La inteligencia social en los estudiantes de la escuela de psicología, es una capacidad primordial dentro de su formación académica y profesional, ya que ayuda en la interacción con los demás, tener un manejo de emociones y capacidad para comprender la de los demás, permitiendo que el estudiante en formación logre interactuar a favor del bienestar común. Es por ello, que el presente estudio de investigación se planteó determinar los niveles de inteligencia social en los estudiantes de la carrera de psicología y como objetivo específico identificar los niveles de inteligencia social según sexo y según los ciclos de estudio. En cuanto, al diseño metodológico, fue no experimentar de tipo descriptivo, en una población de 189 estudiantes de psicología de una Universidad privada de Chiclayo. Para ello, se utilizó una breve escala de Inteligencia Social (IS.SDYW), validada en la población estudiada. Se obtuvo que los estudiantes de psicología se ubican en tres niveles bajo, medio y alto de inteligencia social y en relación a objetivos específicos, el sexo con mayor nivel de inteligencia social es el masculino y el sexto ciclo y decimo presentan un nivel alto de inteligencia social. Se concluye, que la mayor parte de estudiantes de psicología se ubica en un nivel alto de inteligencia social a diferencia de los niveles medio y bajo. / Social intelligence in psychology school students is a fundamental capacity within their academic and professional training, since it helps in interaction with others, managing emotions and the ability to understand that of others, allowing the student in training manages to interact in favor of the common good. For this reason, the present research study set out to determine the levels of social intelligence in psychology students and as a specific objective to identify the levels of social intelligence according to sex and according to the study cycles. As regards the methodological design, it was not a descriptive experiment, in a population of 189 psychology students from a private University in Chiclayo. For this, a brief scale of Social Intelligence (IS.SDYW) was obtained, validated in the studied population. It was obtained that psychology students are located in three low, medium and high levels of social intelligence and in relation to specific objectives, the sex with the highest level of social intelligence is male and the sixth and tenth cycle have a high level of intelligence. Social. It is concluded that the majority of psychology students are located at a high level of social intelligence, unlike the medium and low levels.

The general aim of this study was to investigate the relationship between personality traits and team culture, establish whether this relationship changed over time and determine if there were significant differences between the research groups in their personalities and team cultures from a before to an after assessment. The study was conducted on a sample from the South African Police Services and assessments utilising the Basic Traits Inventory (BTI) and the Team Emotional and Social Intelligence survey (TESI) were analysed at the onset and completion of the participants' training. The results indicated a slight relationship between personality and team culture and significant differences were detected from the before to after phases of the study. The findings of the study contribute to an understanding of personality as amenable to a specific occupational setting and of team culture as a more stable variable, which is established early in the team‟s development. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Thesis (MEdPsych)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The study was undertaken to identify internal and external assets of a ten year- old girl with Down Syndrome. The assets include those of the individual and the broader community. The learner’s assets, in her immediate environment, was difficult to identify because of minimal exposure to community activities. A list of assets were compiled and the 40 Developmental Assets as researched by the “Searched Institute of Minneapolis” (Roehlkepartain & Leffert, 2000), served as key elements for the cartographic listing of the assets of the learner with Down Syndrome. In this research, the asset-based approach was used as a framework. A qualitative research design was used for the research where the learner was observed in her natural environment. The learner was observed at school and at home with the aim to identify assets. During the research the parents as well as the school was empowered by shifting their focus from the learner’s needs and shortcomings to the learner’s strengths, abilities and talents. The identifying of the new assets will enable the learner to improve her socialising skills and allow her to improve her self-care. The results of the research show that the parents and the school developed a more positive attitude with regard to the identification and mobilization of assets of learners with disabilities. / AFRIKAANSE OPSOMMING: Die studie is onderneem om interne en eksterne bates by 'n leerder met Downsindroom te identifiseer. Die bates sluit nie net diè van die individu in nie, maar neem ook die bates wat in die breër gemeenskap bestaan, in ag. Die leerder se eksterne bates in haar onmiddellike omgewing was moeilik identifiseerbaar, omdat sy weinig blootgestel word aan gemeenskapsaktiwiteite. 'n Lys van bates is saamgestel en die 40 Ontwikkelingsbates soos deur die "Search Institute of Minneapolis" (Roehlkepartain & Leffert, 2000) nagevors, is as sleutelelemente gebruik vir die kartografering van die bates vir die leerder met Downsindroom. In hierdie navorsing is die bate-gebaseerde benadering as 'n raamwerk gebruik. 'n Kwalitatiewe navorsingsontwerp is vir hierdie navorsing gebruik waar die leerder in haar natuurlike omgewing waargeneem is. Die leerder is by die skool en by die huis waargeneem met die doel om bates te identifiseer. Tydens die navorsing is die ouers en die skool bemagtig deur hul fokus te verskuif vanaf die leerder se behoeftes en tekorte na die leerder se sterkpunte, vermoëns en talente. Die identifisering van die nuwe bates by die leerder sal haar sosialiseringsvaardighede verbeter en haar in staat stel om veral haar selfversorging te verbeter. Die resultate van die navorsing dui daarop dat die ouers en die skool 'n meer positiewe houding ontwikkel het ten opsigte van die identifisering en mobilisering van bates by leerders met gestremdhede.

