan ske. Genom kvalitativa intervjuer av tre verksamma musiklärare, två högstadielärare och en gymnasielärare, lyfts deras perspektiv och erfarenheter av betygssättning fram. Resultatet visar, precis som tidigare forskning, att musiklärare ibland väger in elevers socioemotionella kompetens och sociala omständigheter i betygsättningen. I resultatet identifieras också strategier för att möjliggöra en betygsättning som väger in elevers ämneskunskaper. Exempel på strategier kan vara lärares resonerande om elevers ämneskunskaper sinsemellan och vikten av ett professionellt förhållningssätt från lärarens sida vid betygsättning. I diskussionen används ett relationellt perspektiv med hjälp av begreppet relationskompetens. Studien är av intresse för lärarstudenter och yrkeresverksamma lärare som vill ha större förståelse av betygsättning och vilka svårigheter som kan förekomma.

In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

Die Förderung funktionaler sozio-emotionaler Kompetenz in der Vorschulzeit (Altersspanne 3 bis 6 Jahre) ist von entscheidender Bedeutung, um der Entstehung psychischer Störungen vorzubeugen. Bislang gibt es nur wenige Studien, die die Auswirkungen digitaler Trainings auf die sozio-emotionale Entwicklung von Vorschulkindern untersuchen. Ebenso liefert die Forschung umfangreiche Informationen über typisches sozio-emotionales Verhalten bei Vorschulkindern, während weniger darüber bekannt ist, wie das Gehirn diese Funktionen umsetzt. Ziel der Dissertation war es daher, grundlegende und komplexe Aspekte der sozio-emotionalen Kompetenz von Vorschulkindern zu untersuchen, indem ihre Reife und Trainierbarkeit mit Verhaltens- und neuronalen Maßen erfasst wurden. In den Studien 1 und 2 wurden ereigniskorrelierte Potenziale und die Fast Periodic Visual Stimulation Methode eingesetzt, um neuronale Mechanismen der Emotionserkennung zu quantifizieren. Beide Studien ergaben das Vorhandensein grundlegender Mechanismen der Emotionserkennung in dieser Altersgruppe. Darüber hinaus zeigten Vorschulkinder einen Verarbeitungsvorteil von fröhlichen gegenüber ärgerlichen oder neutralen Gesichtern. Studie 3 untersuchte die Trainierbarkeit sozio-emotionaler Kompetenz anhand des digitalen Trainings Zirkus Empathico. Die Zirkus-Empathico-Gruppe zeigte im Vergleich zur Kontrollgruppe einen Anstieg sowohl der grundlegenden als auch der komplexen sozio-emotionalen Kompetenzen. Darüber hinaus ergab sich für die Zirkus-Empathico-Gruppe auf der neuronalen Ebene einen Verarbeitungsvorteil für fröhliche Gesichter. Zusammenfassend zeigt sich ein erheblicher Nutzen neuronaler Marker für das Verständnis von Mechanismen, welchen der Emotionserkennung von Vorschulkindern zugrunde liegen. Die vielversprechende Evidenz für die Wirksamkeit eines digitalen sozio-emotionalen Kompetenztrainings ermöglicht darüber hinaus weitere Überlegungen zur Nachhaltigkeit der Effekte sowie der gesellschaftlichen Bedeutung. / Promoting functional socio-emotional competence in the preschool years (age range 3 to 6 years) is crucial to prevent the development of psychological disorders. To date, there are few studies examining the effects of digital training on the socio-emotional development of preschool children. Similarly, research provides extensive information on typical socio-emotional behaviors in preschool children, while less is known about how the brain implements these functions. Therefore, the goal of this dissertation was to examine fundamental and complex aspects of preschoolers' socio-emotional competence by assessing their maturity and trainability with behavioral and neuronal measures. Studies 1 and 2 used event-related potentials and the Fast Periodic Visual Stimulation method to quantify neural mechanisms of emotion recognition. Both studies revealed the presence of basic emotion recognition mechanisms in this age group. In addition, preschoolers showed a processing advantage of happy over angry or neutral faces. Study 3 investigated the trainability of socio-emotional competence using the digital training Zirkus Empathico. The Zirkus Empathico group showed an increase in both basic and complex socio-emotional competencies compared to the control group. In addition, the Zirkus Empathico group showed a processing advantage for happy faces at the neuronal level. In summary, neuronal markers show considerable utility for understanding mechanisms underlying emotion recognition in preschool children. The promising evidence for the efficacy of digital socio-emotional skills training also allows further consideration of the sustainability of the effects as well as the societal significance.

