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The impact of experiential avoidance on reduced positive emotional responsivity in post traumatic stress disorderCopestake, Claudia Catarina January 2014 (has links)
Experiential avoidance (EA), or the evasion of unpleasant internal experiences, is key to changes in emotional responsivity in Posttraumatic Stress Disorder (PTSD). EA has been linked to altered negative emotional reactivity in PTSD, but it remains unclear whether EA is linked to altered positive reactivity in PTSD, i.e. anhedonia. Therefore the study examined how manipulating EA influences emotional responsiveness in a non-clinical adult population (N=74). Positive emotion reactivity (self-report and psychophysiology) was measured before and after viewing a laboratory analogue trauma induction, with half of participants instructed to adopt the detached protector (DP) mode as an example of EA during trauma viewing and half of participants in an uninstructed control condition. Following the DP mode instructions reduced negative emotion experience during the trauma induction, relative to the control condition. However counter to prediction, there was no carry over onto blunted positive emotion experience or psychophysiological response in the experimental condition (relative to the control condition) when recalling positive memories and imagining positive future events. No significant relationships were identified between trait EA levels and anhedonia symptoms or pre-manipulation positive emotional responsiveness in the laboratory. Overall, the current findings offer no support for the hypothesis that EA contributes to anhedonia.
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The need for emotional intelligence training in higher education : an exploratory studyGroenewald, Anna Margaretha 03 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Leadership, over the years, has changed due to the rise of new technology,
globalisation of markets and increased shareholders' tempo. Leaders are expected to
accomplish projectsfaster and with fewer resources. Therefore, to be able to respondto
these rapid changes in organisations and the market place, leaders are faced with the
challenge of changingthe way people work together. The typical ways of relatingto one
another seem more ineffective with each changing day. Organisationsshould therefore
face the fact that, today, the quality of relationships is as importantto business success
as the quality of products and services produced. Working with people involves some
degree of skills in the realm of feeling, along with whatever cognitive elements are at
play. This process stands in sharp contrast to purely cognitive competencies, which a
computer can be programmed to execute about as well as a person can do it.
Emotional intelligence skills, however, are synergistic with cognitive ones, and star
performers will have both.
The new measure that organisations make use of and take for granted, is that
employees will have enough intellectual ability and technical know-how to get the job
done. Their focus has moved to personal qualities such as initiative, empathy,
adaptability and persuasiveness. It has been found that corporations that seek to
employ MBA graduates are looking for capabilities such as communication skills,
interpersonal skills and initiative when employing. Research supports the claim that Emotional Intelligence is a form of intelligence, in that it encompasses a set of skills
which are coherent and can be measured.
Emotional intelligence competencies, such as persuasion, motivation, focus and
leadership, can be acquired or learnt. Emotional intelligence should further be seen as
an acquired skill that can enhance intellectual performance. Emotional intelligence
management therefore gives individuals the opportunity to further their knowledge of
people. Emotional intelligence training is mostly about behavioural change: through
repeated experiences, people's minds are programmed to react in a certain way when
faced with feared encounters or stressors. Old mind patterns keep forcing people to
revert to using preset reactions, even though this may be unintentional. Emotional
intelligence training will therefore take time and commitmentfrom both the student's and
the lecturer's perspectives.
Most higher education programs, however, do not focus on emotional intelligence
training as part of their curricula, and therefore a serious void exists in terms of essential
skills required for success in the workplace, used for piloting their careers and for
leadership. Even though more statistical research needs to be done to prove the
relative significance of emotional competencies as compared to cognitive abilities,
analyses indicates that emotional intelligence translates into hard results within the
workplace. For example, sales people can create better and more trusting relationships
with clients, customer care representatives can handle customers more effectively, and
engineers are able to not only deal with the technical skills required by their positions, but are able to relate to co-workers in a more constructive manner. Taking into
consideration that researchers within the field of emotional intelligence believe that
emotional intelligence is a more reliable predictor of success in the workplace, it would
therefore make sense to start including emotional intelligence training in higher
education programs. / AFRIKAANSE OPSOMMING: Leierskap het oor die jare verander, as gevolg van faktore soos vooruitgang in
tegnologie, globalisering van markte en versterkte druk van aandeelhouers. Daar word
verder verwag van leiers om projekte te realiseer met minder hulpbronne en in korter
periodes. Ten einde opgewasse te wees teen hierdie veranderinge, word leiers inherent
gekonfronteer met die uitdaging om die manier waarop mense in groepe saamwerk te
verander, omrede die bestaande wyses waarop mense met mekaar betrokke is, meer
en meer as oneffektief bestempel word. Dit is 'n realiteit dat die kwaliteit van
hedendaagse werksverhoudinge net so belangrik tot 'n suksesvolle besigheid is, as die
produkte en dienste gelewer. Wanneer daar met mense omgegaan word, behels dit
beide 'n gevoels- en kognitiewe element. Hierdie proses is in direkte kontras met suiwer
kognitiewe vaardigheid, wat net soveel 'n kwaliteit van 'n rekenaar as die van 'n mens is.
Emosionele intelligensie is egter in sinergie met kognitiewe intelligensie, en uitblinkers
besit beide kwaliteite.
Die nuwe maatstaf wat deur organisasies gebruik word gaan van die veronderstelling uit
dat werknemers voldoende tegniese vaardigheid besit om die taak na wense te verrig.
Daar is klaarblyklik 'n fokusverskuiwing wat homself meer leen tot kwaliteite soos
inisiatief, empatie, aanpasbaarheid en oorredingsvermoë. Daar is verder bevind dat
besighede wat MBA gegradueerdes wil aanstel, meerendeels op die uitkyk is vir
individue met kommunikasievaardighede, interpersoonlike behendigheid en inisiatief.
Navorsing is dit verder eens dat emosionele intelligensie 'n daadwerklike vorm van intelligensie is, gesiene dat dit gemeet kan word en dat dit bestaan uit 'n stel
samehangende vaardighede.
Emosionele intelligensie vaardighede, soos oorreding, motivering, fokus en leierskap,
kan verder aangeleer word. Dit behoort dus gesien te word as 'n verworwe vaardigheid
wat 'n persoon se intellektuele kapasiteit versterk. Die bestuur van emosionele
intelligensie skep ook die moontlikheid van verdere geesteswetenskaplike studie, en
opleiding in emosionele intelligensie omvat meerendeels gedragsverandering. Deur
herhaalde blootstelling word die brein geprogrammeer om op spesifieke maniere te
reageer wanneer vrese gekonfronteer word. Selfs al word daar gepoog om anders te
reageer, word daar teruggeval op ingebedde gedragspatrone. Opleiding in emosionele
intelligensie neem dus tyd en toewyding van beide die dosent en sy student. Die meeste
tersiêre opvoedingsprogramme fokus egter nie op emosionele intelligensie as deel van
die kurrikulum nie, en daar is dus 'n ernstige leemte in die voorbereiding van studente
betreffende voldoende vermoëns wat deur leierskap in 'n beroep vereis word.
Alhoewel verdere statistiese navorsing benodig word om die relatiewe belangrikheid van
emosionele behendigheid teenoor kognitiewe vaardigheid te bepaal, is daar indikasies
dat emosionele intelligensie wel bepalend kan wees in die werksomgewing.
Verkoopspersoneel kan byvoorbeeld sterker en meer vertrouenswaardige verhoudings
bewerkstellig met kliënte, kliëntedienste kan meer effektief hanteer word en ingenieurs
kan bemagtig word om in meer as slegs die tegniese aspekte van hulle werk met
medewerkers om te gaan. In ag genome dat menige navorsers dit eens is dat emosionele intelligensie 'n getroue voorspeller van sukses is, maak dit dus sin om
opleiding in emosionele intelligensie in tersiêre opleidingsprogramme te vervat.
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THE HEART OF SOCIAL NETWORKS: THE RIPPLE EFFECT OF EMOTIONAL ABILITIES IN RELATIONAL WELL-BEINGLopez-Kidwell, Virginie 01 January 2013 (has links)
To better understand the effect of emotions on formal and informal interactions in the workplace, I focus on emotional dynamics, the exchange and experience of emotions occurring within repeated interpersonal interactions. Emotional Ability (EA; how individuals perceive, use, understand, and manage their own or others’ emotions) is a key component in emotional dynamics. Specifically, I focus on the role of EA on individuals’ choices of coworkers for gaining emotional support (the receipt of empathy, caring, trust, and concern), and in turn, their occupational well-being and task performance. In addition, I investigate the “ripple effects” of EA, how the EA of focal actors may benefit others in the network. The value of Emotional Ability is thus in reaching beyond the individual’s(ego’s) benefit to extend to others (alters) who are tied to ego, in turn benefiting the entire social network (group of actors) and ultimately contributing to the organization’s emotional health. I further investigate possible moderators of the EA-benefits relationship: relationship perceived emotional competence (as assessed by others), emotional self-efficacy (individuals’ beliefs in their own EA) and empathic concern (propensity to experience feelings of warmth, compassion and concern for others). This study is part of a larger research agenda to develop an affective relational theory (ART) to examine how emotional dynamics affect relational dynamics in organizations.
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Moderators of Couples' Emotional Coordination: Attachment, Cooperation, and Marriage TypeRandall, Ashley Karay January 2012 (has links)
My goal was to examine potential moderators that affect emotional coordination between romantic partners. I conducted three separate empirical studies that are conceptually related. I used data collected in conjunction with Dr. Emily Butler (all 3 papers), and Dr. Shanmukh Kamble of Karnatak University, India (paper 3). Using models of two forms of emotional coordination in partners - emotion transmission and synchrony - I examined the moderating effects of attachment, cooperation and marriage type on emotional coordination between partners. The purpose of first paper was to examine the role that individual factors, specifically differences in attachment avoidance and anxiety, have on the transmission of emotions between partners. Interestingly, results were counter to hypotheses based on attachment differences in emotion regulation, which suggests the limitations of taking an individual perspective within dyadic contexts. The second paper examined how cooperation impacts emotional coordination between partners. I found that cooperation produces different emotional coordination patterns for men and women. Specifically, when both partners were at high levels of cooperation, men showed an in-phase emotional coordination pattern (changes in unison), whereas women showed an anti-phase emotional coordination (changes in opposite directions). Therefore, while both partners were engaging in similar behaviors their emotional experience was different. In the third paper, I moved to a more global analysis of factors that moderate emotional synchrony between partners. Specifically, I examined how different marriage-types in American and Indian cultures (love versus arranged marriages) impact emotional synchrony between partners. I expected that Indian-love marriages would show similar synchronization patterns to American marriages, and that both would show more synchrony in comparison with Indian-arranged marriages. Unexpectedly, Indian-love and Indian-arranged marriages were similar and both displayed lower synchrony than American couples. These findings suggest that emotional experience between partners may be influenced by the boarder culture, irrespective of marriage type. Taken together, these papers provide evidence for when emotional coordination between couples can have beneficial or detrimental effects on the relationship, depending on individual, dyadic and cultural factors.
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Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular projectHiggins, Hillarie Jean January 2010 (has links)
Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.
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The role of emotional intelligence and self-efficacy as attributes of leadership effectivenessRamchunder, Yvette 06 1900 (has links)
Psychological constructs may have significant influence on police leadership. The purpose of this study is to explore the relationship between, Emotional Intelligence, Self-Efficacy and Leadership Effectiveness within a policing context. Leadership within the policing environment in particular the South African context has raised contentious issues over the past decade. This research adopted a quantitative study and the sample was made up of 107 police personnel in commanding positions. The measuring instruments used were the Assessing Emotions Scale, Self-Efficacy Scale and Multifactor Leadership Questionnaire. The results of this research study confirm a positive relationship between Emotional Intelligence and Self-Efficacy and Leadership Effectiveness. The insights gained from the findings may be used to guide selection of future leaders within the policing environment and may also be used to establish future developmental programmes and research initiatives. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)
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Longitudinal Relations between Emotional Awareness and Aggression in Early Adolescence: The Mediating Role of Emotion DysregulationRosen, Benjamin V 01 January 2016 (has links)
High prevalence rates exist for physical (i.e., threatened or actual physical force) and relational (i.e., actions meant to harm another’s social relationships) aggression within early adolescence, and these behaviors lead to detrimental social, physical, and mental health outcomes. Thus, there is a need to identify risk and protective processes related to these subtypes of aggression, especially those that can inform violence prevention efforts. Prior studies including early adolescents have shown emotion dysregulation to be a risk factor for aggression. However, few studies have incorporated the emotional competence process of poor emotional awareness, which may be a risk factor for emotion dysregulation and, in turn, for aggression. Furthermore, little research has assessed relations between subtypes of emotion dysregulation (i.e., anger and sadness) and physical and relational aggression. The current study examined longitudinal relations between poor emotional awareness and these subtypes of emotion dysregulation and aggression, as well as concurrent pathways between the emotion dysregulation and aggression variables. Exploratory tests for gender differences were also conducted. Rating scales were collected from 528 sixth graders (51% girls, 49% boys; missing data n = 8) and their teachers over a six month period in the fall and spring of the school year. Across the full sample, 65% of students identified as African-American, 19% European-American, 2%, Hispanic Latino, 11% Multiracial, and 3% as “Other”(missing data n = 8). Results indicated no significant differences by gender in the strength of relations between study variables. Poor emotional awareness was not directly related to changes in subsequent frequency of physical or relational aggression. However, poor emotional awareness at Time 1 was associated with later rates of anger and sadness dysregulation. Furthermore, an indirect effect was found for poor emotional awareness on both physical and relational aggression via anger dysregulation, and this was true for student- and teacher-rated outcomes. Sadness dysregulation showed a negative concurrent association with teacher-rated physical aggression; and there was an indirect effect of poor emotional awareness on teacher-rated physical aggression via sadness dysregulation. Study findings have important implications for theoretical treatises, youth violence prevention programs, and future directions for research, which are all discussed.
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Empathy and the personal experiences of trainees in an emotional literacy persona doll training programme in South Africa.Barnfather, Nikki 18 March 2013 (has links)
Many devastating problems face South Africa’s young children that can hamper their emotional
and social development. The Emotional Literacy and Persona Doll programme (Buchanan, 2007)
attempts to intervene in the young child’s emotional development. Persona Dolls are used to
encourage emotional expression and management in young children. Previous research has
indicated the positive effects of the Persona Dolls and Emotional Literacy programmes with
children. However, the development in the trainees and practitioners who use these dolls has yet
to be researched. This research study assessed the development of empathy, and the personal
experiences of trainees who underwent the emotional literacy and Persona Doll training
programme in South Africa. Participants included social workers, psychologists, and preschool
and foundation phase teachers. Participants’ empathy was assessed before the first training
session, and at the end of the training through Davis Interpersonal Reactivity Index (1980).
Participants also documented their feelings, experiences, and thoughts while undergoing the
training, in a journal. Process notes of persona doll sessions and evaluation forms were also used
in the study.
Although the quantitative results did not show any significant results in terms of an improvement
in empathy for the trainees, the qualitative results demonstrated that the participants found that
they were more able to think and talk about their own emotions, and the emotions of others. This
is a crucial aspect of emotional literacy, where one is able to identify and think about one’s own
emotions. Furthermore, the group of participants learnt important reflection and containment
skills, which they believe they can and are using in their work with others, and with their families.
While there is no statistically grounded argument for the improvement of empathy, and in
extension emotional literacy, the participants in the training seemed to have developed their own
emotional literacy skills, and found that they are better able to work with children and adults in
the realm of emotional work. Implications and suggestions for further research are discussed.
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The use of Ububele persona dolls in an emotional literacy programme with pre-school childrenBuchanan, Lee-Anne 25 November 2008 (has links)
Ububele is a resource and training centre located in the greater Alexandra Township of
Johannesburg. One of Ububele’s projects, the Ububele Persona Doll project, is a
programme that is aimed at developing emotional literacy in pre-school children using a
life-size handmade doll in a group setting. This research has sought to explore the use
of the Ububele Persona Dolls. The sample consisted of eighteen Grade R children at
the Ububele Therapeutic Nursery School and their teacher. They were video recorded
during six regular Ububele Persona Doll sessions.
The use of the dolls in developing emotional literacy in pre-school children, as well as
their potential for use in group therapy was assessed in three different stages. Firstly,
the presence of emotional material in the form of emotional adjectives was assessed.
The teacher’s response patterns and level of empathy, as well as the effectiveness of
the responses in terms of the goals of emotional literacy development were analysed.
Lastly, the transcripts were examined for the presence of material, with regard to
thematic content that could be used in group therapy.
The presence of emotional adjectives suggested that there was useful emotional
material present, although the material was mainly brought up by the teacher and the
range of the material was limited. The teacher’s responses were most frequently
informative, didactive or directive responses and questioning responses. However, she
did make use of paraphrases and restatements, reflections and verbal encouragers to a
lesser degree. With regards to the empathic levels of the responses, most of the
responses involved exact replications of what was said by the child and no empathic
responses requiring an understanding of human behaviour were given. The goals of
emotional literacy training were all being achieved within the sessions. A number of
themes, including physical discipline, abuse and neglect, broken or non-nuclear
families, and death and dying, emerged. These themes could be concentrated on by a
group facilitator.
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The narratives of romantic jealousy in the context of infidelity for homosexual and heterosexual adult men in Johannesburg, South Africa.Delport, Zhel-Ann 05 September 2014 (has links)
This research aimed to explore the narratives of romantic jealousy in the context of infidelity
for heterosexual and homosexual men from Johannesburg South Africa. This study takes on a
qualitative approach using a narrative analysis in combination with a structural and thematic
content analysis. The narratives of the heterosexual and homosexual men revealed the role
which jealousy plays in every relationship, and how it can affect the emotions and behaviours
of both partners. This study found that the narratives of these men were in contradiction to
what evolutionary theories as well as past research on the topic have suggested. Evolutionary
perspectives propose that heterosexual men are more inclided to sexual infidelity, this was
however found to be in contradiction to the beliefs and ideas held by the participants of this
study. Heterosexual participants of this study reported that for them emotional infidelity
would be more jealousy provoking, as it would be a sure indication that the relationship
would end. Past research findings on the other hand have suggested that homosexual males
are more inclined to emotional infidelity, as they do not face the risk of cuckholdry. However
the same can not be said for the narratives of the homosexual participants of this study. The
narrative of all except for one homosexual participant indicated that homosexual men felt that
they would be greatly affected by sexual infidelity rather than emotional infidelity. There
explanations revolved around the open ended nature and ease of access to sex which is
prevalent in the gay community. It is also important to note that simmilarly to the
heterosexual group, most of the participnats who experienced sexual jealousy also
experienced sexual infidelity. Indicating a link between the type of infidelity you experience
to the type of jealousy you feel.
This research identified that heterosexual participants felt that in their live stories they found
emotional jealousy to be the worst apsect of infidelity while homosexual men felt that sexual
jealousy was the worst aspect of infidelity.
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