I denna studie utreds om utvecklandet av emotionell intelligens behövs i religionskunskapsundervisningen på gymnasiet, samt om en sådan pedagogik kan motarbeta främlingsfientlighet. I studien utreds också hur kunskap värderas i religionskunskapsundervisningen, samt i skolan i övrigt. I undersökningen har vi använt oss av olika forskares studier, samt kvalitativa intervjuer med åtta elever från två olika skolor i landskapet Gästrikland, Sverige. Vi har sedan jämfört och analyserat resultatet av dessa. Resultatet av undersökningen visade att utvecklandet av social intelligens värderades högst i religionskunskapsundervisningen, samt i skolans övriga ämnen och att social och emotionell intelligens främjar olika sorters förmågor. Vidare visade resultatet att utvecklandet av social intelligens inte kan motarbeta främlingsfientlighet, då denna förmåga endast utvecklar empati i syfte att anpassa sig till samhällets sociala normer, vilket kan leda till en falsk empati. Emotionell intelligens kräver, till skillnad från social intelligens, reflektion över egna och andras känslor, vilket kan leda till att en genuin empati utvecklas, samt en förståelse för människors känslor som allmänmänskliga processer. Således kan främlingsfientlighet motarbetas om emotionell intelligens används i pedagogiken, vilken bör genomsyra alla årskurser och ämnen med hjälp av narrativa metoder. / This study investigates if the development of emotional intelligence is needed in religious studies in upper secondary school and if that kind of pedagogy can oppose xenophobia. The study also investigates how knowledge is measured in religious studies and in school in general. We have used different researchers' theories to enrich our own research. We have also utilized quantitative interviews with eight students from two different schools in the county of Gästrikland, Sweden, which we have compared and analyzed. The result of the study showed that the development of social intelligence was the most valued trait in religious studies and also in other subjects in general. We also discovered that social and emotional intelligence encourages different kinds of abilities. Social intelligence can not oppose xenophobia since people who use this kind of intelligence only develops empathy in order to adapt to the social norms of society, which could lead to false empathy. Emotional intelligence, on the other hand, demands that the person in question reflect upon both their own and others' feelings. This can lead to the development of genuine empathy and an understanding of feelings as a general human process. Emotional intelligence can therefore be used to oppose xenophobia, which should permeate all education no matter the grade or subject, with the help of narrative methods.

Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context where leaders are inserted. Some recent theories that have contributed to this area include Authentic Leadership Development (ALD) and Positive Organizational Scholarship (POS). Furthermore, emotional and social intelligence continue to be highly relevant subjects for leadership development because of the correlation between these attributes and leaders\' performance. This study proposes a leadership development program that encompasses fundamental concepts related to the implementation of practices that are considered suitable for organizations and individuals. The focus on the development of positive behaviors instead of the identification and resolution of imperfections is a characteristic of the proposed program. The research includes four steps: research motivation and goals definition, literature review, action research, and final considerations and conclusion. The action research step included two iterations in which the program was tested and optimized according to the learning process of the researcher. The program was offered to engineering students due to the necessity for leadership development for these future professionals and due to the lack of disciplines focused on leadership development in the engineering curriculum. Thus, the study aims to achieve a better understanding of leadership development and the implementation of practices for leadership development in engineering. Finally, a detailed syllabus of the proposed leadership development course and a method for evaluating the program is presented along with the insights acquired in the action research and recommendations for future research. / Muitas empresas reconhecem a necessidade do desenvolvimento dos seus líderes, porém ainda não há um consenso sobre quais práticas ou conjunto de práticas podem ser usadas para o desenvolvimento efetivo de competências relacionadas à liderança. Muitos dos métodos usados focam em emular características de líderes que obtiveram sucesso e em desenvolver habilidades pessoais com base, por exemplo, em testes de traço psicológicos de personalidade. Portanto, é necessário um maior entendimento do potencial de aplicação de métodos mais holísticos para o desenvolvimento de líderes, que considerem características pessoais dos indivíduos assim como habilidades adotadas no contexto organizacional onde estão inseridos. Algumas teorias recentes que contribuíram nessa área incluem desenvolvimento de liderança autêntica e o estudo de organizações positivas. Além disso, inteligência emocional e inteligência social continuam sendo tópicos altamente relevantes para o desenvolvimento de líderes por influenciarem significativamente no desempenho dos mesmos. Este projeto propôs a elaboração de um programa para desenvolvimento de liderança positiva que engloba conceitos fundamentais relacionados a implementação de práticas consideras apropriadas para a organização e indivíduos. O foco no desenvolvimento experiencial de comportamentos positivos ao invés da identificação e resolução de defeitos é uma característica fundamental do programa proposto. A pesquisa inclui quatro fases: definição da motivação e objetivos de pesquisa, revisão bibliográfica, pesquisa ação, e conclusão e considerações finais. A fase de pesquisa ação contou com duas interações nas quais o programa para desenvolvimento de liderança positiva foi testado e otimizado de acordo com a aprendizagem do pesquisador. Tal programa foi oferecido a alunos de engenharia devido a necessidade de competências de liderança para esses futuros profissionais e a falta de disciplinas focadas no desenvolvimento de liderança nos currículos de engenharia. Assim, espera-se alcançar uma melhor compreensão sobre os métodos para desenvolvimento de liderança e a aplicação de tais métodos para o desenvolvimento de liderança em engenharia. Por fim a programação detalhada do curso de desenvolvimento de líderes e os métodos para avaliação do mesmo são apresentados assim como a aprendizagem adquirida durante a pesquisa e recomendações para pesquisas futuras.

Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context where leaders are inserted. Some recent theories that have contributed to this area include Authentic Leadership Development (ALD) and Positive Organizational Scholarship (POS). Furthermore, emotional and social intelligence continue to be highly relevant subjects for leadership development because of the correlation between these attributes and leaders\' performance. This study proposes a leadership development program that encompasses fundamental concepts related to the implementation of practices that are considered suitable for organizations and individuals. The focus on the development of positive behaviors instead of the identification and resolution of imperfections is a characteristic of the proposed program. The research includes four steps: research motivation and goals definition, literature review, action research, and final considerations and conclusion. The action research step included two iterations in which the program was tested and optimized according to the learning process of the researcher. The program was offered to engineering students due to the necessity for leadership development for these future professionals and due to the lack of disciplines focused on leadership development in the engineering curriculum. Thus, the study aims to achieve a better understanding of leadership development and the implementation of practices for leadership development in engineering. Finally, a detailed syllabus of the proposed leadership development course and a method for evaluating the program is presented along with the insights acquired in the action research and recommendations for future research. / Muitas empresas reconhecem a necessidade do desenvolvimento dos seus líderes, porém ainda não há um consenso sobre quais práticas ou conjunto de práticas podem ser usadas para o desenvolvimento efetivo de competências relacionadas à liderança. Muitos dos métodos usados focam em emular características de líderes que obtiveram sucesso e em desenvolver habilidades pessoais com base, por exemplo, em testes de traço psicológicos de personalidade. Portanto, é necessário um maior entendimento do potencial de aplicação de métodos mais holísticos para o desenvolvimento de líderes, que considerem características pessoais dos indivíduos assim como habilidades adotadas no contexto organizacional onde estão inseridos. Algumas teorias recentes que contribuíram nessa área incluem desenvolvimento de liderança autêntica e o estudo de organizações positivas. Além disso, inteligência emocional e inteligência social continuam sendo tópicos altamente relevantes para o desenvolvimento de líderes por influenciarem significativamente no desempenho dos mesmos. Este projeto propôs a elaboração de um programa para desenvolvimento de liderança positiva que engloba conceitos fundamentais relacionados a implementação de práticas consideras apropriadas para a organização e indivíduos. O foco no desenvolvimento experiencial de comportamentos positivos ao invés da identificação e resolução de defeitos é uma característica fundamental do programa proposto. A pesquisa inclui quatro fases: definição da motivação e objetivos de pesquisa, revisão bibliográfica, pesquisa ação, e conclusão e considerações finais. A fase de pesquisa ação contou com duas interações nas quais o programa para desenvolvimento de liderança positiva foi testado e otimizado de acordo com a aprendizagem do pesquisador. Tal programa foi oferecido a alunos de engenharia devido a necessidade de competências de liderança para esses futuros profissionais e a falta de disciplinas focadas no desenvolvimento de liderança nos currículos de engenharia. Assim, espera-se alcançar uma melhor compreensão sobre os métodos para desenvolvimento de liderança e a aplicação de tais métodos para o desenvolvimento de liderança em engenharia. Por fim a programação detalhada do curso de desenvolvimento de líderes e os métodos para avaliação do mesmo são apresentados assim como a aprendizagem adquirida durante a pesquisa e recomendações para pesquisas futuras.

Workplace incivility is increasing in prevalence and is associated with increased job stress, depression, and anxiety; it is also associated with decreased productivity, job satisfaction, and organizational commitment. Despite the monetary and psychosocial cost of incivility to organizations and individuals, little research has focused on mitigation strategies. The purpose of this correlational study was to determine the relationships between emotional intelligence and instigation of workplace incivility. The theoretical framework was emotional intelligence theory. The central research question posited that higher levels of emotional intelligence are inversely related to instigated workplace incivility. Data were collected electronically from 260 full time employed adult men and women in the United States using the Instigated Workplace Incivility Scale and the Trait Emotional Intelligence Questionnaire Short Form. Hypotheses were tested using Pearson's correlation coefficient and stepwise multiple regression analysis. Findings showed that instigation of workplace incivility was significantly inversely correlated with global trait emotional intelligence (r = -.23, p = .001) and with the emotional intelligence subscales of self-control (r = - .25, p = .001) and emotionality (r = -.21, p = .001). Stepwise multiple regression analysis showed that younger age and lower levels of self-control and emotionality predicted higher levels of incivility. Social change implications include the potential for organizational leaders to preempt incivility by developing employees' emotional intelligence through training and education. Future research is needed to investigate the impact of emotional intelligence training on incivility and key outcomes (e.g., job stress, job satisfaction, productivity, etc.).

The general aim of this study was to investigate the relationship between personality traits and team culture, establish whether this relationship changed over time and determine if there were significant differences between the research groups in their personalities and team cultures from a before to an after assessment. The study was conducted on a sample from the South African Police Services and assessments utilising the Basic Traits Inventory (BTI) and the Team Emotional and Social Intelligence survey (TESI) were analysed at the onset and completion of the participants' training. The results indicated a slight relationship between personality and team culture and significant differences were detected from the before to after phases of the study. The findings of the study contribute to an understanding of personality as amenable to a specific occupational setting and of team culture as a more stable variable, which is established early in the team‟s development. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

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