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Background: There is a growing clinical and research interest into emotional abuse and its detrimental impact on child welfare and development, yet increasing evidence suggests that it remains both under-recognised and under-reported. Objectives: The primary objective of this study was to describe the prevalence and nature of emotional abuse experienced by a random sample of children referred to a multi-agency Child Protection team, located within an NHS board, due to concerns about maltreatment. The secondary objective of this study was to examine the prevalence of children within the sample who were disabled. Method: The study was a retrospective case note survey. Random samples of 108 case files were selected and reviewed using the Maltreatment Classification Record Abstraction Instrument – MCRAI (Trickett et al., 2009). Fifteen items of parental behaviour regarded as emotionally abusive were coded and organised into four subtypes of emotional abuse. This information was applied to two psychological maltreatment frameworks. Non parametric and descriptive statistics were used for data analysis Results: There was a significant difference found in the identification of emotional abuse between clinician reporting, n=33 (30.6%), at the time of referral and the use of the extraction tool with either psychological framework, n=78(72.2%). There was only a small number of children with a disability identified within the random sample who had experienced abuse and/or neglect n=12. Conclusions: Greater awareness and understanding of emotional abuse would be valuable in ensuring that children’s psychological needs are met and to avoid the detrimental impact of this form of abuse. Clinicians would also benefit from a greater understanding of the complexities of disabilities and how these can impact on child protection investigations.

An aim of this research was to gain prevalence rates of emotional abuse (EA) and emotional neglect (EN) in a community based adolescent sample. This exploratory research also attempted to determine the impact of EA, EN and a combination of the two (emotional maltreatment; EM) on adolescent’s emotion regulation (ER). The impact of temperament, gender and age was also considered, along with the adolescent’s subsequent quality of life ratings. Method: A total of 540 adolescents (mean age 14 years) were recruited through their secondary schools, and completed the following questionnaires: the EN and EA subtests of the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1994); the Early Adolescent Temperament Questionnaire – Short Form (EATQ – SF; Ellis & Rothbart, 1999); the Basic Emotions Scale (BES; Power, 2006); the Regulation of Emotions Questionnaire (REQ; Phillips & Power, 2007) and the Kid Screen -10 item Health Questionnaire for Children and Young People (Ravens-Sieberer et al., 2005). Results: Prevalence rates of EA and EN were reported. Differences were detected between EA and EN in terms of how they affect experiences of basic emotions and how they impact on ER, even after controlling for temperament. Only EA was associated with aggression, whereas both EA and EN were associated with depressive mood and reduced quality of life. Conclusions: EA and EN are different maltreatment experiences which have different detrimental effects on the individual, therefore requiring different interventions.

Denna uppsats behandlar hur timanställda inom restaurangbranschen använder sina känslor för att utföra sitt jobb som servitris. Hochschilds teori om känsloarbete har använts för att förstå arbetet med känslor som ligger bakom service, medan Goffmans dramaturgiska teori nyttjades för att ge större förståelse för rollen som timanställd och vad det innebär i relation till varandra. Semistrukturerade intervjuer genomfördes med åtta timanställda i 20-årsåldern. Resultatet visar att rollen som timanställd ofta gör känsloarbete mer påfrestande då möjligheterna till att ventilera är mindre på grund av sämre relationer till chefer och kollegor, samt att mindre eller ingen återkoppling och otydliga förhållningsregler försvårar arbetet. De kvinnliga servitriser som intervjuades behövde dessutom utföra en form av dubbelt känsloarbete gentemot såväl kunden som andra kollegor.

This study is concerned with the determination of the relationship that exists between levels of emotional stability and academic accomplishment among students of Business Administration at North Texas State College. It is the hypothesis of this study that a positive relationship exists between levels of emotional stability and academic achievement among students of Business Administration at North Texas State College and that the degree of this relationship can be determined.

There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.

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.

Background:The society of the 21st century is shaped by a highly competitive environment and a vast amount of uncertainties. To stay competitive and up to date, people must manage other people and their emotions with excellence. Emotional intelligence (EI) has been described as a key function in managing people successfully within companies of today's society. Existing research within the field of the phenomenon has mostly been focusing on the fruitfulness as follows by EI taking place within a company context. However, some researchers argue for the other side of the coin, where the usage of EI may harm people. This area is introduced as the dark side of EI which takes form through emotional manipulation. As emotional manipulation is argued to be present within a company context, it becomes important to investigate how the dark side of EI manifests and affects people within a company context. Purpose: The purpose of this study is to explore how the dark side of EI manifests and affects people within a company context. Method: To fulfil the purpose of this study being of exploratory nature, a qualitative research methodology was employed. The empirical data was collected through semi- structured interviews held with people of various positions within four large Swedish companies. The data has been analysed and interpreted using a general inductive research approach incorporating thematic analysis. Conclusion:This study shows that the dark side of EI exists within a company context. Findings imply the manifestation to start within the top management followed by a hierarchical domino effect throughout the hierarchical levels within the company and is highly dependent on leadership influence. The dark side of EI does not solely manifests in the non-prosocial side of EI, it also appears to manifest within an intermediate zone between prosocial and non-prosocial. The manifestation takes form through gamification techniques being identified as social-, tactic-, and run one over games. People got affected by the manifestation in terms of emotional distance and decreased motivation. Importantly, the degree in which people got affected varied depending on individual concentrations of EI competencies, self- confidence, assertiveness, and familiarity with the individual or the group as explained in the Spectrum Framework from EI to the Dark side of EI created within this research.

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