The purpose of the study was to examine the relationship between emotional intelligence and leadership styles among Texas AgriLife Extension Service mid‐managers. A web based three part instrument was administered to participants. A general questionnaire about demographics, work history and views of leadership was part one. The Multifactor Leadership Questionnaire (MLQ form 5x) developed by Avolio and Bass examined the leader’s self reported leadership style. The MLQ identifies scores for transformational, transactional and laissez‐faire leadership styles and those were compared with scores on the BarOn Emotional Quotient Inventory Test (EQ‐i). An independent samples t test was performed to assess whether the mean EI subscales scores for the high transformational leadership group differed significantly from the low transformational leadership group. Six EI constructs were statistically significant in relation to transformational leadership behavior. The six were: optimism, happiness, empathy, interpersonal relationships, self‐regard, and stress tolerance. An independent samples t test was performed to assess whether the mean EI subscales scores for the high transactional leadership group differed significantly from the low transactional leadership group. Social responsibility was the one EI construct that was statistically significant in relation to transactional leadership behavior. The findings from this study indicate the leaders can develop and strengthen emotional intelligence and in doing so can more likely exhibit the use of transformational leadership behaviors. Further study would be needed to demonstrate the extent of possible application, but it is commendable that if leaders are trained in EI and those skills are fostered, they will be more likely to utilize transformational leadership further resulting in organizational effectiveness and follower satisfaction.

Student needs are ever changing within today??s classroom. Training elements for teachers must be adapted so that all students?? individual needs are being met. Training offered by school districts must incorporate specific social and emotional topics that deal with the gifted and talented students?? development. This research project investigated various training options that elementary teachers have received by attending a six-clock-hour workshop when compared to those teachers who received thirty hours of university course work at the university graduate level. The study then determined the specific elements of training received, the topics necessary for implementation that are of a positive nature for students, and finally, qualities that teachers must possess and implement within the classroom in order to effectively meet the needs of social and emotional development for gifted students. This study showed that training in the area of social and emotional development is crafted differently according to the trainer who is presenting the material. The respondents who were interviewed took various knowledge and applied it within the classroom based on student and professional needs. The notion that gifted students are perfect seems to be the norm of thinking in the group of teachers who were used in this case study. The strategies used for classroom implementation are ones that most likely meet the cognitive domain and can be used as a form of assessment for the teacher??s gradebook. The activities that will most likely benefit the emotional quality of a student??s psyche are viewed to be ones that are not beneficial or easily implemented within the constraints of the classroom. The need for social and emotional development is demonstrated by the vast amount of research and models as presented throughout this study. The study shows that much training is needed along with a classroom structure that is designed to help gifted students learn to deal with their intellect as well as with factors that seem to interrupt the intellectual label.

Previous research has indicated that the amygdala exerts a modulatory influence on multiple memory systems. Evidence also indicates that emotional state can influence the use of multiple memory systems and that this effect is mediated by the amygdala. Anxiogenic drugs administered during acquisition in a task that can be acquired either through hippocampus-dependent “place” learning or caudate dependent “response” learning, resulted in the predominant use of response learning. It is not known whether inducing anxiety at other behavioral time points will also influence the relative use of multiple memory systems. In experiment 1, male Long-Evans rats were trained to swim from the same start point to an escape platform constantly located in a goal arm. Prior to memory retrieval rats were administered either alpha- two adrenoceptor antagonist RS 79948-197, peripherally (0.03, 0.01, 0.3 mg/kg) or into the basolateral amygdala (0.1 µg), or saline vehicle. Rats treated with RS 79948-197 prior to memory retrieval exhibited caudate-dependent response learning. Previous studies examining the effects of RS 77948-197 on memory were conducted with rats trained in an anxiogenic state and subsequently probed in a drug free state. Experiment 2 examined whether state dependency may account for those results. Animals received peripheral (0.1 mg/kg) or intra-amygdala (0.1 µg) administration of RS 79948-197, prior to both acquisition and memory retrieval. Rats treated with RS 79948- 197 predominantly exhibited response learning. Finally, experiments 3 and 4 examined whether the use of response learning produced by RS79948-197 was due to the impairing effect on hippocampus-dependent memory. Rats that were administered peripheral (0.03 mg/kg) or intra-amygdala (0.1 µg) injections of RS 79948-197 displayed impaired acquisition of the single solution place task relative to control animals. This indicates that place learning was impaired. Over, all the present findings indicate 1) peripheral and intra-amygdala anxiogenic drug administration results in the use of habit memory at both acquisition and retrieval, 2) state dependency does not play a role in the influence of RS 799948-197 on memory system use, 3) the use of response learning produced by peripheral and intra-amygdala injections of RS 79948-197 may result from an impairing effect of hippocampusdependent memory.

