Camps provide an avenue for examining positive youth development. Camps represent environments where children can develop their social capital and emotional intelligence insofar as camp activities teach children how to build positive relationships and to relate to others emotionally that lead to positive outcomes. Little research has examined children’s social capital and emotional intelligence and the relationship between them. Using a longitudinal dataset, this study examined the change of social capital and emotional intelligence experienced by campers. Findings revealed that increases in social capital caused increases in emotional intelligence. Differences were found based on gender. Furthermore, residential camps were found to have a stronger effect on the relationship between social capital and emotional intelligence than day camps. This study lends itself to furthering the understanding of the development of emotional intelligence and the importance of camp in children’s development.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 157-169. / ix, 169 leaves ill

It has been proposed that body image disturbance is a form of cognitive bias wherein schemas for self-relevant information guide the selective processing of appearancerelated information in the environment. This threatening information receives disproportionately more attention and memory, as measured by an Emotional Stroop and incidental recall task. The aim of this thesis was to expand the literature on cognitive processing biases in non-clinical males and females by incorporating a number of significant methodological refinements. To achieve this aim, three phases of research were conducted. The initial two phases of research provided preliminary data to inform the development of the main study. Phase One was a qualitative exploration of body image concerns amongst males and females recruited through the general community and from a university. Seventeen participants (eight male; nine female) provided information on their body image and what factors they saw as positively and negatively impacting on their self evaluations. The importance of self esteem, mood, health and fitness, and recognition of the social ideal were identified as key themes. These themes were incorporated as psycho-social measures and Stroop word stimuli in subsequent phases of the research. Phase Two involved the selection and testing of stimuli to be used in the Emotional Stroop task. Six experimental categories of words were developed that reflected a broad range of health and body image concerns for males and females. These categories were high and low calorie food words, positive and negative appearance words, negative emotion words, and physical activity words. Phase Three addressed the central aim of the project by examining cognitive biases for body image information in empirically defined sub-groups. A National sample of males (N = 55) and females (N = 144), recruited from the general community and universities, completed an Emotional Stroop task, incidental memory test, and a collection of psycho-social questionnaires. Sub-groups of body image disturbance were sought using a cluster analysis, which identified three sub-groups in males (Normal, Dissatisfied, and Athletic) and four sub-groups in females (Normal, Health Conscious, Dissatisfied, and Symptomatic). No differences were noted between the groups in selective attention, although time taken to colour name the words was associated with some of the psycho-social variables. Memory biases found across the whole sample for negative emotion, low calorie food, and negative appearance words were interpreted as reflecting the current focus on health and stigma against being unattractive. Collectively these results have expanded our understanding of processing biases in the general community by demonstrating that the processing biases are found within non-clinical samples and that not all processing biases are associated with negative functionality

Children less than one year of age are a vulnerable population. Injury, and child abuse and neglect (child maltreatment) are causes of morbidity and mortality in this population. The literature suggests that the family characteristics of both sub-populations are similar and they may be the same sub-population (Peterson and Brown 1994). Large scale studies have revealed that there are multiple risk markers that are predictive of child abuse and neglect (Browne 1995, Sidebotham et al. 2001, 2002). There is mixed evidence as to whether home visiting can have an impact on preventing injury and child abuse and neglect. This study aims to show that children who are injured and maltreated are the same sub-population. The study also examines the impact of child, family and societal risk markers on the likelihood of a child presenting for an injury or child maltreatment, and the effect of home visiting on the outcomes of injury and/or child maltreatment. This study is a retrospective cohort study using administrative data from three administrative data systems. The data from these systems were merged as part of a work project and de-identified. The de-identified data set contained data at an individual child level and formed the study sample. There were 11,821 children in the sample who lived within the Royal Children's Hospital Health Service District. Variables included demographic data, family characteristics, service contacts which included injury and Child Advocacy Service contacts (a proxy for child maltreatment). The main results of the study indicate there is a small cross-over of the sub-populations and these children are an extremely at-risk sub-population with a very high prevalence of risk markers. The research found that for children less than one year of age the 4.1% of the study sample presented for an injury contact and 1.1% of the study sample has a Child Advocacy Service (CAS) contact. There was 5.17% of the injury sub-population, compared to 0.93% of the non-injured population who had a CAS contact. Nineteen percent (19 %) of children who had a CAS contact also had an injury contact. The study also found that sole parents, mothers with an intellectual disability, and mothers who live in temporary/rental housing are predictors of injury and child maltreatment. Another finding is that an injury contact is a significant predictor of child maltreatment. A child who had an injury was 9 times more likely to attend for a CAS contact than a non-injured child (AOR 9.087 significant at 95% confidence interval (CI), (4.863-17.073). The introduction of home visiting into the model was examined and it was found that more than one home visit has the potential to reduce the likelihood of a child having child maltreatment contact if the mother is a sole parent, less than 20 years of age, abused as a child, lives in a family violence situation, has a mental health problem, is intellectual disabled or uses illicit substances. Whilst the results show a reduction, the impact clinically would be that home visiting as a single strategy will not prevent a CAS contact. The service implications of the study revealed that, there is a high usage of Department of Emergency Medicine (DEM) of Triage Category 4 and 5 clients. This presents an opportunity to look at alterative service model for these clients. Not all CAS clients were seen by the Primary Care Program, this also presents an opportunity to develop a pathway back to preventative health care services for this vulnerable group. The practice implications are that further research is required to identify the decision making process within DEM for injury presentation to identiy the indicators that DEM staff use to make a referral to the CAS. The identification of risk by Child Health Nurses requires further research to identify if the low occurrence of family risk variables in the study sample is a result of interview skills or data recording. The study has identified that there is a cross-over sub-population of injured and maltreated children. The research findings will provide information not previously available in the Australian context. At a service level the findings provide data to improve practice and service delivery.

Emotional Intelligence (EI) is one element in a broad spectrum of skills that enable managers to create value for their organisation and themselves. Since Salovey and Mayer's (1990) seminal article on the concept, and its popularisation in a social science book of the same name (Gibbs 1995; Goleman 1995), emotional intelligence has emerged in several different models and measures. Matthews et al. (2002) outlined three contexts for the study of emotional intelligence: psychometric, theoretical, and applied. The focus of this study is on measurement and applied use of emotional intelligence; where the “underlying EI is the impetus to improve emotional functioning in real life” (Matthews et al. 2002, p. 27). To the author's knowledge, no independent studies have measured the emotional intelligence of managers in Singapore. Equally, little is known about the perceptions of managers and senior executives on the influence and importance of emotional intelligence in organisations in Singapore. / Thesis (PhD)--University of South Australia, 2006.

Thesis (MPsy(Specialisation))--University of South Australia, 2002.

A work of architecture holds the observations of the architect, an accumulation of images, feelings and sensations. These remain largely detached and invisible to the casual observer, occasionally becoming apparent as an idea is glimpsed through an external point of observation. The research has looked to redefine the paradigms of observation, that define the way architecture is seen and interpreted, by exploring attachments to places and belief systems. It has followed a journey within practice. Part of this journey has been about locating the aesthetic and metaphysical experience of architecture within its physical and operational realities. The research is an observation of the architect experiencing, as an observer, himself, his place in the world, and of the cities and spaces that occupy his imagination. By observing the interface between things that have defined career and identity, an architectural narrative has been developed to describe how an architect' s persona, what he lives through and the memories that he carries with him have been and can continue to be condensed into his work. Beauty resides in the interface between these things and ultimately, the fixed reality of the work. The search is characterised by the appearance of The Blue Room. It is a metaphorical place representing both the present and the un-created future. The Blue Room is a metaphor for all of the emotions that rest behind the evolution of an architectural idea and which remain embedded within it as a finished work. It is a metaphor for beauty and a metaphor for loss and sadness, all of the things that exist in-between the idea and the representation of that idea; between the visible and the invisible. It also represents the inherent paradox of the architectural work in that the idea is never the same as it is first imagined; in its finished form it is both the space of the architect and the client.

Thesis (MPsy(Specialisation))--University of South Australia, 2002.

Migrant workers in China tend to suffer from inferior status and hardship in the workplace. Domestic private enterprises have become highly market-oriented and have been criticized for exploiting workers; however, some of them have started to pay increasing attention to motivating and retaining workers. The well-being of migrant workers is worthy of study. This study collected survey data from migrant workers in two Chinese private enterprises in the cosmetics industry, aiming to probe how a harmonious and supportive working environment may benefit workers. It is argued that HR???s assistance to line managers can be conveyed to workers via supervisors, leading to perceptions of a supportive working system (represented by the behaviour of HR, managers and supervisors). This kind of system is likely to promote employees??? identification with the organisation and social exchanges with organisational members. Further, these may improve workers??? psychological state and cooperative worker relations. This thesis starts by presenting migrant workers??? experience and discussing how HRM is practised in Chinese private enterprises. Studies of organisational support are introduced as a foundation to explore the influences of HR on employee outcomes???emotional exhaustion and co-worker assistance???through the mechanism of supervisor support. The results validate the substantial role of effective HR assistance to line managers and the role of the supportive supervisor in improving employees??? well-being and in facilitating helping behaviour among co-workers. Finally, implications for management practices and future research are considered.

Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.