This research set out to examine the barriers to a secondary private school in implementing dyslexia-friendly practice and responding to different needs, through an in-depth case study of a girls’ school where this was an acknowledged aim. Data were collected through participant observation, interviews with staff, pupils and other key informants. Adolescent girls were chosen as the focus in relation to issues of self-esteem. Before looking at potential barriers, perspectives of pupils in three different private schools for girls were examined in order to investigate how significant practices designated as dyslexia friendly were in the experience of adolescent girls. This suggested that there was no significant difference in the practices and teaching strategies found helpful by dyslexic or non-dyslexic pupils. What was significant was the strength of reaction to teaching strategies that were perceived as patronising or critical, despite often being intended as helpful. Examinations of teachers’ beliefs about the nature of difficulties showed that even where there appeared to be an interventionist perspective, this was diluted in the case of pupils who did not fit the profile of the ‘right sort of dyslexic’ who would reflect well on staff and school. Three significant barriers to the development of more inclusive practice were identified: the culture of autonomy in the classroom and suspicion of collaborative work; a high level of dependence on ability grouping; lack of consensus over the role of the Special Educational Needs Coordinator (SENCO). Significance of the findings in relation to the current dichotomy in the wider educational setting between league table pressures on one hand and inclusive ideology on the other is discussed and suggestions are made about areas for further investigation.

Systematic review Executive dysfunction is commonly reported following stroke with most research in this area focused on frontal lobe lesions. A systematic review was carried out to evaluate the evidence of executive dysfunction following stroke as compared to control groups. It was found that executive functions are consistently impaired following stroke and is not limited to frontal lobe lesions. Processing speed, mental flexibility, attention and working memory impairments were found to be the most common executive functioning impairments following stroke. Given the impact executive dysfunction may have on successful rehabilitation, relationships, return to work and quality of life, a comprehensive assessment of such difficulties is important following stroke to aid in the development of appropriate and effective rehabilitation strategies. Future research should use larger samples and a wide range of measures to assess different aspects of executive functioning. Introduction Mood disorders and psychological distress are common following stroke, and depression and emotional lability have been studied extensively. There has, however, been little research into difficulties in emotion regulation following stroke and whether this is associated with emotional or cognitive difficulties. The current study investigated emotion regulation difficulties following stroke and their relationship with quality of life, executive functions, anxiety and depression. Method Fifty participants who had suffered a stroke and forty five age matched controls completed the Difficulties in Emotion Regulation Scale, the Hospital Anxiety and Depression Scale, the World Health Organization Quality of Life assessment – Brief version and the National Adult Reading Test. In addition individuals with stroke completed four measures of executive functioning – Color Trails Test, Verbal Fluency, Brixton Spatial Anticipation Test and the Hayling Sentence Completion Test. Results Individuals with stroke had significantly greater difficulties in emotion regulation compared to age matched controls and this was significantly associated with lower self reported quality of life and increased levels of both anxiety and depression. No significant associations were found between emotion regulation and executive functions or between executive dysfunction and lower self reported quality of life. Discussion The current study found evidence that individuals who have suffered a stroke have more difficulties in emotion regulation than an age matched control group. This is clinically important as emotion regulation difficulties are found in mood disorders and it may be that such difficulties precipitate and/or maintain depression following stroke. The absence of an association between difficulties in emotion regulation and executive functioning suggests that other factors may influence such difficulties, such as the trauma of having a stroke. Future research should explore emotion regulation difficulties further following stroke, particularly investigating whether the course of these difficulties changes over time and if they are linked to type of stroke or lesion location.

Children with reading difficulty experience stress in school and may develop negative socio-emotional adjustment. It is unclear what influences some students to experience externalizing patterns and others internalizing patterns. This study investigated the influence of the age of identification of reading difficulties on coping strategies and socio-emotional adjustment. 36 children (ages 9-12) from Winnipeg Schools and Child-Care centres completed measures of coping strategy and socio-emotional adjustment and their parents/guardians reported age of initial reading difficulty. Conditional processing analyses, using percentile bootstrapping, were used to examine mediating effects of coping strategies in the relationship between age-of-identification and socio-emotional adjustment. Results showed children who were identified with reading difficulties in Grade 2 or later were more likely to report using disengagement coping strategies but children identified with reading difficulties before Grade 2 were more likely to report higher internalizing patterns. Evidence for expected mediation by coping strategy was not found. These findings suggest that prolonged experience of reading difficulties is associated with greater risk of developing internalizing problems. Clarifying how age of identification of reading difficulty influences socio-emotional adjustment will help resolve theoretical debates and will help educators/clinicians to better serve students learning to read, and promote struggling readers’ healthy socio-emotional adjustment. / October 2016

This study investigated the relationship between children's perception of parents as loving or rejecting and the general emotional adjustment of these children. Emotional adjustment was reflected by behavior within a regular classroom as observed by the teacher and by performance on a projective personality test.

The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.

Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main factors: internalizing and externalizing behaviors. Internalizing behaviors represent introverted problems, directed inwardly to the individual. While externalizing behavior patterns represent behaviors that are directed outwardly. Behaviors, emotions and thoughts are experienced by all people but on a continuum rather than in terms of absence versus presence of the behavior. The child behavior checklist (CBCL) is used to measure BEPs. The system of CBCL (parent form) measures also includes a teacher rating form and a youth self-report. Using 62 teachers and 311 students, the present study assessed convergent and discriminant validity using a correlated trait, correlated method minus one [CT-C(M-1)] model. The results showed low to moderate teacher-student agreement on the traits. To extend the theoretical structure of the teacher and self-report forms, the present study assessed the nested structure of the data using a multilevel model. Results revealed the nested structure of the data should not be ignored.

WHAT IS THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ADMINISTRATIVE ADVANCEMENT IN AN URBAN SCHOOL DIVISION? By Elizabeth Roberson, Ph.D. A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2009 Director: Henry T. Clark, Ph.D. Associate Dean of the School of Education The purpose of this research was to study the relationship between emotional intelligence and administrative advancement in one urban school division; however, data acquired in the course of the study may have revealed areas that could be further developed in future studies to increase the efficacy of principals and, perhaps, to inform the selection and training process for prospective administrators. This phenomenon, then, might increase aspirants’ opportunities for advancement and augment the pool of potential leadership candidates as well. The open-minded administrator realizes that extremely well honed interpersonal skills are critical in order to inspire and emotionally move others to work towards a shared vision. Without a high degree of emotional intelligence, such a collaborative climate may not easily be created. Attuned to the feelings of others, leaders rich in EQ can help their peers to achieve at high levels and work comfortably in a cooperative way. The self-report version of the Emotional and Social Competence Inventory (ESCI) was administered electronically to principals and assistant principals in one urban school division. In turn, each principal or assistant principal was asked to provide an email address for four other individuals capable of assessing their interpersonal skills via the 360 degree version of the ESCI. Data were collected using the statistical package, SPSS, and analyzed using a variety of statistical analyses. Variables included level of emotional intelligence, age, gender, ethnicity, and level of school (elementary, middle or high), number of times an individual applied for an administrative position, the length of time it took to be appointed to such a position, and the number of administrative positions held. This was a non-experimental, quantitative comparative/descriptive study.

D. Litt. et Phil. / The aim of this study was to develop a computer adaptive test of the trait Self-control sub-scale of a trait-based emotional intelligence inventory (Trait Emotional Intelligence Questionnaire: TEIQue). Secondary objectives were to examine the functioning of the CAT by (a) comparing the CAT with a static version, and (b) to establish a practical approach to developing a computer adaptive solution to existing static fixed format self-report inventories...

Walden University College of Health Sciences This is to certify that the doctoral study by Rickey King has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Marisa Wilson, Committee Chairperson, Health Services Faculty Dr. Murielle Beene, Committee Member, Health Services Faculty Dr. Deborah Lewis, University Reviewer, Health Services Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists by Rickey King MSNA, Gooding Institute of Nurse Anesthesia, 2006 BSN, Jacksonville University, 2003 ASN, Oklahoma State University, 1988 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University February 2016 The operating room is a high stress, high stakes, emotionally charged area with an interdisciplinary team that must work cohesively for the benefit of all. If an operating room staff does not understand those emotions, such a deficit can lead to decreased effective communication and an ineffectual response to problems. Emotional intelligence is a conceptual framework encompassing the ability to identify, assess, perceive, and manage emotions. The research question for this project is aimed at understanding how an educational intervention could help to improve the emotional intelligence of anesthetists and their ability to communicate with other operation room staff to produce effective problem solving. The purpose of this scholarly project was to design a 5-week evidence-based, educational intervention that will be implemented for 16 nurse anesthetists practicing in 3 rural hospitals in Southern Kentucky. The Emotional and Social Competency Inventory - University Edition will be offered to the nurse anesthetists prior to the educational intervention and 6 weeks post implementation to determine impact on the 12 core concepts of emotional intelligence which are categorized under self-awareness, social awareness, self-management, and relationship management. It is hoped that this project will improve emotional intelligence, which directly impacts interdisciplinary communication and produces effective problem solving and improved patient outcomes. The positive social change lies in the ability of the interdisciplinary participants to address stressful events benefitting patients, operating room personnel, and the anesthetist by decreasing negative outcomes and horizontal violence in the operating room.

Evolutionary theory provides a useful framework for understanding the possible genesis and benefits of spirituality and/or religiosity. Research within psychology on Attachment and Object Relations Theory indicates congruence between the way we relate and perceive others and the way we relate to and perceive “God”. In addition research has indicated that spirituality and religiosity in general are related to better health outcomes. This study examined the possible differential benefits of using the Pennebaker Written Emotional Disclosure paradigm with or without a spiritual/religious framework. Furthermore, it was hypothesized that any incremental benefits would be moderated by attachment style and level of object relations development. This study provided no support for either a differential effect of writing instructions or for a moderating effect of attachment style or level of object relations development. Implications and suggestions for future inquiry are discussed.