Les dérèglements émotionnels ont été largement avancés dans le développement et le maintien des conduites addictives. Ces perturbations des processus émotionnels sont associées à l’utilisation privilégiée de stratégies compensatoires mal adaptées qui vont à leur tour entériner les conduites addictives et entraver une consolidation de l’abstinence. Ce travail vise une meilleure compréhension des facteurs de vulnérabilité de la rechute à l’alcool par l’étude de l’évolution des compétences émotionnelles avec l’abstinence à travers trois volets expérimentaux. Pour cela, nous étudierons spécifiquement les mécanismes de régulation émotionnelle considérés comme centraux dans la problématique addictive. Nous utiliserons des outils particuliers pour étudier ces mécanismes que sont des indicateurs physiologiques du système nerveux autonome.Dans un premier volet, nous avons étudié les réponses du système sympathique par la mesure du diamètre pupillaire en réponse à la présentation d’images neutres etémotionnelles (positives et négatives). Nous avons démontré qu’en situation d’induction émotionnelle les patients abstinents à court terme présentent une activation plus forte du système d’alerte sympathique que les abstinents à long terme et les participants contrôles. Le niveau intermédiaire de la réponse pupillaire observé chez les abstinents à long terme suggère une amélioration partielle dans l’activation sympathique à la présentation d’une information émotionnelle (étude 1). La variabilité de la fréquence cardiaque (VFC) est un indicateur du système parasympathique, est reconnue comme marqueur de la régulation émotionnelle. L’étude de la VFC avant pendant et après une situation d’induction émotionnelle a montré une normalisation de la VFC en réponse aux stimuli émotionnels avec une abstinence à long terme. Cependant, les résultats pour les stimuli à valence négative ne sont pas différents entre les groupes abstinents à court et à long terme. Ce pattern de réponse appuie l’hypothèse d’un maintien de vulnérabilité aux émotions négatives en dépit d’une abstinence prolongée. De plus, une corrélation négative a été observée pour les deux groupes de patients entre les scores de craving et une augmentation de la VFC (étude 2). Enfin, dans un dernier volet expérimental, nous avons investigué les compétences et difficultés de régulation émotionnelle par des autoquestionnaires(CERQ et DERS) auprès de patients abstinents de quelques semaines à plusieurs années. Les résultats supportent l’hypothèse d’une limite de récupération capacités après deux ans d’abstinence (étude 3). L’étude de l’étendue des récupérations des compétences émotionnelles est une piste majeure dans la consolidation de l’abstinence. Ces trois études confirment la récupération des compétences émotionnelles avec l’abstinence mais surtout la persistance d’une vulnérabilité dans les processus émotionnels. Le caractère partiel des récupérations de ces mécanismes suppose non seulement le maintien d’une vulnérabilité en dépit d’une abstinence prolongée et met également en évidence la nécessité d’un travail d’accompagnement dans la remédiation de ces compétences à long terme. Un ensemble de perspectives de recherches et d’applications cliniques s’ouvrent au regard de ces résultats, et seront ici discutées. / Emotional disorders are recognized as a major factor of development andcontinuity of addictive behavior. These perturbations of the emotional processes areassociated with the preference given to ill-suited compensatory strategies which will inturn perpetuate addictive behaviors and interfere with the consolidation of abstinence.This study aimed to give a better understanding of the vulnerability factors of alcoholrelapse by studying the evolution of emotional competence with abstinence over threeexperimental chapters. For this purpose, we looked more closely at the mechanisms ofemotional regulation, which are considered as crucial in the addiction problem. In orderto study these mechanisms we used specific tools like the physiological cues of theautonomic nervous system.In a first chapter, we studied sympathetic system response by measuringpupillary diameter after exposure to neutral and emotional pictures (positive andnegative). We showed that when exposed to emotional induction, short-term abstinentpatients showed a stronger activation of the sympathetic nervous system than long-termabstinent patients as well as the control group. The intermediary level of pupillaryresponse found among long-term abstinent patients suggests a partial improvement ofsympathetic activation when exposed to emotional information (study 1). Heart RateVariability (HRV) is an indicator of the parasympathetic system and is viewed as amarker of emotional regulation. The study of HRV before, during and after a situation ofemotional induction showed a normalization of HRV in response to emotional stimuliwith long-term abstinence. However, results for stimuli with negative valence are notdifferent between the long-term and short-term abstinence groups. This responsepattern supports the hypothesis that there is still a vulnerability to negative emotionsdespite the prolonged abstinence. Moreover, a negative correlation between cravingscores and increase of HRV has been observed for the two patient groups (study 2).Finally, in a last experimental chapter, emotional competence and emotional regulationdifficulties were assessed by presenting the Difficulties in Emotion Regulation Scale(DERS) and the Cognitive Emotion Regulation Questionnaire (CERQ) to few weeks tofew years abstinent patients. Results support the hypothesis of a recovery shift of twoyears of abstinence for these abilities (study 3).The study of the extent of the recoveries of emotional competence is a major leadfor the consolidation of abstinence. Those three studies confirm the retrieval ofemotional competence with abstinence but they particularly show the persistence of avulnerability in the emotional processes. The fact that there is a recovery shift for thosemechanisms not only involves the continuity of a vulnerability despite a prolongedabstinence, but also underlines the need of a work of support for the remediation ofemotional competence in the long term. These results can lead to several researchprospects and clinical applications that will be discussed here.

