Emotional Intelligence and Leadership are two very important constructs to organizations. Likewise concepts like OCB, conflict handling and intention to quit of employees are equally important constructs to organizations. The primary aim of the present study was to determine how well Organisational Citizenship Behaviour and intention to quit as well as the conflict handling style of subordinates could be predicted by means of leadership style, and the emotional intelligence of leaders. A secondary aim was to determine whether a causal model could be built to represent the relationships among the variables included in the study. Relationships among these constructs were investigated in a South African sample of employees (N=470) working for various organisations. The construct validity and internal consistency of the measuring instruments were investigated. The finally accepted factor structure of not one of the measuring instruments matched the original structure as found by the authors/developers of the measuring instruments. It was therefore decided that in all cases the factor pattern as determined on the responses of the present sample would be used in further analyses of the data. Emotional intelligence of leaders as seen by subordinates and the self - perceived conflict handling styles of subordinates seem to be related in the case of Integrating and Obliging conflict handling styles and both the emotional intelligence sub-scales, i.e. Motivation and Vigilance. The Multiple Regression analysis indicated that the emotional intelligence sub-scales scores played a minor role in the prediction of Organizational Citizenship Behaviour. Models of the relationships among the variables were built by studying the results of v previous as well as the present study. The model, in which emotional intelligence is depicted as a causal variable influencing - through leadership behaviour – organizational citizenship behaviour and the integrating style of handling interpersonal conflict represented a good fit with the data. These results seem to provide some structure for thinking about the relationships among the variables and can possibly serve as frames of reference in future studies.

Magister Public Health - MPH / Burnout is a condition of emotional exhaustion (EE), depersonalization (DP), and a reduced sense of personal accomplishment (PA) that can occur among individuals who work with people in some capacity. Burnout is more prevalent in the helping professions, and high levels of burnout have been documented in all categories of nurses. A descriptive and analytical quantitative cross-sectional study was conducted to measure the level of burnout and its possible associated factors among nurses of two district hospitals in Kigali City. All 126 nurses working in the maternity and paediatric sections of Muhima and Kibagabaga District Hospitals were included in the study. A self-administered questionnaire was used to collect socio-demographic and workplace information as well as responses to 22 questions in the Maslach Burnout Inventory (MBI), which assesses burnout along its three dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment. Descriptive statistics such as percentage, mean score, and standard deviation were computed for each burnout category and Chi-square test statistic was performed to test the relationship between burnout (dependent variable) and personal factors, workplace demands, and access to resources (independent variables); and between burnout and hospital and service (paediatric or maternity). Of the 126 questionnaires distributed, 102 (81%) were returned and useable for analysis. The average age of respondents was 29.7 years and female nurses represented the majority (88.2%) of our sample. Just over half (52.9%) were married and 53.9% had at least on child. The average years of experience as a nurse was 5.6 years, while the average years of experience in the hospital was 4 years. High burnout was found with high levels of EE in 43.1% of respondents, high levels of DP in 48.0%, and low level of PA in 34.3%. Burnout was associated with being young and inexperienced, having less training, having at least one child, working longer hours, experiencing workloads as demanding, poor perceived control of the work, perceived staff shortages and workplace conflicts. However, good communication, job satisfaction and trust in colleagues and in hospital management, appeared to be protective for all three dimensions of burnout. In conclusion, burnout was found to be associated with personal, workplace demands and environmental factors. Improvement of nursing work conditions, conflict prevention and improved communication between hospital managers and staff would be expected to prevent burnout among nurses working in paediatric and maternity wards of Muhima and Kibagabaga District Hospitals.

Non-genetic maternal influences on prenatal development have a significant effect on the development of early life behavior. This study assessed the behavioral effect of elevated prenatal progesterone on postnatal emotional reactivity, or underlying fear and stress, in embryos of Northern bobwhite quail (Colinus virginianus). Test groups of progesterone treated eggs, vehicle treated, and no injection were exposed to three measures of emotional reactivity at 48 and 96 hours after hatch: an open field, an emergence test, and a tonic immobility test. Heightened levels of emotional reactivity in the tonic immobility emergence tasks, and decreased levels of emotional reactivity in the open field suggest that elevated prenatal progesterone modifies post natal emotional reactivity up to 96 hours of age.

