Past research on emotional clarity (EC), the ability to identify and label one’s own emotions, has illustrated a connection between EC deficits and poor psychosocial outcomes during the adolescent years. For youth ages 12-17, low EC is associated with internalizing problems, dysfunction in peer and parental relationships, and risky behavior such as substance use. Likewise, high EC is linked with positive outcomes, such as psychosocial maturity and adaptive emotion regulation skills. Although past research has connected EC to psychosocial outcomes during adolescence in cross-sectional and longitudinal designs, no studies have traced the trajectory of EC over time to determine the developmental course of the construct during adolescence. Thus, this study investigated how EC developed over five years during adolescence and what factors were associated with the developmental trajectory of emotional clarity. Results indicated that EC tended to decrease over adolescence, and females, on average, had a steeper decline of EC over time than males. The trajectory of EC change predicted psychosocial outcomes, including depression, family functioning, well-being, and the trajectory of peer victimization over time. Results are discussed with the ultimate goal of informing novel prevention and intervention programs to promote adaptive emotional functioning during an influential time in human development. / Psychology

The effects of intensity of the unconditioned stimulus (US) on the acquisition and extinction of the conditioned emotional response (CER) in rats were investigated. The US intensities studied were 0.28, 0.49, 0.85, 1.55, and 2.91 ma. Both acquisition and extinction of the CER were found to be monotonic functions of US intensity, with the higher US intensities producing more rapid acquisition and more resistance to extinction. The lowest shock intensity failed to produce suppression. The 0.49 ma. subjects typically showed a partial recovery of normal operant behavior after development of a fairly profound CER. The results were interpreted as consistent wth the supposition that the CER is acquired in accordance with Pavlovian laws of classical conditioning. / Thesis / Master of Arts (MA)

This thesis is concerned with the effects of previous ex­perience with electric shock on the acquisition of a conditioned emotional response (CER) to a signal preceding shock. Rats with prior shock experience were slow to acquire the normal CER, which is manifested by a decrease in the rate of food-motivated lever pressing. However, this slow acquisition did not seem to result from adaptation or habituation to shock, as had previously been proposed. Rather, prior experience with unsignalled shock tended in itself to inhibit the rate of lever pressing. When later presented with a warning signal preceding shock, rats with prior shock ex­perience increased their rate of responding. This "dis-inhibition" persisted for several days, after which the usual decrease in rate occurred. / Thesis / Master of Arts (MA)

No

Yes / Given the devastating impact of austerity upon employment in the public sector and the re-prioritising of union funds, it is essential for PCS to continue to develop new and innovative ways of offering support to their officials in respect of their existing roles as well as their potential development into decision making positions and onto committees. Moreover, true influence and representation within the workplace is achieved through an effective voice within the union and as such PCS must continue to promote gender proportionality throughout decision making structures and leadership roles at all levels. Mentoring as a support strategy within business and the third sector has received much attention in recent years and is reportedly positively associated with career and job satisfaction, expectations for advancement, intention to stay (increased tenure), being better able to deal with negative work scenarios and conflict, improved confidence, feeling better prepared and supported and feeling better integrated into a wider organisation or network. This research report, therefore, ultimately seeks to generate empirical evidence to support the development of a national PCS mentoring programme as a means of providing support and encouraging the development of all officials whilst also providing a means for female officials to better circumvent barriers to activism and development. This report presents the headline findings from a large scale survey of almost 500 PCS lay officials and concludes that where informal mentoring already occurs officials receive tangible developmental benefits, moreover there is universal support for the development of a national PCS mentoring programme.

no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)

The power of abuse, either in childhood or in adulthood, is clear in many cases. Yet certain types of abuse are harder to detect and understand. Emotional invalidation is one type of abuse that is characterized by an incongruence or minimization of another person's emotions. This experimental study explored effects of emotional invalidation and emotional validation on people's level of emotional self-efficacy. Participants (n = 230) were recruited through Quest Mindshare using a survey created through SurveyMonkey, and randomly placed into 3 groups. All participants were given a survey that asked them to choose how certain pictures made them feel. In the experimental groups, experimenter feedback was either validating or invalidating. Following the survey, a measure of emotional self-efficacy was measured through the Emotional Self-Efficacy Scale (ESES). An ANCOVA research design was used in order to determine if differences in participant's ESES scores existed between the 3 groups, while controlling for age. The results revealed that the group receiving the invalidating feedback scored significantly lower than did the control group on the ESES score. This finding supports previous research completed with emotional invalidation and involves an aspect of communication that pertains to many different settings and interpersonal relationships including, but not limited to, teachers and students, family members, and friends. This study also has positive social change implications in the mental health field by illuminating the role of invalidating feedback on emotional self-efficacy, a finding which may inform clinicians' work to bolster mental health in all individuals.

Emotional intelligence (EI) is a term that has several definitions and theories. Three major views in the field of EI will be presented and discussed in this thesis, furthermore some practical implications for the research. There will also be a brief overview of the two fields of emotion and intelligence research, from where the concept of EI has emerged. The first view presented is Mayer and Salovey‟s four-branch model of EI, measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (the MSCEIT). The second view is the Bar-On model of emotional-social intelligence, closely related to the Emotional Quotient Inventory (the EQ-i). The third view is Goleman and colleagues‟ model of EI, which is measured with the Emotional Competence Inventory (the ECI). These different views of EI will be discussed in terms of ability-models and mixed-models, where the first model presented is referred to as an ability-model of EI and the following two models are seen as mixed-models of EI.

No description available.

no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)