Leading up to the time just before the economic and global meltdown of 2008, economist and theorist forecasted as early as 2005 about and impending financial crisis that would affect every sector of the business and financial community. As we discover in more dramatic detail that family firms are occupying a big percentage in small to medium size enterprises, we wondered how they would be affected by such a high degree of uncertainty and volatility in the financial markets during the economic crisis. With these factors in mind, we would like to see it in a more day–to–day, practical application within family firms. In the supply chain or procurement life-cycle, firms need to receive products and services from the supplier and the supplier will in turn offer those same services to the customer. The firm will tend to structure this tradeoff with a contractual structure to guarantee achievement of mutual benefit and economic objectives of the firm. On the other hand, family firms are famous for being distinguish from non-family firms in their non-economic objective they persuade along their businesses. Considering these two different logics that affects the decision of the firm in structuring contractual governance with the exchanging party. We ask the following questions in our purpose.

Föreliggande uppsats är en kvalitativ studie med syftet att undersöka några pedagogers uppfattningar av pedagogisk utredning vid upprättandet av åtgärdsprogram för elever i socioemotionella svårigheter. Uppslaget till studien var den aktuella debatt som förs kring skolans arbete kring elever i behov av särskilt stöd samt den nya skollagen som trädde i kraft juni 2011. Metoden som har använts är en halvstrukturerad intervjustudie där sex pedagoger i grundskolan fick samtala utifrån följande frågeområden; Pedagogisk utredning, åtgärdsprogram och delaktighet. Pedagogerna arbetar på fem skilda grundskolor varav två är friskolor. Resultatet visar att det förekommer någon form av pedagogisk utredning på samtliga skolor innan ett åtgärdsprogram skrivs fram. Flertalet av skolorna har dessutom ett skrivet dokument som ska ge struktur och skapa ett samförstånd när pedagogerna ska arbeta med den pedagogiska utredningen. Resultatet visar att elever och föräldrar är delaktiga i processen att diskutera fram konkreta åtgärder till åtgärdsprogrammet och i utvärderingen av dessa. I utredningsfasen i den pedagogiska utredningen och i andra processer såsom resursfördelning och undervisning framkom deras delaktighet inte lika tydligt. Underlaget i den pedagogiska utredningen kom huvudsakligen fram genom samtal där det var den utredningansvariga pedagogen som höll i samtalen samt summerade dem. Vidare kan det i resultatet utläsas en fokusering på eleven som individ och där exempelvis åtgärder som är knutna till eleven är centrala. Pedagogerna lyfte även fram betydelsen av att arbeta med hela gruppen kring exempelvis klassrumsklimat och att ett sådant arbete gynnar elever i socioemotionella svårigheter.

<p>The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p>

Nationally, the outlook for African Americans in K-12 education is dismal. While gains are being made, African Americans still lag behind their White peers. The latest reports by the National Center for Education Statistics (2009) show a 31 point gap between 8th grade African Americans and Whites in mathematics. While statistics such as these are in abundance, there are few accounts of stories of success (Berry, 2005; Jett, 2009; Stinson, 2004). Studies directly related to the role of socio-emotional interpersonal relationships and the means by which African American high school students negotiated that space in terms of successful math performance were significantly limited. The purpose of this study was to explore the nature of socio-emotional factors in peer relationships between school friends and discover the ways in which students negotiated academic success through these relationships. The following research questions guided the study: How do academically successful African American high school students negotiate academic success in mathematics classrooms using peer relationships? What are the socio-emotional factors contributing to the academic success of these students in mathematics? How do students perceive the nature of socio-emotional relationships with peers that contribute to their academic success in mathematics? Using the lens of Critical Race Theory (CRT), this ethnographic study explored how African-American high school students constructed and appropriated socio-emotional relationships to support their academic success. Through the use of purposive sampling, four African-American high school students were observed in an AP Calculus AB course and interviewed over a seven month period at a high school in a southeastern state. The data collected were crystallized using researcher memos and the collection of artifacts. Data was analyzed using five coding techniques: structural, in vivo, subcoding, eclectic, and axial. The study found seven themes related to socio-emotional factors and perceptions about how the characters negotiated academic success in mathematics classes using peer relationships: 1) selective narrowing of social interaction, 2) interpersonal relationships affect academic identity and behaviors, 3) interpersonal engagement, 4) pursuit of emotionally gratifying interactions, 5) satisfaction of emotional needs through social networks, 6) effect of collaborative learning, and 7) illusion of control.

Since the “Project of Accepting 100,000 Students from Abroad” was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou & Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.

