abstract: ABSTRACT What does it mean to feel an emotion? The nature of emotional experience has often been described in terms overall conscious experience, termed affect. However, even within affective research there are multiple contradicting theories about the nature and structure of affect. I propose that these contradictions are due to methodological issues in the empirical research examining these underlying dimensions. Furthermore, I propose that subjective emotional experience should be examined separately from overall affect. The current study attempts to address past methodological issues by focusing solely on emotional experiences, developing a comprehensive list of emotion items, and including a broad range of emotional experiences. In Study 1, participants were asked to recall an emotional experience and then report their experience of 76 different emotions during that experience. A factor analysis of the emotion ratings revealed a 5-factor categorical structure with categories of Joy, Anger, Sadness, Fear, and Shame/Jealousy. In Study 2, the 76 emotion words from Study 1 were compared in a semantic space derived from a large collection of text samples in an attempt to compare to the results of Study 1. A semantic space derived from a broad range of texts would reflect relationships of emotional concepts. Study 2 revealed a 1-factor structure, drastically different from the structure in Study 1. The implications from Study 2, however, are limited because of the limited range of literature that was used to create the semantic space in which the words were compared. Overall, the results from these studies suggest that subjective emotional experience should be treated as categorical. / Dissertation/Thesis / Doctoral Dissertation Psychology 2014

In 2009, the Government introduced measures to improve social work training and practice in response to having analysed findings from Serious Case Reviews in the aftermath of a series of child deaths. One of the most significant of these improvements was the introduction of a new training framework, entitled the ‘Professional Capabilities Framework’ (The College of Social Work, 2012d). Emotional resilience was, for the first time, identified as a required capability within the ‘Professionalism’ domain of the framework. The aim of this research was to identify what emotional resilience was in the context of social work practice in order to meet the requirements of the Professional Capabilities Framework, thus addressing the Government’s new directives for improved social work education and training. A research study was undertaken to collect data relating to emotional resilience within a social work context involving ten focus groups of between 3-5 participants. The participants were chosen because of their experience in relation to emotional resilience and social work, either through being employed, studying or working in partnership with the University of Derby. The groups comprised, social work team managers, newly qualified and experienced Social Workers, practice educators, lecturers, social work students from all three years of the Social Work Degree Programme and service users and carers. All of the focus group discussions were audio-taped, transcribed and analysed using thematic analysis. The study produced a definition of emotional resilience specifically for Social Workers which identified core traits of optimism, self-awareness, empathy and stability as well as the ability to remain calm and demonstrate appropriate empathy. The necessity for Social Workers to be emotionally resilient was confirmed, and causal factors in the development of emotional resilience such as adversity in life, reflective supervision and a supportive working environment, were highlighted. Valuable information was also obtained about how students might be educated and trained to become emotionally resilient professionals, in order to meet the requirements of the Professional Capabilities Framework. The findings indicated that challenging role plays, self-awareness activities, preparation for practice modules, the use of explicit case studies, reflective supervision and statutory placements, were all effective mediums for promoting emotional resilience. Keywords: emotional resilience, Professional Capabilities Framework, social work education and training, social work curriculum.

D.Litt. et Phil. / The rampant and unpredictable changes in the world of work have recently become a particular point of concern. Organisations worldwide require career agents who are more adaptable to respond appropriately to these challenges. The study aimed to firstly assemble a viable empirical career adjustment model to address these challenges. Secondly, the study differentiated and profiled four career agent groups which utilise this model in different and dynamic ways. These career agent profiles provided an exploratory and contextual platform for the third aim, to uncover a narrative of the adaptable career in the South African context. A convenience sample (n = 427) mostly representing engineers (38%), financial professions (22%) and technicians (15%) responded to three instruments which operationalised the dimensions of the proposed career adjustment model. The dimensions included in the model were the (i) Protean and Boundaryless career attitude, (ii) Emotional Intelligence and (iii) Work-Stressor experience. These dimensions were operationalised by (i) the Protean (Self-Directed Career Management and Values Driven scale) and Boundaryless (Organisationally Mobile and Boundaryless Mindset scale) career attitude scales, (ii) the BarOn EQ-i composite scales (Intrapersonal EQ, Interpersonal EQ, Adaptability, Stress Management and General Mood) and (iii) selected scales from the Sources of Work Stress Inventory (Lack of Autonomy and Workload). These instruments were tested for reliability and validity which provided acceptable results in terms of Cronbach alphas and EFA. The Protean and Boundaryless career attitude (PBca) instrument showed less reliable results with the Values Driven scale (α = .65). The SDCM scale produced more reliable results (α = .74). The BM and OM scales rendered the most reliable results (α = .86 and α = .87 respectively). The other instruments reflect excellent alpha iii coefficients ranging from α = .80 to α = .92 for the SWSI and from α = .81 to α = .96 for the BarOn EQ-i composite scales. The EFA of the PBca was primarily guided by the theoretical structure to extract four factors. A similar process followed for the SWSI rendered excellent factor loadings for General Work Stress (GWS), LA and WL. In the empirical construction of the career adjustment model both the use of correlations and hierarchical multiple regression rendered statistically significant results for the intercorrelations between the proposed dimensions of the model. The correlation results (within and between the dimensions) were as expected except for Organisational Mobility and Self-Directed Career Management which did not correlate significantly. Together the three dimensions predicted approximately 32% to 33% of the explained variance in GWS (i.e. the dependent variable chosen to represent a subjective experience of career adjustment). Overall, the findings supported the proposition that the model could be utilised as a viable career adjustment model. The non-hierarchical clustering analysis provided four significantly different clusters based on the PBca scales which were labelled the Protean (P), the Non- Protean (NP), the Organisationally Mobile Protean (OMp) and the Boundaryless Minded Protean (BMp). The Protean clusters all shared the Self-Directed Career Management and Values-Driven scale. These clusters were distinctly different after considering their attributes which originated from the BarOn EQ-i composites and SWSI scales. The most significant factors (attributes) revealed after conducting Descriptive Discriminant Analysis (DDA) where AD, RA, SM, GM and LA. The DDA procedure rendered Lack of Autonomy (SWSI) and Adaptability (EQ-i) as the most significant discriminators. This lead to the profiling of career agent types, namely the Protean Career Architect, the Conglomerate Citizen (study specific), the Solid Citizen and the Traditionalist. With these career agent profiles as basis an attempt was made to explore how their careers can unfold in the South African context.

M.Phil. / The major socio-political, technical and global changes in the world have placed increased demands on managers in the corporate environment to develop people orientated skills. In this study emotional leadership was offered as a possible solution to this problem. This essay researched the problem from a personal and professional leadership perspective with the aim to: • investigate the nature of emotional leadership; • investigate the role and contribution of emotional leadership in the corporate workplace; and • identify ways in which managers can apply emotional leadership in the workplace to enhance their effectiveness as managers. In chapter two a word and concept analysis was done and it was found that emotional leadership is the ability to think logically with emotion in four areas: to perceive emotion; to integrate it in thought; to understand it; and to manage it. This ability begins with the self and evolves to include others. Emotional leadership implies to be aware of the messages emotions are conveying, and to manage them effectively, instead of being controlled by emotions. Furthermore it was found that emotional leadership is an ability consisting of hierarchical building blocks with every level bringing together and building on the capabilities of all the preceding ones. In order of hierarchical importance, emotional leadership can be interpreted as: • self-awareness or the ability to monitor the self, observe self in action, and to influence personal actions; • the ability to manage own emotions to personal benefit; • the ability to read, recognise, and discern the emotions of others, and to respond appropriately; and • the ability to assist others to manage their emotions and to respond effectively; It was also found that emotional leadership is not the sole predictor of workplace success. There is, however, agreement and evidence to conclude that emotional leadership can assist with workplace effectiveness and can be effectively used to improve individual, as well as organisational performance. There is also widespread agreement that with the correct training and experiences, managers in the corporate environment can improve their knowledge on emotions and how to manage it effectively, and thus enhance personal effectiveness. It is thus recommended that organisations, in developing people skills, should ensure that an effective balance exists between emotional leadership training and functional skills training. The training should focus on the lymbic system, which facilitates effective emotional leadership development. To ensure holistic training of managers, the training should include all aspects of personal development, as well as interpersonal effectiveness.

