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2.
Ear Nose Throat J ; 99(3): 157-158, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32180445
3.
Wiad Lek ; 73(1): 107-112, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32124818

RESUMO

OBJECTIVE: The aim of our study was to determine features of social and emotional intelligence in family caregivers of patients with endogenous mental disorders as a basis for communicative resource formation in family where a patient lives. PATIENTS AND METHODS: Materials and methods: A total of 273 family caregivers of patients with paranoid schizophrenia and bipolar disorder were involved into this survey under informed consent conditions. Control group included 55 mentally healthy respondents, in whose families there is no mentally sick family member. Emotional intelligence of family caregivers was measured using the psychodiagnostic test "EQ" by N. Hall. To assess level of social intelligence the J. Gilford and M. Sullivan test (in adaptation done by Mikhailova E.S.) was used. Values of p <0.05 were considered significant. RESULTS: Results: The study revealed that family caregivers of patients with schizophrenia and affective disorders demonstrate a decrease in emotional and social intelligence indicators, which creates significant obstacles for effective interpersonal family communication and for the harmonious functioning of a family, in which a mentally sick patient lives, in general. Difficulties of emotional regulation, emotional management, recognition of emotional states of other participants of communication related to the level of emotional and social intelligence of FC are factors, that complicate interpersonal relations in families of patients and reduce possibilities for psychosocial adaptation of all family members. CONCLUSION: Conclusions: Revealed features should be taken into consideration when creating appropriate psycho-educational and psycho-corrective programs for family caregivers of patients with endogenous mental disorders.


Assuntos
Cuidadores , Inteligência Emocional , Transtornos Mentais , Comunicação , Família , Humanos , Transtornos do Humor
5.
J Dent Educ ; 84(6): 704-711, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32147824

RESUMO

Emotional intelligence (EI) involves the awareness and management of personal and others' emotions. Although EI has been found to be positively associated with the academic performance of dental students, limited evidence exists regarding methods to improve the EI among dental students. PURPOSE: The purpose of this study was to determine whether the inclusion of EI training in a communication and ethics course would improve EI levels among dental students. METHODS: Upon institutional review board exemption, this study used a pre-test/post-test research design. Second-year dental students, enrolled in a Communication and Ethics in Dentistry course, were invited to participate. Participants completed a survey of demographic questions and a 30-item Emotional Quotient Self-Assessment Checklist at the beginning and end of the course. Participants received reports of their pre-test and post-test EI scores. RESULTS: Of the 120 enrolled, 97.5% (n = 117) completed the pre-test survey and 91.7% (n = 110) completed the post-test survey. Independent samples t-tests revealed significant improvements in EI scores from pre-test (M = 111.9, SD = 9.8) to post-test (M = 118.8, SD = 11.2) (P < 0.001). About 75% of participants agreed that knowing their EI scores was helpful in general, knowing their EI scores was helpful in the classroom setting, and the course content and course activities helped the improvement of EI scores. Nearly 90% of participants agreed that knowing their EI scores would be helpful in the clinical setting. CONCLUSION: Future research should evaluate the longitudinal effects and impact of the EI training to determine how EI should be addressed in the overall dental curriculum.


Assuntos
Desempenho Acadêmico , Estudantes de Odontologia , Comunicação , Inteligência Emocional , Humanos , Inquéritos e Questionários
6.
PLoS One ; 15(3): e0230169, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32168366

RESUMO

Circadian typology has been related to several mental health aspects such as resilience, perceived well-being, emotional intelligence and psychological symptoms and disorders. However, the relationship between circadian typology and emotion regulation, metacognitions and assertiveness, which constitute core constructs related to psychological well-being and psychopathology, remain unexplored. This study aims to analyze whether circadian typology is related with those three constructs, considering the possible influence of sex. 2283 participants (833 women), aged 18-60 years (30.37 ± 9.26 years), completed the reduced Morningness-Eveningness Questionnaire, the Emotion Regulation Questionnaire, the Meta-Cognitions Questionnaire 30, and the Rathus Assertiveness Schedule. Main effects were observed between circadian typology and cognitive reappraisal, metacognitions, negative beliefs of uncontrollability and danger, cognitive confidence, cognitive self-consciousness, and assertiveness (F(2,2276) > 4.80, p < 0.009, ηp2 > 0.004, in all cases). Morning-type participants scored lower than evening-type in general metacognitive beliefs, negative beliefs of uncontrollability and danger, cognitive confidence, and cognitive self-consciousness, and higher than evening-type in cognitive reappraisal and assertiveness, while neither-type exhibited intermediate scores (p < 0.033 in all cases). According to the results, evening-type individuals might display a higher tendency to support maladaptive beliefs about thinking itself as well as a lesser tendency to reappraise a potentially emotion eliciting situations in order to modify its meaning and its emotional impact and to exert their rights respectfully. This new evidence improves the understanding of the relationships between circadian typology and psychological factors related to psychological well-being and psychopathology. Results implications for the onset and maintenance of psychological problems are discussed. Although future longitudinal studies are needed, results emphasize evening-type as a risk factor for the development of psychological disturbances and morning-type as a protective factor against those.


Assuntos
Ritmo Circadiano/fisiologia , Regulação Emocional/fisiologia , Emoções/fisiologia , Metacognição/fisiologia , Adolescente , Adulto , Assertividade , Inteligência Emocional/fisiologia , Feminino , Voluntários Saudáveis , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
8.
Emotion ; 20(1): 105-109, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31961187

RESUMO

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).


Assuntos
Sucesso Acadêmico , Inteligência Emocional/fisiologia , Regulação Emocional/fisiologia , Aprendizagem/fisiologia , Aprendizado Social/fisiologia , Estudantes/psicologia , Feminino , Humanos , Masculino , Instituições Acadêmicas
9.
Am J Nurs ; 120(2): 68-71, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-31977425

RESUMO

It's the first step in learning to manage others.


Assuntos
Liderança , Enfermagem , Inteligência Emocional , Empatia , Humanos , Resiliência Psicológica , Autoavaliação
11.
J Psychol ; 154(1): 75-93, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31524567

RESUMO

Trait emotional intelligence (TEI) is an important individual difference variable that is related to the quality of romantic relationships. The present study investigated the associations between TEI, dyadic coping, and relationship satisfaction. A convenience sample of N = 136 heterosexual couples was recruited online. When the actor-partner interdependence model was applied to the data, TEI showed a positive actor effect and a positive partner effect on relationship satisfaction. The actor effect and partner effect of TEI on relationship satisfaction were partially mediated through positive dyadic coping and common dyadic coping, respectively. A small total indirect actor effect was also found for negative dyadic coping. Controlling for potential content overlap between TEI and relationship satisfaction did not alter the results. However, removing variance from the TEI score that was shared with the Big Five trait factors attenuated TEI's actor and partner effects on relationship satisfaction and rendered all but one actor effect for TEI on dyadic coping and all but one indirect effect nonsignificant. The results underline the importance of TEI for the quality of romantic relationships and they shed light on underlying mechanisms. Implications for theory, research, and applications in counseling contexts will be discussed.


Assuntos
Adaptação Psicológica , Inteligência Emocional , Relações Interpessoais , Satisfação Pessoal , Adulto , Idoso , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Parceiros Sexuais/psicologia , Adulto Jovem
12.
Nurs Educ Perspect ; 41(2): 103-105, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30807503

RESUMO

Emotional intelligence (EI) includes the ability to perceive, facilitate, understand, and manage emotions. EI impacts the quality of care nurses provide to patients as members of the health care team. The purpose of this study was to determine if measured EI of nursing students changed during a professional nursing program. A quantitative longitudinal correlational design was used to measure EI scores of nursing students at the beginning and end of a baccalaureate nursing program. Findings include a statistically significant decrease of total EI scores over time, as well as a significant decrease in two of the ability subscales.


Assuntos
Bacharelado em Enfermagem , Inteligência Emocional , Estudantes de Enfermagem/psicologia , Humanos , Estudos Longitudinais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
13.
J Surg Res ; 245: 383-389, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31425880

RESUMO

BACKGROUND: Self-assessment is fundamental in surgical training. Accuracy of self-assessment is superior with greater age, experience, and the use of video playback. Presently, there is scarce evidence in the literature regarding predictors for a surgical trainee's aptitude for self-assessment. The objective of this study was to investigate whether emotional intelligence or visual-spatial aptitude can predict effective self-assessment among novice surgeons performing laparoscopic appendectomy (LA). MATERIALS AND METHODS: Eighteen novice trainees performed a simulated LA, and two aptitude measures were evaluated: (1) emotional intelligence questionnaire and (2) visual spatial ability test. Self-assessment of their performance was conducted using the Objective Assessment of Surgical and Technical Skills global rating scale and ranking five subtasks of the procedure in order of quality of performance after watching a playback of their LA. Two blinded experts (senior consultant surgeons, performed >100 LAs) assessed surgical quality using the same scoring system. Candidates were ranked into higher and lower aptitude groups for the two aptitude measures. Spearman's rank correlation coefficient was calculated to identify if either of the two groups demonstrated greater agreement between self and expert assessment in relation to the two aptitude measures. RESULTS: Participants with a higher degree of emotional intelligence demonstrated significant agreement with expert assessment (r = 0.73, P = 0.031). CONCLUSIONS: Emotional intelligence can predict better self-assessment of surgical quality after performing a simulated LA. This may facilitate early identification of individuals who might require mentoring or guidance with self-assessment as well as contribute to selection criteria.


Assuntos
Testes de Aptidão , Inteligência Emocional , Cirurgia Geral/educação , Autoavaliação , Processamento Espacial , Adulto , Apendicectomia , Competência Clínica , Feminino , Cirurgia Geral/normas , Humanos , Laparoscopia , Masculino , Projetos Piloto , Adulto Jovem
14.
Nurs Educ Perspect ; 41(1): 63-64, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31860495

RESUMO

Undergraduate didactic nursing leadership courses lack experiential opportunities to address working with culturally diverse populations. The authors used Bafa Bafa©, a cross-cultural low-fidelity simulation, to further develop critical thinking and emotional intelligence skills in prelicensure nursing students. This article describes the authors' experiences of integrating this innovative teaching strategy in the classroom to increase cultural awareness. The students' discovery of unexpected feelings, thoughts, and perceptions has the potential to extend beyond the simulated experience when coupled with faculty reinforcement of engaging in self-reflective practice as a professional nurse.


Assuntos
Bacharelado em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Competência Cultural , Inteligência Emocional , Humanos , Liderança , Estudantes de Enfermagem/psicologia
15.
Artigo em Inglês | MEDLINE | ID: mdl-31810165

RESUMO

Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.


Assuntos
Adaptação Psicológica , Comportamento do Adolescente/psicologia , Bullying/psicologia , Vítimas de Crime/psicologia , Vítimas de Crime/estatística & dados numéricos , Cyberbullying/psicologia , Inteligência Emocional , Adolescente , Criança , Estudos Transversais , Feminino , Humanos , Masculino , Instituições Acadêmicas , Inquéritos e Questionários
16.
Artigo em Inglês | MEDLINE | ID: mdl-31795505

RESUMO

This study sought to investigate the role of emotional intelligence in both extrinsic and intrinsic career success in early and later career stages. Specifically, we examined the predictive and incremental validity of emotional intelligence in career success after controlling for personality factors in a sample of 271 graduates. When analyzing extrinsic career success, regression analyses revealed that demographic variables, such as gender, age, area of study and career stage, and the variable of proactive personality, were related to salary. When the dependent variable was job satisfaction, emotional intelligence acted as a strong predictor, even when personality traits and proactive personality were controlled. These findings provide preliminary evidence that emotional intelligence is a relevant addition to guide the achievement of career success. Finally, limitations of the results and implications of these findings are discussed.


