The purpose of this study was to determine if the emotional intelligence of gifted adolescents contributes significantly to their social and academic success, and specifically if emotional intelligence was of importance above and beyond traditional psychometric intelligence (IQ). This study tested the claims of Goleman (1995) who argued that emotional intelligence was critical to our understanding of human success, and often times more important than IQ. A group of 39 adolescents (mean age = 16 years 6 months) who were enrolled in a residential high school for gifted youths participated.The Adolescent Multifactor Emotional Intelligence Scale (AMEIS) (Mayer, Salovey, and Caruso, 1996) and the Test of Cognitive Skills (2nd ed.) (CTB MacMillan/McGraw-Hill, 1993) were utilized to attain overall levels of emotional intelligence and IQ, respectively. The Behavior Assessment System for Children - Self-Report - Adolescent Version (BASC-SRP-A) (Reynolds & Kamphaus, 1992) was used to measure two types of social success: interpersonal relations and social stress. Academic success was determined by student grade point averages.The results of hierarchical multiple regression analyses revealed that emotional intelligence did not contribute significantly to the social and academic success for these gifted adolescents. These results suggest that Goleman's argument about the significance of emotional intelligence may be overstated, at least when studying this sample of gifted adolescents. However, future research will need to address the need for improved measurement of emotional intelligence, possibly studying specific components of emotional intelligence. Larger samples that include gifted students from more common settings may also help clarify the importance of emotional intelligence in this population. / Department of Educational Psychology

No description available.

The present study examined the predictive ability of the stage model in the establishment of an alliance in adolescent counselling. The relationship between readiness for change and the three dimensions of the working alliance was also further explored. Fifty-one students between the ages of 14 and 18, who were seeking counselling in their schools, were recruited through two school boards in a large eastern Canadian city. The results provided empirical support for a relationship between adolescents' readiness for change and the quality of their working alliance. In comparison to students who were resistant to change, those who were ready to actively change were more likely to develop positive alliances with their counsellors, and were in more agreement with their counsellors on the goals and tasks of counselling. The theoretical and practical implications of these findings for counsellors and other researchers, limitations of this study, and future research directions are discussed.

Master of Philosophy (MPhil) / My thesis was designed to shed light on the numerous ways in which a small group of forty three orphaned Holocaust survivors adapted to their new lives in Australia, whilst keeping their preferred Jewish practices. I have attempted to explain the reasons for their choices in doing so. The majority abandoned their belief in the existence of God but felt obliged to keep, preserve and manifest a Jewish identity. This was achieved by celebrating some Jewish traditions. A few retained both belief in God and Jewish practices. All interviewees were born between 1927 and 1932. They originated from seven European countries and came from homes where the degree of Jewish observance varied. They survived the Holocaust whether incarcerated, in hiding or rescued by early Kindertransporte. The education and schooling of all the interviewees had been disrupted as a consequence of the Holocaust. A few continued their studies and completed tertiary education at university or technical college. The remainder embarked on acquiring various skills, which eventually assisted them in their occupation. My research demonstrates that the level of education or professional skills bear no correlation to the level of religiosity. The interviewees who came from acculturated backgrounds, continued with corresponding Jewish practices in their adult years. Belief in God had played no major role in the lives of their parents. However, practice of certain rituals had been integrated into their Jewish identity. Transporting these rhythms to Australia caused no difficulty for these interviewees in their post-war lives. A considerable transformation of Jewish rites and rituals occurred amongst the interviewees, who came from shtetls. Their previous unswerving belief in God had been challenged, so that it was either weakened or, in many cases, vanished. The adherence to Jewish traditions and laws had diminished. Many relinquished observation of the laws of kashrut. The Sabbath was no longer observed and revered as it had been in the pre-war years. The contrast of such entrenched Jewish traditions from shtetl lives to suburban life in Australia in the 1950s was too great. A significant difference emerged within the group of six interviewees, who kept their belief in God. Their backgrounds were Modern Orthodox. They came from larger towns or cities in three countries. Education had played a crucial part in their early life. Learning, in conjunction with adherence to religious traditions and laws had shaped their childhood and upbringing. The retention of faith and Orthodox traditions correlated with their love of learning. Modern Orthodox practices could be more easily maintained than the traditions followed in shtetls. All forty three interviewees kept their Jewish identity in one form or another. As Jewish identity can be explained in terms of religiosity, ethnicity, culture and nationalism, this continuity was possible. Survivors, who lost their belief in God, were able to continue with Jewish rituals, traditions and life cycle events as part of their ethnicity or culture. There is no doubt that for the large majority of the interviewees, the Holocaust affected their religious life. Losing their parents and siblings as a result of the Holocaust shattered their beliefs and resulted in an abandonment of their previously held beliefs and trust in God. As a consequence, changes occurred in their Jewish identity. They considered themselves as Jews, without adhering to any religious form. However, they were not prepared to relinquish all traces of Jewish identity. The memories of their lost families proved too treasured to allow them to abandon all Jewish ties. It is my conclusion that the rhythms of Jewish life constituted a defining factor in the re-building of their shattered lives after the Holocaust. They provided a framework which allowed and maintained the continuity of Jewish existence, their belief in God and Jewish rites and rituals. For those interviewees who abandoned their belief in God, Jewish rites and rituals served to provide identification with Jewish peoplehood and culture. However, many of the teenage survivors practised these rhythms and rituals in a secular/cultural manner, rather than emanating from a belief in God. These reactions reflect the complexity of Jewish identity in the modern and post modern world.

Thesis (M.M.) -- Florida State University, 2004. / Advisor, Jayne Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 2-11-05). Document formatted into pages; contains 55 pages. Includes biographical sketch. Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 131-141). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11912

Thesis (M. P. H.)--University of Hong Kong, 2006. / Also available in print.

Thesis (M.A.)--University of Adelaide, Dept. of Psychology, 1990. / Includes bibliographical references (leaves 175-192).

Thesis (M.A.)--East Tennessee State University, 2007. / Adviser: Larry Miller. Includes bibliographical references.

Thesis (MSD(Social Work and Criminology))--University of Pretoria, 2008. / Includes bibliographical references. Available on the Internet via the World Wide Web.