Against the background of the broad-ranging and significant educational changes introduced in South Africa since 1994, school teachers are challenged to cope with and adapt to difficult working conditions, job stress and large classes. As a result, teaching is now experienced as a more demanding and challenging profession. However, education takes place within the context of a particular community. The role of the environment, as context for education, is therefore also important. As such, a deprived environment can exacerbate the challenges experienced in teaching by teachers. Such an environment is often characterised by high poverty levels, undesirable living conditions, escalating social and health problems, malnutrition, unemployment, parental illiteracy, parental absence or uninvolvement, child abuse, sexual harassment, teenage pregnancies, corruption, crime, conflict, violence, and high TB and HIV infection rates. In schools in a deprived environment, lack of resources and learning materials, overcrowded classes, children dropping out of school, an unattractive, an unsafe physical environment, a lack of electricity, as well as broken windows and leaking roofs, are often the order of the day. These factors increase the burden on the teachers who work in such an unsupportive context. How well teachers cope amidst the broad-ranging transformational changes introduced in post-Apartheid South African education, while teaching in a deprived environment, depends to a large extent on their emotional stability, personal skills and cognitive functioning. Their emotional strengths should enable them to be aware of their own emotions, and the emotions of their learners, as well as to guide those emotions appropriately and form healthy relationships. It should further enable teachers to make provision for the effective learning, development and well-being of the learners in their classrooms. Against this background, the aim of this study was to investigate the following research questions: Primary research question: What are the characteristics of emotional intelligence that teacher is working in a deprived environment display? Secondary research questions: • What is the relationship between the characteristics that the teachers display and the components of emotional intelligence? • What are the implications of the research findings for teacher education? • What guidelines can be provided from the research findings to teachers working in a deprived environment, to further promote their effective teaching? The focus of the study was on the two primary schools and one secondary school located in the Walmer Gqebera Township in Port Elizabeth, Eastern Cape Province, South Africa, which are in close proximity to the Nelson Mandela Metropolitan University, being the University’s neighbouring township. Constructivism and interpretivism formed the philosophical foundation of the study, while critical theory and pragmatism also applied.

Client emotional expression in session is valuable as it promotes clients’ sense of agency, increases their capacity for introspection, and is linked to decreases in depressive symptoms. By extension, understanding counsellors’ responses to client emotional expression is relevant. In the current study, retrospective accounts of self-reported securely-attached novice counsellors were collected for the purpose of exploring how they responded to client emotional expression. To obtain meaningful and descriptive accounts of the data, a thematic analysis (Braun & Clarke, 2006) was used as the research methodology. Resultant themes showed that novice counsellors reported experiencing their own covert and overt emotional reactions in response to clients’ emotional expression. They also reported struggling with the decision to use their preferred response. The results provided insights into how the task of responding to client emotion was complex for novice counsellors. Analyses and understanding of these results have potential developmental and educational implications.

Among some haplorhine primates, including humans, relaxed yawns spread contagiously. Such contagious yawning has been linked to social bonds and empathy in some species. However, no studies have investigated contagious yawning in strepsirhines. We conducted an experimental study of contagious yawning in strepsirhines, testing ring-tailed and ruffed lemurs (n = 24) in a paradigm similar to one that has induced contagious yawning in haplorhines. First, in a control experiment, we investigated whether lemurs responded to projected video content in general (experiment 1). We showed them two videos to which we expected differential responses: one featured a terrestrial predator and the other a caretaker holding food. Next, to test for yawn contagion, we showed individual lemurs life-size video projections of groupmates and conspecific strangers yawning, and control footage of the same individuals at rest (experiment 2). Then, to examine whether a group context might enhance or allow for contagion, we exposed subjects to the same videos in a group setting (experiment 3). Lemurs produced alarm vocalizations and moved upward while viewing the predator, but not the caretaker, demonstrating that they do perceive video content meaningfully. However, lemurs did not yawn in response to yawning stimuli when tested alone, or with their groupmates. This study provides preliminary evidence that lemurs do not respond to yawning stimuli similarly to haplorhines, and suggests that this behavior may have evolved or become more exaggerated in haplorhines after the two major primate lineages split.