Il presente elaborato descrive tre dimensioni quali lo stile d'attaccamento (Bowlby, 1969, 1973, 1980; Ainsworth e coll., 1978), la competenza emotiva (Frijda, 1990; Goleman, 1996, 1998; Grazzani Gavazzi, 2004) e la resilienza (Cyrulnik, 2002), analizzata partendo da un excursus storico del concetto di trauma, dalle prime teorie psicoanalitiche fino a giungere alla categoria diagnostica del DPTS disturbo post traumatico da stress. Viene quindi riportata una ricerca condotta in Sri Lanka su un campione di 70 bambine tra gli 8 e i 10 anni, che hanno avuto esperienza dello tsunami che ha colpito il sud est asiatico nel dicembre 2004. Lo studio ha previsto l'utilizzo del SAT (Separation Anxiety Test) (Attili, 2001) per individuare gli stili di attaccamento dei bambini; il disegno a tema, analizzato attraverso la griglia interpretativa ideata da Bombi e Pinto (1993, 2000) per individuare il grado di competenza emotiva e il test della memoria a breve termine della figura complessa di Rey (1967), volto ad indagare le capacità attentive, di concentrazione e di memoria a breve termine dei bambini. Le variabili prese in considerazione sono state quindi analizzate sia singolarmente sia in relazione tra loro. / This work describes three dimensions: the attachment style (Bowlby, 1969, 1973, 1980; Ainsworth e coll., 1978), the emotional competence (Frijda, 1990; Goleman, 1996, 1998; Grazzani Gavazzi, 2004) and the resilience (Cyrulnik, 2002), analyzed through the history of the trauma's concept, since the first psychoanalytic theory until the category of PTSD Post Traumatic Stress Disorder. Therefore, it is described a research in Sri Lanka about a sample of 70 female children between 8 and 10 years old, who had experience of Tsunami of December 2004 in the South East Asia. The research included the use of SAT (Separation Anxiety Test) (Attili, 2001) to find out the attachment styles of the children; the thematic painting, analyzed through the interpretative grate of Bombi e Pinto (1993, 2000) to analyze the grade of emotional competence and the Test of short-term memory of Complex Figure of Rey (1967), to describe the capability of attention, concentration and short-term memory of the children. The variables had been analyzed individually and in relation one to one.

This thesis focuses on the acquisition of emotional competence (EC) skills in adults and its impact on well being. The first part of the thesis is dedicated to the definition of EC, including a review of EC in order to better understand and operationalize its main dimensions and correlates. We also present a systematic review of EC intervention studies on adult populations in order to assess their outcomes and make recommendations for the development and implementation of future interventions. We then provide a theoretical and practical framework for emotional competence (EC) based interventions. We describe the main components of an EC intervention, underline the important characteristics of the intervention pedagogy and discuss theoretical and practical implications of this framework.In a second part we investigate whether a sustainable improvement in emotional competencies is possible in adults, and what are the conditions and effects of this improvement on well-being (e.g. on mental and physical health and quality of interpersonal relationships). Results of three empirical studies confirm that EC can be significantly increased following an intervention (and compared to a control group) and that this intervention impacts favourably personal and interpersonal well-being as measured by psychological health, quality of relationship and employability.A last part of the thesis explores the mechanisms underlying this improvement of competencies and well-being. We focus on emotional acceptance, self-compassion, self kindness and behavioural flexibility. Because there was no scale measuring self-compassion or self kindness in French, we validate two scales and assess the relationships between these constructs and well-being.We then examined the possible benefits of emotional acceptance and behavioural flexibility in a randomized controlled study, showing how increasing emotional competence can enhance these change processes and how these processes can, in turn, enhance well-being.This research helps to further elucidate the role of active change processes in EC increase related to the promotion of well-being. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished