Emotional intelligence in incarcerated sexual offenders with sexual sadism

2021 ◽  
pp. 1-18
Author(s):  
Daniella N. Greenfield ◽  
Fadwa Cazala ◽  
Jessica Carre ◽  
Arielle Mitchell-Somoza ◽  
Jean Decety ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Sexual Offenders ◽  
Sexual Sadism

Sexual sadism in sexual offenders

2003 ◽  
Vol 8 (1) ◽  
pp. 1-22 ◽  
Author(s):  
W.L Marshall ◽  
Pamela Kennedy
Keyword(s):  
Sexual Offenders ◽  
Sexual Sadism

scholarly journals MTC Sadism Scale: Toward a Dimensional Assessment of Severe Sexual Sadism With Behavioral Markers

Assessment ◽  
2017 ◽  
Vol 26 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Nicholas Longpré ◽  
Jean-Pierre Guay ◽  
Raymond A. Knight
Keyword(s):  
Psychometric Properties ◽  
Sexual Offenders ◽  
Clinical Assessment ◽  
Sexual Pleasure ◽  
Correctional Institution ◽  
Sexual Sadism ◽  
Wide Range ◽  
Dimensional Assessment ◽  
Behavioral Markers ◽  
As If

Sadism was initially described as the experience of sexual pleasure produced by acts of cruelty and bodily punishment. Sadism was conceptualized as if sadists were fundamentally different from nonsadists. Recent studies have suggested that sadism is distributed as a dimension rather than as a category. The aim of the current study was to assess the psychometric properties the MTC Sexual Sadism Scale. Our analyses were conducted on a sample of 486 sexual offenders assessed at a correctional institution in Massachusetts. In summary, the results indicate that the MTC Sexual Sadism Scale possesses good psychometric properties for the dimensional assessment of severe sexual sadism with behavioral markers. Moreover, the scale captures a wide range of intensity of sadism among sexual offenders. These results are consistent with prior research and support the current consensus to move toward a dimensional interpretation of sadism. Implications both for clinical assessment and for research on the development of sadism are discussed.

Diagnosing Sexual Sadism in Sexual Offenders: Reliability across Diagnosticians

2002 ◽  
Vol 46 (6) ◽  
pp. 668-677 ◽  
Author(s):  
W. L. Marshall ◽  
Pamela Kennedy ◽  
Pamela Yates ◽  
Geris Serran
Keyword(s):  
Sexual Offenders ◽  
Sexual Sadism

Comparing indicators of sexual sadism as predictors of recidivism among adult male sexual offenders.

2010 ◽  
Vol 78 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Drew A. Kingston ◽  
Michael C. Seto ◽  
Philip Firestone ◽  
John M. Bradford
Keyword(s):  
Sexual Offenders ◽  
Adult Male ◽  
Sexual Sadism

Sexual Sadism in Sexual Offenders and Sexually Motivated Homicide

2014 ◽  
Vol 37 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Peer Briken ◽  
Dominique Bourget ◽  
Mathieu Dufour
Keyword(s):  
Sexual Offenders ◽  
Sexual Sadism

Diagnostic issues in sexual sadism among sexual offenders

2004 ◽  
Vol 10 (1) ◽  
pp. 21-27 ◽  
Author(s):  
W. L. Marshall ◽  
Pamela Yates
Keyword(s):  
Sexual Offenders ◽  
Sexual Sadism

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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