Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007. / "May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Purpose: Determine the prevalence of cardiovascular risk factors and to examine the influence of patient adherence and patient-provider goal-setting and decision support on factors related to cardiovascular disease risk among veterans receiving outpatient care. Design: Secondary data analysis of de-identified medical records of 1,865 veterans, aged 18-89 years old, who received outpatient primary care services at least twice over a twoyear time period between 2003-2007 at a Department of Veterans Affairs Medical Center. Descriptive statistics were used to describe the prevalence of cardiovascular risk factors. The association among patient adherence and patient-provider goal setting and decision support on body mass index, HbAlc, and LDL cholesterol was examined using generalized estimating equations with exponential regression. Findings: 1,579 (84.7%) veterans were 50 years or older in 2007,22.9% had an existing diagnosis of cardiovascular disease, 26.2% had diabetes, and 6.6% had both cardiovascular disease and diabetes. Nearly 40% of the sample was considered obese with a BMI >30. Twenty-eight percent had an LDL higher than recommended but risk levels declined from 42.9% high risk cases in 2003 to 24.2% high risk cases in 2007. Over three-quarters of the sample reported a smoking history. Patient-provider goal setting was not a predictor of BMI, however, cholesterol medication prescribed, age, and number of visits was significant. Patient-provider goal setting was a significant predictor of HbAlc and LDL along with educational class attendance, cholesterol medication prescribed, age, and type of health care provider. Conclusions: Veterans in this study were at high risk for cardiovascular disease. Patientprovider goal setting, educational class attendance, cholesterol medication prescribed, age, and type of health care provider were significant predictors of HbAlc and LDL. BMI levels remained steady as weight loss requires a great deal more effort. The gap between behavioral intention and action is a challenge in obesity management. Future prospective studies are needed to further define the relationship between patient adherence and patient-provider goal-setting and decision support and develop culturally sensitive and innovative programs among this population.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 15, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Sydney, 2006. / Title from title screen (viewed 27 February 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology. Includes bibliographical references. Also issued in print.

ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team's coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants' openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensievaardighede. Onderhoude is met elf bestuurslede van 'n privaat organisasie gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is op aksieopleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidingsproses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensievaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename in emosionele intelligensievaardighede van bestuurslui. Sekere faktore dra by tot die waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir afrigting, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.

M.B.A. / Applications of Emotional Intelligence in the workplace are almost infinite. Emotional Intelligence is instrumental in resolving a sticky problem with a coworker, closing a deal with a difficult customer, criticising your boss, staying on top of a task until it is completed, and in many other challenges affecting your success. Emotional Intelligence is used both interpersonally (helping yourself) and interpersonally (helping others) (Weisinger, 1998:xvi). One of the most difficult and rewarding practices of emotional intelligence is to help others help themselves (Weisinger, 1998:181). A work organisation is an integrated system that depends upon the interrelationship of the individuals who are part of it. How each person performs affects the company as a whole. That's why it is important to the success of the company not only that all employees perform to the best of their abilities but that they also help others do the same (Weisinger, 1998:183). A general attitude toward one's job; the difference between the amount of rewards workers receive and the amount they believe they should receive. A person's job is more than just the obvious activities — it requires interaction with co-workers and bosses, following organisational rules and policies, meeting performance standards, living with working conditions that are often less than ideal. Therefore job satisfaction is not straight forward (Robbins 1996: 190). Service variability refers to the unwanted or random levels of service quality customers receive when they patronise a service. Variability is primarily caused by the human element, although machines may malfunction causing a variation in the service. Various service employees will perform the same service differently and even the same service employees will provide varying levels of service from one time to another. Unfortunately, because of the variability characteristic of services, standardisation and quality control are more difficult (Kurtz & Clow 1998: 14). To ensure quality at the source refers to the philosophy of making each worker responsible for the quality of his work. This incorporates the notions of do it right. Workers are expected to provide goods or services that meet specifications and to find and correct mistakes that occur. Each worker becomes a quality inspector for his own work (Stevenson 1996: 103). This dissertation is therefore looking at the different viewpoints of experts on emotional intelligence and to identify characteristics important to render quality client service.

Emotional Intelligence ( EI ) is held to explain how emotions may function to advance life goals, with the basic proposition being that individuals monitor and discriminate emotions within themselves and others to solve problems. A number of different theories of EI have been proposed and consequently there is still controversy about the best way in which to conceptualise and measure EI. It is, nonetheless, agreed that the relevance of EI is largely dependent on it being able to predict significant life outcomes. Academic achievement, life satisfaction, coping, problem - solving ability and anxiety are variables that have relevance in academic, occupational and interpersonal situations. The relationship between these variables and EI was assessed in two diverse populations ( University sample : N = 246 ; mean age = 19.9 ; Older community sample : N = 212 ; mean age = 51.6 ). The magnitude and direction of findings in both studies were found to be remarkably similar. As expected, older adults ( community sample ) were found to score significantly higher on EI than younger adults ( University sample ). Few gender differences in EI, however, were apparent, but those that were significantly favoured females. Previously identified relationships suggesting that self - report EI measures are moderately - to - highly correlated to personality, whereas ability EI is reasonably distinct from other constructs, were also upheld. Inconsistent with previous research, however, differential associations between EI and verbal and abstract reasoning ability were not observed. Fitting theoretical expectations, in both studies EI was low - to - moderately correlated with higher life satisfaction, problem and emotion focused coping and perceived problem solving ability and with lower avoidance coping and anxiety. However, the correlations for academic achievement were not significant. These correlations were found to be higher for self - report EI than they were ability EI, perhaps due to method variance with the life skills. Nevertheless, despite these low - to - moderate correlations, hierarchical regression analyses controlling for personality and cognitive abilities revealed that the incremental predictive validity of EI was 7 % at most. This finding was found for all life skills regardless of the EI measure involved. This raises some implications for the field of EI and highlights that personality and cognitive abilities should be taken into account when making assertions about EI ' s predictive power. / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2006.

This multiple case study describes students who are highly emotionally competent yet have learning disabilities. The study sheds light on how such students perceive their educational experience and begins to answer inter-related questions, such as how emotional strengths assist with learning disabilities. A multiple case study design was used. The participant group ranged from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and verifying findings. Participants revealed varying ability with emotional intelligence. However, all students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students showed a strong ability to use their emotional intelligence to improve academic functioning, with one student in particular displaying outstanding abilities and insights into emotional intelligence. The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike.