"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

Recent research has shown that variation in the gene encoding for the oxytocin receptor (OXTR) contributes to individual differences in social-cognitive and emotional functioning in both clinical and non-clinical populations. OXTR has been associated with prosocial behavior, positive and negative emotionality, empathy, maternal sensitivity, and stress reactivity. To date, no study has investigated OXTR in the context of behavioral and emotional reactions to betrayals in trust. The present study examined how variation in 10 SNPs on OXTR may contribute to individual differences in behavior, emotional reactions, and perceptions following a betrayal in trust in an iterated prisoner’s dilemma game. Following correction for multiple testing, one SNP (rs237887) and two haplotypes (A-rs237887, C-rs2268490; G-rs237887, C-rs2268490) were significantly associated with positive emotional reactions to betrayal. In addition, one haplotype (C-rs9840864, T-rs2268490) was significantly associated with negative emotional reactions to betrayal. The present findings suggest that variation on OXTR may contribute to individual differences in emotional reactions to betrayals in trust.

The extant literature on emotional intelligence (EI) is replete with claims that EI is an important antecedent (higher than IQ in many cases) of job performance and success (e.g., Goleman, 1995). Additionally, the EI literature continues to debate its scope and relationship with personality factors (e.g., McCrae, 2000). To clarify these major issues, I drew upon socioanalytic theory (Hogan & Shelton, 1998a) to develop a model predicting the direct effects of both the Big Five personality traits and EI on multiple forms of performance (i.e., task, control, contextual, and innovative performance as well as relationship supportive and disruptive behaviors) and the moderating effects of EI (conceptualized as a social skill) on the relationship between the Big Five and performance. / The proposed model was tested with two on-line instruments completed by 116 Hong Kong managers. One instrument was an abilities test of emotional intelligence (MSCEIT 2.0: Mayer, Salovey, & Caruso, 2002). The other was a survey of self-reported personality and workplace behavioral data. Multiple hierarchical (moderator) regression was used to analyze the data. / Hypotheses in the proposed model were generally supported. Extraversion was a significant positive predictor of relationship supportive behaviors. Agreeableness had a positive influence on contextual performance and relationship supportive behaviors; it was a negative predictor of relationship disruptive behaviors. Conscientiousness was positively associated with task performance, and emotional stability was a negative influence on relationship disruptive behaviors. Except for Branch Three (understanding emotions) of EI, all branches were significant in predicting various forms of performance. Branch One (perceiving emotions) had a negative effect on contextual and relationship disruptive behaviors. Branch Two (facilitating emotions) was a negative predictor of relationship disruptive behaviors. Branch Four (managing emotions) had a negative influence on relationship supportive behaviors. The effects of EI on contextual performance and relationship supportive behaviors were in the opposite direction hypothesized. / Several interactions of EI and personality were significant in predicting all except relationship supportive behaviors. Agreeableness was involved in three influential interactions with EI; for those with high EI scores, relationships between agreeableness and task, contextual, and innovative performance were enhanced. Intellectance interacted with EI to predict innovative performance; in this case, EI had a suppresive effect. For relationship disruptive behaviors, EI interacted with both conscientiousness and emotional stability to counteract the negative effects of those personality traits. / This study has made several important contributions to the literature. First, it has clarified the (joint) roles of EI and personality on performance. Second, it has expanded the performance criterion space beyond the traditional focus on task and contextual performance by including measures of innovative performance as well as relationship supportive and disruptive behaviors. Third, it has provided an explicit test of socioanalytic theory by conceptualizing EI as a social skill that interacts with personality to predict performance. Finally, these findings have significant practical value to the selection and assessment of managers. / Thesis (PhD)--University of South Australia, 2004.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Jan 17, 2008). Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Indiana University, 2006. / Includes bibliographical references (leaves 113-126). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Indiana University, 2006. / Includes bibliographical references (leaves 113-126).

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xi, 252 p. Vita. Includes abstract. Includes bibliographical references (p. 158-194).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: John A. Ross. Incluedes bibliographical references.