Assuntos
Inteligência Emocional , Ocupações , Desempenho Profissional , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Personalidade , Análise de Regressão , Adulto Jovem
17.
Artigo em Inglês | MEDLINE | ID: mdl-31842418

RESUMO

The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim-aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim-aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim-aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.


Assuntos
Agressão , Cyberbullying , Inteligência Emocional , Estudantes/psicologia , Adolescente , Ira , Criança , Feminino , Humanos , Masculino , Grupo Associado , Inquéritos e Questionários
18.
Artigo em Inglês | MEDLINE | ID: mdl-31861441

RESUMO

We designed a pilot study to develop a family interaction model-integrated a care farming program with mother-child pairs as the participants. In this pilot study, we aimed to assess the effects of the care farming program on communication skills and psychological health in families. Sixteen mother-child pairs in Sejong, South Korea participated in this study. The families participated in a care farming program once a week for six weeks (90 min per session) between May and July 2018. The care farming program was developed based on parenting education skills, strengths-based cognitive behavioral therapy, and the emotional intelligence model; the result was a family interaction model intended to improve communication and psychological health among mothers and children. The program consisted of gardening activities such as making a garden plot, planting transplants, harvesting, and cooking the harvested crops. Upon completion of the six-session program, we evaluated communication with the Parent-Children Communication Inventory, depression with the Beck Depression Inventory, and resilience with the Connor-Davidson Resilience Scale among the mothers. We also evaluated emotional intelligence among the children with the Emotional Intelligence Scale. According to post-intervention results, mothers showed significantly increased resilience, improved communication skills with their child, and decreased depression, while children showed significantly improved emotional intelligence (p < 0.05). Despite the study's limitation in establishing causality between the care farming program and the observed effects on family health, the care farming program clearly contributed to the observed improvements of mother-child communication skills, mothers' psychological health, and children's emotional intelligence, which in turn improved overall family health.


Assuntos
Culinária , Saúde da Família , Jardinagem , Relações Mãe-Filho/psicologia , Poder Familiar/psicologia , Adulto , Criança , Pré-Escolar , Terapia Cognitivo-Comportamental , Comunicação , Depressão/diagnóstico , Depressão/prevenção & controle , Educação não Profissionalizante/métodos , Inteligência Emocional , Feminino , Humanos , Masculino , Mães/educação , Mães/psicologia , Projetos Piloto , Testes Psicológicos , República da Coreia , Resiliência Psicológica
19.
PLoS One ; 14(11): e0225070, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31725760

RESUMO

Emotional competence (EC) reflects individual differences in the identification, comprehension, expression, regulation, and utilization of one's own and others' emotions. EC can be operationalized using the Profile of Emotional Competence (PEC). This scale measures each of the five core emotional competences (identification, comprehension, expression, regulation, and utilization), separately for one's own and others' emotions. However, the higher-order structure of the PEC has not yet been systematically examined. This study aimed to fill this gap using four different samples (French-speaking Belgian, Dutch-speaking Belgian, Spanish, and Japanese). Confirmatory factor analyses and Bayesian structural equation modeling revealed that a structure with two second-order factors (intrapersonal and interpersonal EC) and with residual correlations among the types of competence (identification, comprehension, expression, regulation, and utilization) fitted the data better than alternative models. The findings emphasize the importance of distinguishing between intrapersonal and interpersonal domains in EC, offer a better framework for differentiating among individuals with different EC profiles, and provide exciting perspectives for future research.


Assuntos
Inteligência Emocional , Análise Fatorial , Modelos Teóricos , Teorema de Bayes , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
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