Objective: Research has demonstrated deficits in socio-emotional processing following childhood traumatic brain injury (TBI; Tonks et al., 2009a). However, it is not known whether a link exists between socio-emotional processing, TBI and offending. Drawing on Ochsner’s (2008) socio-emotional processing model, the current study aimed to investigate facial emotion recognition accuracy and bias in young offenders with TBI. Setting: Research was conducted across three youth offender services. Participants: Thirty seven participants completed the study. Thirteen participants reported a high dosage of TBI. Design: The study had a cross sectional within and between subjects design. Main Measures: Penton-Voak and Munafo’s (2012) emotional recognition task was completed. Results: The results indicated that young offenders with a TBI were not significantly worse at facial emotion recognition compared to those with no TBI. Both groups showed a bias towards positive emotions. No between group differences were found for emotion bias. Conclusion: The findings did not support the use of Ochsner’s (2008) socio-emotional processing model for this population. Due to the small sample size, inadequate power and lack of non-offender control groups, it is not possible to draw any firm conclusions from the results of this study. Future research should aim to investigate whether there are any links between TBI, socio-emotional processing and offending.

Made available in DSpace on 2015-04-11T13:59:16Z (GMT). No. of bitstreams: 1 ilmar.pdf: 3890552 bytes, checksum: 4c527d64f6e87e72ce21b60733f61dda (MD5) Previous issue date: 2012-04-19 / This study aimed to examine the prevalence of symptoms of depression, anxiety and hopelessness, as well as possible socio-emotional distress, among two hundred fifty-two inmates of the Penitentiary Anisio Jobim in the city of Manaus, capital of Amazonas State, Brazil. Data were collected from the instruments chosen and subsequently used with detainees, namely: 1) Beck Depression Scale, 2) Beck Anxiety Scale; 3) Beck Hopelessness Scale, 4) socio-emotional questionnaire. The results below indicate that depression is present among 25.0% of inmates, while 11.9% had anxiety symptoms, 6.64% indicating positive for symptoms of hopelessness and finally 59.7% had symptoms socio-emotional distress. It was also highlighted in the present study the correlation between socio-emotional distress and symptoms of depression, anxiety and hopelessness, indicating that the absence of family and social support, can lead the detainee to develop these symptoms over time. The data analysis also revealed that the higher the degree of vulnerability to which the prisoner is exposed, the greater the odds of presenting the same symptoms mentioned. Overall, this study allowed us to outline a framework of factors that trigger momentary suffering among inmates and impact the performance of daily activities within the establishment, and show that early identification of these symptoms can contribute to promoting mental health and quality Living among them. / Este estudo teve como objetivo principal averiguar a prevalência de sintomas de depressão, ansiedade e desesperança, bem como, possível sofrimento sócioafetivo, entre duzentos e cinquenta e dois detentos do Complexo Penitenciário Anísio Jobim, na Cidade de Manaus, Capital do Estado do Amazonas, Brasil. Os dados foram coletados dos instrumentos escolhidos e posteriormente utilizados junto aos detentos, a saber: 1) Escala Beck de Depressão; 2) Escala Beck de Ansiedade; 3) escala Beck de Desesperança; 4) Questionário Sócioafetivo. Os resultados apontam abaixo que a depressão encontra-se presente entre 25,0% dos detentos, enquanto que 11,9% apresentam sintomas de ansiedade, 6,64% com indicação positiva para sintomas de desesperança e por fim 59,7% apresentaram sintomas de sofrimento sócioafetivo. Destaque-se ainda no presente estudo a correlação encontrada entre sofrimento sócioafetivo e sintomas de depressão, ansiedade e desesperança, indicando que a ausência de suporte familiar e social, pode levar o detento a desenvolver os referidos sintomas com o passar do tempo. A análise dos dados obtidos revelou ainda, que quanto maior o grau de vulnerabilidade a que o detento está exposto, maiores são as probabilidades do mesmo apresentar os mencionados sintomas. De maneira geral, este estudo permitiu traçar um quadro momentâneo dos fatores que desencadeiam sofrimentos entre os detentos e impactam o desempenho de suas atividades diárias no interior do estabelecimento, bem como mostrar que a identificação antecipada destes sintomas pode contribuir para promoção de saúde mental e qualidade de vida entre os mesmos.