Color is powerful. As a physical element in our world that is created in our minds, it is uniquely visceral yet intangible. Color has objective rules, finite categories, subjective interpretations, and embedded meanings. Color can calm, activate, soothe, shock, welcome, stimulate, and rejuvenate. Yet color is often relegated to the realm of ornament, and its powerful performative properties are underutilized in the realm of architecture. If its unique potential was instead realized, color could be used to communicate emotionally and spatially, subjectively and universally. The properties of color have been analyzed through scientific investigation and artistic exploration for their spatial, psychological, and emotional effects. In the realm of painting, color is a fundamental way to imply space on a canvas and stimulate response from viewers. Scientifically, color has been the subject of countless studies for its effects on human behavior as well as its physical properties and universal significance. Theories merging from these fields can be utilized to create a richer, more intentional relationship between color and architecture. Much more than a coat of paint, color can be used to construct the architectural experience. It can be equated with other fundamental elements, such as form, light, and context, as a tool in the creation of space. Through its interaction with these elements, color can amplify spatial intentions, shape perception, and augment the interaction between humans and the built environment. Emphasizing architectureÕs ability to shape the human experience, this thesis constructs a future of architecture where color is fundamental. / 0 / SPK / specialcollections@tulane.edu

abstract: The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention. The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants. Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Indiana University-Purdue University Indianapolis (IUPUI) / Chronic pain is a health problem that impacts at least 10% of the world population. Social support has beneficial effects for those who have chronic pain. Social support can be emotional, where a supporter is present, validating, and assuring; or instrumental, where a supporter provides services to address an imbalance in needs. Despite the benefits of social support, relatively little attention has been given to willingness to provide support to people with pain during transition to adulthood. The current study explored gender differences and the role of attitudes towards emotional expression in young adults’ willingness to provide emotional and instrumental support to a virtual human peer with pain. Participants (N=234, mean age=20) viewed videos/vignettes of a male or female peer with pain and responded to questions about willingness to provide support and attitudes towards emotional expression. Female participants were more willing to provide support than male participants, F(1,218) = 27.37, p < 0.01, and participants were more willing to provide emotional support compared to instrumental support, F(1,218) = 6.72, p = 0.01. Attitudes towards emotional expression mediated the relationship between participant gender and emotional and instrumental support (total indirect effect = 0.05; 95% CI [.01-.12]; total indirect effect = 0.05; 95% CI [.01-.12]). There was not an interaction between participant and peer gender for emotional, P = 0.26, or instrumental, P = 0.47, support. The results suggest that women are more willing to provide emotional and instrumental support and that fewer negative attitudes about emotional expression help explain the relationship. The findings also suggest that the gender of the peer does not impact willingness to provide support.

<p>Emotional Disturbance (ED) is becoming more common in our society. The national estimates suggest that 1 in 10 youths in the United States suffer from a serious emotional disturbance (SED), a diagnoseable mental illness severe enough to cause impairments in the daily lives of students (U.S. Department of Health & Human Services, 2000 as cited in Williams 2009). This has become a challenge for teachers in the inclusive classrooms. The purpose of this study is to explore teacher’s strategies used within the classroom. Eighteen teachers from an urban public high school in the Midwest participated in an anonymous survey through Purdue Qualtrics. The results showed that all teachers have had experience working with students with ED and indicated that one-on-one support has been successful for them as a strategy. The results also indicated that 83% of teachers stated they need the most support for strategies for emotional support with 72% reporting additional strategies needed for behavioral support. </p>