M.A. / Shyness is an individual difference variable that has the potential to impact on the processes that facilitate the development of emotional intimacy. There has been little research that has focussed on shyness within the conext of close relationships, providing an opportunity for further research. Reis and Shaver (1988) and Reis and Patrick (1996) described the interpersonal process model of intimacy, which provides comprehensive and integrated model from which to examine emotional intimacy. The model is supported by research within the field of interpersonal relationship studies. Emotional intimacy is believed to experienced as a subjective sense of connectedness, which is the outcome of an interpersonal, transactional and dynamic process that consists of self-disclosure and partner responsiveness. The model incoporates the notion that individual difference variable can interfere with the development of emotional intimacy as the level of these processes of self-disclosure and partner responsiveness.

M.A. / Burnout has been researched extensively within the work context, however, burnout amongst the student population yielded a dearth of information. Burnout amongst students can be considered as a loss of motivation to engage in academic study (Mostert, Pienaar, Gauche & Jackson, 2007) and could place students’ academic futures in jeopardy (Struthers, Perry & Menec, 20030). More research in this field was required. The purpose of this study was to ascertain the level of burnout and emotional intelligence in a postgraduate university population. The study also aimed to assess whether any relationship existed between burnout and emotional intelligence. The sample consisted of 225 postgraduate participants from a large metropolitan university. Each participant completed a biographical questionnaire, the Maslach Burnout Inventory-Student Survey and the Trait Emotional Intelligence Questionnaire- Short Form. The Maslach Burnout Inventory-Student Survey yielded three results. Professional efficacy yielded the highest mean score, emotional exhaustion the second highest mean score and cynicism obtained the lowest mean score. The Trait Emotional Intelligence Questionnaire- Short Form yielded a relatively high mean for emotional intelligence. The relationships between the scores on the measures of emotional intelligence and burnout were investigated by means of Pearson’s product-moment correlation. Significant correlations were found between the three dimensions of burnout and emotional intelligence. There was a statistically significant negative correlation between emotional intelligence and exhaustion (r = -0.257; p < 0.01). There was also a statistically significant negative correlation between emotional intelligence and cynicism (r = -0.366; p < 0.01). There was a significant positive correlation between professional efficacy and emotional intelligence (r = 0.428; p < 0.01). It appears as if the higher the level of emotional intelligence, the lower the levels of burnout specifically emotional exhaustion and cynicism. This study has implications for students who may suffer from burnout during their university studies. It allows individuals who are involved with students to recognise the huge impact that burnout may have on a student’s life; psychologically, physically, cognitively and behaviourally. This study also provides information on how levels of emotional intelligence can affect levels of burnout. Furthermore, an important aspect of emotional intelligence is that certain areas of emotional intelligence can be learned and increased. If students are taught to increase their levels of emotional intelligence, they may be able to manage stress more efficiently.

There is a growing body of interest in wellbeing across political, educational and social bodies in the UK. The thinking behind this is for human as well as economic reasons, to help people make more informed choices in their lives. There are suggestions to measure wellbeing more often and use that data to help government improve policies and enable companies and individuals to live more productive lives for example by considering being more altruistic to improve personal and family wellbeing during a time of financial austerity (O’Donnell, 2014: 9). There is a fundamental problem however in that there is no common understanding of what wellbeing is across different bodies and agencies, including education, mainly because the term is subjectively defined. Yet teachers are required to report to parents on children’s wellbeing and also safeguard their wellbeing, Teachers’ Standards 2012 (DfE, 2013), but there are no common measures of wellbeing in use nationally. The purpose of this case study is to try to reduce ambiguity about wellbeing issues through identifying gaps in knowledge in the literature about what wellbeing in schools is. The investigation uses qualitative methods and as an inside researcher, to aid authenticity of data, a two-tier approach to gathering data is taken within a constructivist paradigm. The approach enables three voices to be heard, that of pupils and parents (data set one) and then teachers (data set two). The first pupil theme revealed that pupils had a strong sense of connectedness to the school, friends and teachers while the second theme showed approaches to learning that had resonated with pupils. The theme to emerge from parents was a loving community where they felt enabled to entrust their children to teachers who were passionate about their role and evidenced compassion in their working with children. Themes from teachers revealed responsive and enthused professionals who, through collaboration in action learning sets, influenced transition arrangements and ways they felt they could be further empowered in their role. Wellbeing deriving from empowerment through interconnected relationships within and across the three groups leads to an analysis of the community as one that accepts difference. The significance of this for wellbeing in education and policy is discussed.

Using ethnographic observations and in-depth interviews, this project explores the extent to which race, class, and gender shape the socialization that Black women receive about their emotions and attitudes in a college bridge program. It unpacks the ways that dominant emotion cultures can inform the emotional socialization practices of a college bridge program in ways that resist and reproduce larger cultural narratives about Black women. To operationalize this emotional socialization, I introduce a concept called emotional respectability, which suggests that emotional reactions and demeanor must always align with the larger emotion cultures and goals of institutions such as family and education. The data presented in this project suggests that through vehicles of family, emotional respectability, and discipline, the program provides academic preparation alongside a more invisible curriculum related to emotional socialization which encourages the resistance and reproduction of larger cultural narratives about Black women, especially with regard to emotion.

The problem of this study was an analysis of the process of play therapy. The purposes of this study were (1) to describe the patterns of play activity, nonverbal expression, and verbal expression during the process of play therapy over fifteen sessions; (2) to compare the patterns of play activity, nonverbal expression, and verbal expression of boys and girls during play therapy; and (3) to verify the processes of play activity, nonverbal expression, and verbal expression during extended play therapy.

Emotional intelligence has been a recent topic of evaluation within the scholarly world. This is due to its importance for personal development and the effectiveness of institutions within society. Currently two models of emotional intelligence have emerged. These are the ability model by Salovey and Mayer and the mixed model by Goleman. Although, Goleman popularized the concept of emotional intelligence (after its inception) the ability model of emotional intelligence is academically and scientifically more accurate as an intelligence. Its importance is viewed highly for the personal development and the effectiveness of medical, educational and business institutions. This is due to the fact that these institutions concern themselves with the well being of humanity’s functioning and development and are aware of just how much our emotional regulation effects our behaviour and work performance. The problem statement can be seen in the fact that most institutions in society, concerned with the well being of humanity, are valuing emotional intelligence highly, except for the church. This seems strange due to the fact that the church is also an institution concerned with the well being of humanity and that many church members are spiritually effective, but are emotionally ineffective in their dealings with others. As emotional intelligence could be effective within the church’s ministry, as with other institutions, a theological evaluation is necessary. This is to see whether emotional intelligence is important for the functioning of the church and its effectiveness and to see whether it is in accordance with what the church believes concerning humanity and God. If so, then the application of emotional intelligence would be important and necessary for the effectiveness and relevance of the church in society. Within this evaluation the Bible was used as source of measurement. Presuppositions concerning both theology and emotional intelligence were identified and were found to be similar. An evaluation on both the ability and mixed model was done, so as to provide a thorough investigation. A theological evaluation did identify the cause for our inability to control our emotional impulses. This, the Bible identifies as selfishness. Goleman refers to selfishness, but fails to see this as the reason for our inability to “reign in emotional impulse”. A theological evaluation however, does therefore propose that emotional intelligence be used to identify and regulate our emotions, but also (if possible) our selfish motivations, interacting with our emotions and in this way causing our destructive behavior. Further research is important, so as to provide a clearer picture of its application and importance within the church and for the emotional, physical and spiritual functioning of humanity within society. / Dr. LJ Erasmus