RESUMO Marleta-Iezzi, F. T. (2013) Adolescentes em tratamento psiquiátrico: um estudo fenomenológico das vivências em seus relacionamentos sócio-afetivo-sexuais. Dissertação de Mestrado Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo, Ribeirão Preto. Na presente dissertação buscamos situar e (re)conhecer o fenômeno das vivências dos relacionamentos sócio-afetivo-sexuais de adolescentes submetidos a tratamento psiquiátrico, por compreender que a adolescência é caracterizada por um complexo processo de crescimento e desenvolvimento biopsicossocial e está inserida no contexto sócio-histórico atual, o qual apresenta uma configuração de incertezas, rápidas transformações, ideologia consumista e hedonista, ressoando na constituição psíquica dos(as) adolescentes, bem como em seus relacionamentos sócio-afetivo-sexuais. Neste sentido, suas vivências mundanas podem acarretar intenso sofrimento emocional, desencadeando a necessidade de tratamento psiquiátrico. Partindo desta premissa, realizamos esta pesquisa com 10 adolescentes, sendo 5 do sexo feminino e 5 do masculino, com idades entre 13 e 19 anos, submetidos(as) a tratamento psiquiátrico, objetivando compreender como estes(as) adolescentes vivenciam suas relações intrafamiliares, sociais e afetivo-sexuais. Utilizamos a metodologia qualitativa fenomenológica, centrada na redução, e nos baseamos em fenomenológos como Karl Jaspers, Arthur Tatossian, Virgínia Moreira e Claudio Lyra Bastos, entre outros autores, que explicitam a importância do conhecimento das experiências e significações que a pessoa faz de suas vivências, para compreendê-la em sua totalidade. Como estratégia de coleta de dados, utilizamos a entrevista compreensiva fenomenológica mediada pela seguinte questão: Fale a respeito de sua infância e de sua adolescência, relacionando-as aos seus relacionamentos intrafamiliares, escolares, afetivo-sexuais e ao seu tratamento aqui no ambulatório. A análise dos relatos seguiu os seguintes passos: leitura e releitura para apreensão do sentido do todo; discriminação das unidades de significado e elaboração de categorias; transformação em linguagem psicológica; identificação das convergências e divergências, elaborando uma síntese descritiva. Foram destacadas as seguintes categorias de significados: Mundo-da-vida na infância nos horizontes das relações intrafamiliares; Mundo-da-vida nos relacionamentos sociais; Mundo-da-vida nos relacionamentos afetivo-sexuais; Horizontes das vivências de sentimentos dolorosos. A análise compreensivo-interpretativa indicou relações intrafamiliares, em sua maioria, conturbadas, sendo as mães as principais cuidadoras dos(as) filhos(as) e sobrecarregadas em suas jornadas de trabalho intra e extrafamiliares, enquanto os pais mostraram ser ausentes, negligentes e, em alguns casos, violentos contribuindo para prejuízos no desenvolvimento psíquico dos(as) adolescentes, bem como em seus relacionamentos sociais e afetivo-sexuais. Além disso, encontramos experiências de bullying nas relações com os pares e com as autoridades escolares, afetando o aprendizado acadêmico e a autoestima dos(as) adolescentes. Estas vivências intrafamiliares e sociais repercutem nos relacionamentos afetivo-sexuais, que associados à falta de diálogo e orientação sobre sexualidade, evidenciaram sofrer influências da mídia, além de apresentar conflitos entre os modelos tradicional-patricarcal-religioso e a cultura atual de experimentação sexual e busca por prazer, com prejuízos na autoimagem acarretando dificuldades no estabelecimento de vínculos e na formação da identidade. Assim, nos horizontes das vivências de sofrimento emocional compreendemos que as psicopatologias são produto das experiências nas inter-relações, acrescendo-se às características genéticas, que dificultam a vivência autêntica. Portanto, faz-se necessário maior preparo dos profissionais da saúde e das escolas, além de ser fundamental o desenvolvimento de programas assistenciais às famílias, possibilitando orientação e suporte social e psicológico, para o estabelecimento de diálogo e compreensão entre seus membros, auxiliando os(as) adolescentes nesta fase tão importante da vida. / ABSTRACT Marleta-Iezzi, F. T. (2013) Adolescents in psychiatric treatment: a phenomenological study of the experiences of their relationships socio-emotional-sexual. Dissertação de Mestrado Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo, Ribeirão Preto. The present work seeks to situate and recognize the phenomenon of the experiences at the relationships socio-affective-sexual of adolescents undergoing psychiatric treatment, by understanding that adolescence is characterized by a complex process of growth and development biopsychosocial and is inserted into the current socio-historical context, which presents a setting of uncertainty, rapid changes, hedonistic and consumerist ideology, echoing the psychic constitution of adolescents and in their relationships socio-emotional-sexual. In this sense, his mundane experiences can cause intense emotional pain, triggering the need for psychiatric treatment. In this sense, his mundane experiences can cause intense emotional pain, triggering the need for psychiatric treatment. Setting from this premises, we conducted this study with 10 adolescents, 5 female and 5 male, aged between 13 and 19 years undergoing psychiatric treatment, objectifying understand how these adolescents perceive their family, social and emotional-sexual relationships. We use the phenomenological qualitative methodology, focused on reducing, supported by phenomenologists as Karl Jaspers, Arthur Tatossian, Virginia Moreira and Claudio Lyra Bastos, among others, which explain the importance of understanding the experiences and meanings that the person makes of their experiences, to understand it in its entirety. As a strategy for data collection, we used the interview phenomenological understanding mediated by the following question: \"Tell me about your childhood and your adolescence, relating them to your relationships within the family, school, emotional-sexual and your treatment here at the clinic.