I dagens Sverige är mobbning ett samhällsproblem då allt fler barn och ungdomar utsätts för det i skolmiljön. Denna studie har sin utgångspunkt i skolkuratorns perspektiv på hanteringen av mobbning som fokuserar på deras tankar, känslor och tolkningar. Studien utgår från skolkuratorns perspektiv och syftet är att få en djupare förståelse för hur de hanterar mobbningsärenden samtidigt som de reglerar sina känslor och vilken problematik de upplever i samband med detta. Det teoretiska ramverket består av emotionellt arbete och mobbning, med hjälp av begreppen känsloregler, åtgärdsprogram och känslomässig börda förklaras hur skolkuratorns känslor påverkas i samband med hanteringen av mobbning. Denna studie har en kvalitativ ansats där semi-strukturerade intervjuer användes som redskap. Urvalet består av 10 skolkuratorer som är yrkesverksamma vid högstadieskolor i Göteborg. Resultaten visar att skolkuratorns känsloreglering och emotionella arbete kan komma att påverka hanteringen av mobbning och skolans elever både negativt och positivt. Enligt respondenterna så upplevdes hanteringen av mobbning som en hög känslomässig belastning och som bidrog till stark oro som kunde vara svår att släppa. Samtidigt tyckte de intervjuade skolkuratorerna att de handskades med viktiga uppgifter som kändes väldigt meningsfulla och givande. / Bullying in today's Sweden is a societal problem since the number of children and teenagers who are exposed to it in the school environment is increasing. This study is focused on the school counsellors’ perspective on bullying, focusing on their thoughts, feelings, and interpretations. The focus of this study is the perspective of the school counsellor, and the purpose is to gain a deeper understanding of how they handle bullying issues while regulating their feelings and the problems they experience in connection with this. The theoretical framework consists of emotional work and bullying, using the concepts of feeling rules, action programs against bullying and emotional burden, explaining how the feelings of the school counsellor are influenced in dealing with bullying. This study has a qualitative approach where semi-structured interviews were used as a tool. The selection consists of 10 high-school counsellors in Gothenburg. The results show that the school counsellors’ emotional regulation and emotional work can affect how he or she handles the bullying and even affect the school students in a positive or a negative 3 way. The respondents described the management of bullying as a high emotional burden that contributed to strong concerns that could be difficult to release. At the same time, the school counsellors thought that they were dealing with important tasks that felt very meaningful and rewarding.

A growing body of literature and research emphasizes the importance of developing student mindsets and social and emotional learning (SEL) competencies (metacognitive learning skills) across the prenatal (P) to graduate school (20) (P-20) continuum to increase student motivation, engagement, achievement, and overall well-being. There is, however, an absence of research investigating the impact of braiding growth mindset, SEL, and mindfulness principles and practices together on early elementary student and teacher outcomes. The purpose of my dissertation is to measure the impact of a new PreK–3rd curriculum called Growing Early Mindsets (GEM™) (Coates, in publication) on student and teacher outcomes across the K–3rd continuum in two districts in Oregon. Data collected during the 2014–15 Mindset Works’ study of Growing Early Mindsets (GEM™) was used. Classrooms were assigned to experimental (implemented GEM™) and control groups and given pretest and posttest measures to measure the impact of GEM™ on students’ approaches to learning, social and emotional learning (SEL) competencies, and literacy skills as well as on teacher mindsets, perceptions, confidence, and motivation. Results were statistically significant for students’ approaches to learning and SEL competencies as measured by Teacher Reports and teacher’s beliefs as measured by the Teacher Mindset Survey. Results were not statistically significant for students’ approaches to learning and SEL competencies as measured by Student Surveys, nor students’ oral reading fluency as measured by district-administered oral reading fluency measures. All experimental teachers reported that GEM™ changed their perceptions of their own and others’ learning and growth, increased their confidence to integrate growth mindset and SEL practices, and increased their motivation to improve their overall teaching practices. While the results are somewhat promising, the findings raise many questions that need further exploration. / 10000-01-01

abstract: The current paradigm to addressing the marginal increases in productivity and quality in the construction industry is to embrace new technologies and new programs designed to increase productivity. While both pursuits are justifiable and worthwhile they overlook a crucial element, the human element. If the individuals and teams operating the new technologies or executing the new programs lack all of the necessary skills the efforts are still doomed for, at best, mediocrity. But over the past two decades researchers and practitioners have been exploring and experimenting with a softer set of skills that are producing hard figures showing real improvements in performance. / Dissertation/Thesis / Masters Thesis Construction 2014

The influence of facial mimicry and emotional congruence on emotional information processing has previously only been studied in isolation. In the current study their influence on the ability to detect deception will be investigated. In order to recognize the emotional states of others one mimics their emotional facial expression, and being in a congruent emotional state as a person or an emotional message enables faster processing of emotional information. Can emotional congruence between the receiver’s emotional state and a message told affect participants’ ability to detect deception when judging whether a person at a video recording is telling the truth or not? How does emotional congruence affect participants’ speed and confidence when making these judgments? The results showed that participants reported higher confidence but slower response times when making an accurate judgment in the congruent scenario, when compared to the incongruent scenario, but did not perform better than what could be expected by chance in detecting deception. Consequently, emotional congruence had an impact, not on participants’ performance in detecting deception, but only on their meta-cognitive evaluations of their judgments, but confidence rating did not seem to be an indicator of accuracy. In future research the design can be used in order to investigate other potential aspects, such as emotional empathy and other types of emotional congruence, and their influence on the ability to detect deception.

Animators are so often taught more about how to perfect their animations than toconsider what it is that makes the animation come alive. They work away withprinciples and physics, sometimes completely overlooking a characterscommunication tools. The following thesis is a study of emotive expressive bodylanguage and its purpose in animation. The project studies various angles of bodylanguage, in an attempt at summarizing key features that could work as guidelinesfor animators in the future. It deals with the role of body language in animation andwhy it is necessary for a more realistic feel in the animation. As well as the brieflymentioning the 12 animation principles, on their necessity and faults in the matter.The thesis is divided into a theoretical investigation and a practical experiment. Theintention was to create a set of key features for the use of as tools and guides forfresh animators to understand and translate emotion into their animations. Theresults indicate the power of body language and its versatility as a tool, puttingemphasis on why it ought not to be neglected.

Magister Commercii - MCom / This study was undertaken to determine the relationship between the emotional intelligence and burnout levels of police constables of the South African Police Service (SAPS) in the Western Cape. The field work of constables includes situations in which police officers need to make quick decisions involving life and death. Constables regularly have to deal with and are exposed to dangerous and violent situations (Plani, Bowley & Goosen, 2003). There are certain skills which a police officer needs to demonstrate. These skills include the ability to make decisions promptly and accurately; the ability to favourably interact with the community and to observe, retain and recall detailed information. However, these skills are affected when the police officer experiences feelings of stress and burnout (Goodman, 1990). One factor that might help police officers with these skills is emotional intelligence (Levert, Lucas & Ortlepp, 2000; Mayer & Salovey, 1997). Given the nature of policing, the potential benefit to the SAPS employing a police officer with high emotional intelligence to deal with burnout, would be the desired attribute. A simple random sample of N=108 police constables participated in this study. The Emotional Quotient-Inventory (EQ-i) and the Burnout Measure (BM) were administered. Data were analysed using the Statistical Package for Social Science (SPSS) version 15.0. Cronbach reliability estimates for the EQ-i ranged from .87 to .90 and for the BM was .93. Positive and negative relationships were found between emotional intelligence dimensions: self-awareness (r=.-393, p>0.01), self-regulation (r=.-485, p>0.01), motivation (r=.-442, p>0.01), empathy (r=.-394, p>0.01) and social skills (r=.-383, p>0.01), [N=108] and police officers’ total burnout levels. The results indicated that the more self-aware, self-regulated, motivated, empathetic and socially inclined police officers were, the less likely police officers were to experience burnout. The results also indicated that the less self-aware, self-regulated, motivated, empathetic and socially inclined police officers were, they would be more likely to experience burnout. The exploratory factor analysis yielded a two factor structure for the individual on the emotional intelligence dimensions namely, self-awareness and empathy. A single factor was found for the manager consisting of the original five dimensions of the EQ-i. There was a moderate to strong negative correlation between total self-awareness (r=.-206), self-regulation (r=.-263), motivation (r=.-299), empathy (r=.-268) and social skills (r=.-311), [N=108, p>0.01] and police officers’ total burnout levels. This finding suggests that the more police officers viewed their manager to be self-aware, self-regulated, motivated, empathetic and socially inclined, the less likely they were to experience burn-out. The results of the multiple regression analysis show that police officers’ self-regulation appeared to be the only significant reliable predictor of burnout. The findings of this study provide an important contribution to expanding the body of literature and knowledge concerned with the emotionally intelligent constable which influences their burnout levels / South Africa

This dissertation is a study of how the culture of sensibility was expressed in the everyday practices and social relations of the Gjörwell family. Headed by publicist, publisher and royal librarian Carl Christoffer Gjörwell (1731-1811), the Gjörwell family served as the centre of a wide circle of friends in late 18th-century Stockholm. Gjörwell has been regarded as one of the first Swedish representatives of 18th-century sensibility as well as an archetype of the Swedish cult of friendship. Due to his effusive emotional expressiveness and passionate friendships with other men, Gjörwell has largely been derided as effeminate by researchers from the 19th century onwards. Using theoretical perspectives from the field of the history of emotions (more concretely the perspectives of William Reddy, Barbara Rosenwein and Monique Scheer) this study centres on the emotional practices of the Gjörwell family, especially taking aspects of gender, class, sexuality and power into account. Gjörwell’s vast collection of family and friendship correspondence forms the empirical basis of this study. This study shows that the Gjörwell family and circle of friends in many ways could be regarded as an emotional community in which primarily emotions of happiness and joy are expressed. Furthermore, this study shows how the exercise of power could form part in the creation of an emotional community, as Gjörwell makes constant attempts to influence the way family members and friends manage their emotions, strongly dissuading them from the expression of melancholy. Although he has been viewed as effeminate by posterity, Gjörwell in fact regards himself as manly. This is due to his ability to remain joyful through adversities which testifies to his strong, and therefore manly, nervous organisation. This study thus further illustrates how a marked shift in masculine gender norms took place between the 18th and 19th centuries. This study also shows how expression of tender emotion could be a way of reinforcing personal status. This was due to the close association made between sensibility and virtue, in itself a central concept during this era. As Gjörwell is denied recognition in his professional life, the expression of tender emotion – and thus of virtue – becomes an important aspect of his personal life.

English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database. Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems. Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.

Emotional intelligence can be defined as a multifunctional array of interrelated emotional, personal and social abilities which influence one's overall ability to actively and effectively cope with demands and pressures (Bar-On & Parker, 2000). Dulewicz and Higgs (1999) define emotional intelligence as being aware of, and managing one's own feelings and emotions; being sensitive to, and influencing others; sustaining one's motivation; and balancing one's motivation and drive with intuitive, conscientious, and ethical behavior. Successful leadership today is about how well leaders manage themselves and how well they manage others. Successful leadership is not about intellectual ability or technical expertise; it is about personal characteristics and human qualities that include empathy and compassion, flexibility, and influence. Today's leaders must have the ability and flexibility to adapt to an ever-changing workforce, and it's these human abilities that set apart successful leaders. Emotional intelligence has become as important as, if not more important than, intellectual quotient (IQ) and cognitive abilities. This study's hypotheses were tested with multiple regression analysis by regressing the four dimensions of emotional intelligence on LPI, the dependent variable. Only one of the emotional intelligence factors, the appraisal of emotion in self or others, is significantly related to leadership (LPI) (beta coefficient = .520 and p&ndashvalue of .000). In addition, there is one demographic variable that is significantly related to LPI (beta coefficient =.094 and p&ndashvalue of .033). Therefore, years of supervision is positively related to leadership. Today, successful leaders are defined by inspiring and motivating others, promoting a positive work environment, perceiving and understanding emotions, and fostering an organizational climate in which people turn challenging opportunities into successes. This investigation explored the relationship between emotional intelligence and leadership practices. This researcher used the Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte et al., 1998) to assess emotional intelligence of managers, and Kouzes and Posner's (1995) Leadership Practices Inventory (LPI) to measure leadership practices. Emotions play a key role in decision-making. This study supports the position that emotional stability and emotional intelligence are important factors for organizational leadership.

A positive sibling relationship may protect individuals against poor developmental outcomes associated with psychological maltreatment. The current study assessed the moderating role of a positive sibling relationship in childhood and adulthood on associations between early psychological maltreatment and adult attachment anxiety and avoidance. College students (N = 270) completed self-report measures of psychological maltreatment, sibling relationship quality, and adult attachment. Psychological maltreatment in childhood was associated with an increase in attachment anxiety and avoidance, while a positive sibling relationship was related to a decrease in levels of attachment anxiety and avoidance. As predicted, a positive childhood sibling relationship mitigated the negative effects of psychological neglect in childhood on attachment. Similarly, a positive sibling relationship decreased the levels of attachment anxiety associated with isolation in childhood.