This study analyzes how employees at a university recreation center discursively construct their experiences of emotional labor, how they conceptualize such behavior in terms of displaying unfelt emotions and faking in good and bad faith, and what these discursive constructions reveal about their perceptions of authenticity. The findings demonstrate that workers construct emotional labor as a natural ability and as performing a role. People who construct emotional labor as a natural ability depict themselves as the controller of their workplace emotion. They display unfelt emotions in good faith when they do so to uphold another’s face, and they believe that they possess a true self. Employees who construct emotional labor as performing a role view their supervisors as controller of their workplace emotion. They fake emotions in good faith when doing so uphold their own face, and they fake in bad faith when it upholds the face of a co-worker who they feel needs to be disciplined. These people do not possess a sense of authentic self. They view themselves as multi-faceted and they say that they use social comparison to determine how to behave in particular situations. These findings reveal previously unexplored complexities in scholars’ conceptions of emotional labor and authenticity.

Prior research has shown that affective valence and arousal interact to alter pain perception. One personally relevant method of inducing affective states is the written emotional disclosure procedure. The current study examined the immediate effects of written emotional disclosure on secondary hyperalgesia, flare, and spontaneous pain in healthy undergraduate men and women. Fifty-five men and women undergraduates participated in an IRB approved experiment in which they wrote about a traumatic or neutral event fro twenty minutes. After writing, the participants underwent pain perception testing for area of secondary hyperalgesia, flare, and spontaneous pain. Results indicated that women writing about a traumatic experience rated their spontaneous pain as more intense than those writing about a neutral topic, whereas males did not. In addition, men showed greater physiological arousal and area of flare than women. These findings suggest that men and women experience different affective and pain modulatory reactions to written emotional disclosure, though the underlying mechanisms remain to be elucidated.

Thesis (Ed.S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 31 p. Includes bibliographical references p. 24-26.

Thesis--George Peabody College for Teachers. / Includes bibliographical references.

The role of the practitioner assessing social-emotional functioning of deaf and hard of hearing (DHH) youth is complex and requires extensive cultural, linguistic, and educational training. The range of required competencies, the insufficient number of professionals currently in practice, the dire need for service provision, and the ultimate influence of service provision on youth functioning merit deeper exploration of the challenges faced while assessing social-emotional functioning. This study employs a grounded theory approach to analyze semi-structured interview data from 13 school- and community-based professionals to explore challenges related to the assessment and conceptualization of social-emotional functioning of DHH youth. Seven key categories emerged from the data: challenges in early training and supervision, challenges in gathering sufficient background information, dual challenges in employing specialized assessment and therapy techniques, challenges in writing descriptions of youth functioning, challenges in working with interpreters, and the need for professional support. Future directions and implications for future generations of practitioners are discussed. / text

An issue yet to receive much attention in the literature in medical sociology is how family systems may influence the emotional well-being of youth in Canada, particularly among newcomer youth. This study applies the family systems model of Kitzman-Ulrich and her colleagues as the principal theory to examine the emotional well-being of newcomer youth in Canada. Using data from the New Canadian Children and Youth Study (NCCY) on 979 newcomer youth, it explains how family systems and other factors may influence emotional health of newcomer youth. Data were analyzed using multiple approaches. The multivariate analysis includes seven Ordinary Least Squares (OLS) regression models – examining and comparing different groups: an overall model, and separate models for male, female, Mainland Chinese, Hong Kong Chinese, Filipino/a, and immigrant are performed. The results of this study reveal that variables within the family systems model are weak predictors of the presence of emotional problems among newcomer youth in Canada. Among four family systems variables used in the analyses, family cohesion, permissive parenting, and parental discipline are either weak or insignificant predictors; only parental praise is statistically significant. Furthermore, they are weak predictors compared with other factors beyond the family, such as age, time in Canada, being bullied at school, being immigrant, use of illegal/controlled substances, and being from a Mainland or Hong Kong Chinese group (for females only). The thesis ends with a discussion of limitations, future research, and policy suggestions. / October 2015

In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profile (NBPP) and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), as well as the Kouzes and Posner Leadership Practices Inventory (LPI). The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI) and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.