\" Analysis of the reports involved the following steps: reading and rereading to grasp the meaning of the whole; identifying the units of the meaning; transformation in psychological language, identification of convergences and divergences, producing a descriptive summary. We highlighted the following categories of meaning: World-of-life childhood in the horizons of family relationships; World-of-life in social relationships; World-of-life in affective and sexual relationships; Horizons of the experiences of painful feelings. The comprehensive-interpretative analysis indicated family relationships mostly troubled, with mothers being the primary caregivers of children and overburdened in their working hours intra and extra family while their parents were shown to be absent, negligent and, in some cases, violent contributing damage to the psychological development of adolescents as well as in their social and emotional-sexual relationships. Furthermore, we find experiences of bullying in relationships with peers and school authorities, affecting academic learning, self-esteem and self-image of adolescents. These family and social experiences affect the affective and sexual relationships, which together with the lack of dialogue and guidance on sexuality, evidenced suffer media influences and present conflicts between models patricarcal-traditional-religious and the current culture of sexual experimentation and search for pleasure, damage to self-image leading to difficulty in establishing linkages and the formation of identity. Thus, the horizons of the experiences of emotional distress show that psychopathologies are the product of experience in interrelations, adding to the genetic characteristics, which damages the experience authentic. Therefore, it is necessary to better preparation of health and schools professionals, as well as being fundamental to the development assistance programs to families, providing guidance and social and psychological support for the establishment of dialogue and understanding among its members, helping teens at this stage of life, which is so important.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-27T12:12:50Z No. of bitstreams: 1 marcelamaradossantossilva.pdf: 2625760 bytes, checksum: 0e5de043b4f5ca940aa5c6f5f1b6f65c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-09T12:06:13Z (GMT) No. of bitstreams: 1 marcelamaradossantossilva.pdf: 2625760 bytes, checksum: 0e5de043b4f5ca940aa5c6f5f1b6f65c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-09T12:06:40Z (GMT) No. of bitstreams: 1 marcelamaradossantossilva.pdf: 2625760 bytes, checksum: 0e5de043b4f5ca940aa5c6f5f1b6f65c (MD5) / Made available in DSpace on 2018-05-09T12:06:40Z (GMT). No. of bitstreams: 1 marcelamaradossantossilva.pdf: 2625760 bytes, checksum: 0e5de043b4f5ca940aa5c6f5f1b6f65c (MD5) Previous issue date: 2017-11-30 / Este estudo teve o objetivo de elaborar e verificar os efeitos da implementação de um projeto de intervenção, cujas ações estão associadas ao aumento da motivação dos alunos do oitavo e nono anos do Ensino Fundamental, por meio da análise de suas competências socioemocionais, para a participação e o aprendizado durante as aulas da disciplina Matemática. Para tanto, realizou-se um estudo de caso em uma escola da rede estadual de ensino, no município de Juiz de Fora/MG, com os alunos de oitavo e nono anos, os quais tiveram avaliados o seu desempenho, e as competências socioemocionais frente à Matemática em dois semestres distintos. O primeiro semestre de análise (grupo controle) consistiu em um período no qual os alunos apenas foram diagnosticados, sem receberem qualquer intervenção; enquanto o segundo semestre de estudo (grupo experimental) consistiu em período no qual ações de intervenção foram aplicadas aos alunos visando ao aumento de sua motivação frente à Matemática. O diagnóstico foi realizado por métodos já validados na literatura, focados na análise das competências socioemocionais, em quatro diferentes tempos: início e fim do semestre no grupo controle e, início e fim do semestre no grupo experimental. As ações da intervenção foram elaboradas com base na literatura sobre o tema. Foram incluídos no estudo 67 alunos do oitavo ano (47 do grupo controle e 20 do experimental) e 79 do nono ano (15 do grupo controle e 64 do experimental). Os dados obtidos pelas avaliações diagnósticas foram submetidos a análises quantitativo-descritivas e à análise de regressão linear múltipla, com nível de significância estabelecido em p ≤ 0,05, a fim de comparar as diferenças entre os dados obtidos no grupo controle e no grupo experimental. No oitavo ano, houve diferenças estatisticamente significativas, havendo melhoria das médias com a intervenção em três competências: medidas autocentradas, autoeficácia e motivação intrínseca. Já no nono ano, apenas a competência ansiedade, conforme análise preconizada por Vignoli, apresentou diferença estatisticamente significativa. Concluiu-se que houve melhoria dos índices de algumas competências socioemocionais relacionadas à motivação dos alunos após a implementação da intervenção proposta, para que os mesmos tivessem maior participação e aprendizado durante as aulas da disciplina de Matemática. / This study aimed to elaborate and verify the implementation effects of an intervention project, whose actions are associated to the motivation increase of the eighth and ninth grade students of the Elementary School, through the analysis of their socio-emotional competences, for the participation and learned during the Mathematics classes. In order to do so, a case study should be carried out in a school of the state's educational network, in the municipality of Juiz de Fora/MG, with eighth and ninth-school year students, who underwent a diagnostic evaluation of their performance, and the socio-emotional competences towards Mathematics in two distinct semesters. The first semester of analysis (control group) consisted of a period without qualification of students with only diagnoses, without receiving any intervention; and the second semester (experimental group) consisted of a period without actions of attendance to applications applied to increase their motivation against Mathematics. The diagnosis was made by methods already validated in the literature, focused on the analysis of socio-emotional competences, in four different times: beginning and end of the control semester, and beginning and end of the experimental semester. As intervention actions were elaborated under theoretical literary foundation. Sixty-seven students from the eighth-school year (47 from the control group and 20 from the experimental) and 79 from the ninth-school year (15 from the control group and 64 from the experimental) were included. The data obtained through diagnostic evaluations were subjected to quantitative-descriptive analysis and linear multiple regression analysis, with the definition of significance established at p ≤ 0.05, in order to compare the differences between the data obtained in the control and experimental group. In the eighth-school year, there were statistically significant differences, with mean improvement with intervention in three competences: self-centered measures, self-efficacy and intrinsic motivation. In the ninth-school year, only the anxiety competence, according to Vignoli's analysis, presented a statistically significant difference. It was concluded that there was an average of the indexes of some socio-emotional competences related to student motivation after an implementation of the proposed intervention, so that they had greater participation and learned during the Mathematics discipline classes.

Introduction: Socio-emotional behaviour difficulties following acquired brain injury (ABI) have been shown to have a persisting negative effect on quality of life. A systematic review was carried out to look at the efficacy and clinical effectiveness of available psychological treatments for socio-emotional behaviour difficulties following ABI. Research was carried out to further understand socio-emotional behaviour by exploring the possible underlying cognitive aspects (specifically social cognition) in a traumatic brain injury (TBI) population. The study investigated the relationship between social cognition and socio-emotional behaviour post-TBI. Method: A systematic search of articles published between January 2008 and November 2013 was carried out following the Cochrane (2008) guidelines. Papers were quality assessed to identify strengths and weaknesses. In the research study, forty TBI participants were asked to complete tasks of emotion recognition, theory of mind, cognitive flexibility, processing speed, attention and working memory. Selfrated and proxy-rated behaviour questionnaires were also administered. Results: The systematic review revealed seven studies for inclusion; three papers looked at a Comprehensive Holistic Approach, two papers on Cognitive Behavioural Therapy, and two on Cognitive Rehabilitation Therapy. The findings suggested that CHA showed the best efficacy and generalization. However, there were also positive results within the CBT studies. The research paper found that the TBI group performed significantly poorer than the control group on measures of emotion recognition and three out of the four ToM tasks. The TBI group also performed significantly poorer on measures of processing speed and working memory (executive function). There was no association found between performance on any of the cognitive tests and socio-emotional behaviour. Conclusions: This is an area of limited research, likely due to the challenges of carrying out research in an ABI population. The systematic review highlighted the limited research available which has implications in clinical practice due to a lack of evidence base for potentially effective interventions. The research study results suggest that there is still a lack of understanding of socio-emotional behaviour and its underlying cognitive functioning. Further research would improve understanding and could also focus appropriate post-ABI interventions for socio-emotional behaviour problems.