scholarly journals Competencias socioemocionales y alcoholismo en mujeres: revisión y estado actual de la cuestión

2014 ◽  
Vol 18 (1) ◽  
pp. 73
Author(s):  
María Senra ◽  
Juan Carlos Pérez-González ◽  
Nuria Manzano
Keyword(s):  
Emotional Intelligence ◽  
Alcohol Addiction ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Suitable Tool ◽  
Research Studies

RESUMENLa mayoría de los estudios sobre factores protectores frente al consumo y abuso de alcohol han obviado el papel de las competencias socioemocionales y de la inteligencia emocional. Sin embargo, recientes investigaciones evidencian que estas variables están directamente relacionadas con el logro de niveles óptimos de ajuste psicosocial y de bienestar emocional, e inversamente relacionadas con la propensión a padecer adicciones. En este artículo hacemos una breve revisión sobre las particularidades del alcoholismo en mujeres y avanzamos algunos ejemplos de competencias socioemocionales que pueden actuar como factores protectores (o de riesgo, según se mire) frente al consumo abusivo de alcohol en mujeres. Asimismo, se propone la Orientación Personal Socioemocional como un vehículo idóneo para la promoción de las citadas competencias.ABSTRACTMost of the research studies focused on protection variables against alcohol addiction have omitted the role of emotional intelligence and social-emotional competencies. Nevertheless, recent investigations demonstrate that these variables are related to life adjustment, emotional wellbeing, and are inversely related to the tendency to suffer alcohol addiction. In this paper we make a brief review of the characteristics of female alcoholism and we point out some key social-emotional competencies with protective functions against alcohol addiction in women. Likewise, social-emotional counseling is emphasized as a suitable tool for promoting these competencies.

scholarly journals The Role of Emotional Intelligence in the EFL Classroom: Reflections of EFL Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 110-118
Author(s):  
Ismail Alrefaai ◽  
Sayyed Ali Shah
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teacher Effectiveness ◽  
Teaching English ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Training Courses

Several studies have suggested that teachers' Emotional Intelligence (EI) is essential for teacher effectiveness. Also, there has been increasing recognition of the importance of social-emotional competencies to students' learning and academic achievement. This paper sheds light on the role of EI training in the EFL classroom by examining and analysing several research articles related to EI with particular emphasis on the role of EI in EFL contexts. The reviewed literature on the topic reveals the importance of EI for EFL teachers and students and the need for providing training courses for EFL teachers to help them understand and manage their feelings and the feelings of students, parents, and administrators. Keywords: Emotional intelligence, EFL teachers, language learning, professional development, teaching English

scholarly journals The Role of Emotional Intelligence in Organizational Performance

2020 ◽  
Vol 29 (1) ◽  
pp. 1-9
Author(s):  
Heléna Krén ◽  
Beatrix Séllei
Keyword(s):  
Emotional Intelligence ◽  
Organizational Performance ◽  
Predictor Variable ◽  
Self Awareness ◽  
Emotional Competencies ◽  
System Leaders ◽  
And Performance ◽  
National Tax ◽  
The Relationship

Emotional intelligence may affect organizational performance, and the aim of our research was to examine whether this statement can be proven in the case of financially successful organizations or not. Information about leaders has been derived from online surveys with Genos EI and also from interviews, and we gathered data about organizational success from the national TAX system. Leaders usually determine group and organizational effectiveness, so we analyzed data from 22 leaders working in successful Hungarian companies. According to our results, some emotional competencies correlate with performance. In this case self-awareness, awareness of others and self-management seemed to affect organizational performance. In our regression analysis, self-awareness seemed to be a predictor variable of performance. The relationship between emotional intelligence and performance should be examined further by expanding on the analysis of other performance indicators and leadership styles.

scholarly journals Impact of Mentoring on At-Risk Youth

2018 ◽  
Vol 3 (1) ◽  
pp. 36-53
Author(s):  
Shazia Mirza
Keyword(s):  
At Risk ◽  
Animal Rights ◽  
Social Emotional Learning ◽  
Educational Leaders ◽  
Emotional Learning ◽  
At Risk Youth ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
Educational Leader

This study is a Qualitative case study which highlights the important role of an educational leader using mentoring and socio emotional techniques to save her student from extremist activities in name of religion. Educational leaders should be committed not only toward their students' academic enrichment but also focus on developing their student's socio emotional wellbeing. The educational leader plays a profound role toward promoting students wellbeing, giving them a message that yes we are here for you and by building in them confidence when they need it the most. Whenever at-risk youth is mentioned, it is assumed that they hide destructive layers under their body and mind.  They need someone who knows how to read these signs and the educational leader plays a key role in this regard. This study will help educational leaders and managers to understand the aspects, importance and applicability of social emotional learning (cognitive affective) on student's behavior. Furthermore the study also shows how using some techniques of care, the teacher not only saved her students' life but also the lives of many students. This research accentuates the importance of creating a strong bonding with students. For curriculum developers, it is of key importance to inculcate religious content that emphasizes more on aspects related to care through animal rights in Islam and humanity on whole. Furthermore this research provides imperative guidelines to inculcate social emotional learning in Islamiat curriculum and shares the result on student's behavior towards general people. It also emphasizes the leaders' role of managing students on the basis of socio emotional learning.

scholarly journals Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

2021 ◽  
Vol 13 (21) ◽  
pp. 12142
Author(s):  
Gissela Lozano-Peña ◽  
Fabiola Sáez-Delgado ◽  
Yaranay López-Angulo ◽  
Javier Mella-Norambuena
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Professional Training ◽  
Emotional Competence ◽  
Theoretical Background ◽  
Educational Quality ◽  
Measurement Instruments ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social Emotional Competence

Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

scholarly journals The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 492-499
Author(s):  
Dr. Riffat-un-Nisa Awan ◽  
Dr. Muhammad Nadeem Anwar ◽  
Samreen Farooq
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Elementary School Teachers ◽  
Student Teacher ◽  
Self Regulation ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Student Teacher Relationship ◽  
Teaching Learning

Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.

scholarly journals Emotional Intelligence, Subjective Wellbeing, and Work-Family Conflict Among University Lecturers

2019 ◽  
Vol 33 (4) ◽  
Author(s):  
Amalia Juniarly ◽  
Ayu Purnamasari ◽  
Dewi Anggraini ◽  
Heni Andini
Keyword(s):  
Emotional Intelligence ◽  
Family Conflict ◽  
Subjective Wellbeing ◽  
Well Being ◽  
Subjective Well Being ◽  
Emotional Wellbeing ◽  
Work Family Conflict ◽  
Work Family ◽  
University Lecturers

The purpose of this study is to determine the role of emotional intelligence and subjective wellbeing in predicting work-family conflict. The participants for the study were 182 female lecturers at University of Sriwijaya, and the pilot study of the measuring scales was conducted with 52 lecturers. The scales used were the scales of emotional intelligence, subjective well-being and work-family conflict. Data analysis employed multiple linear regression. The results of the analysis were that there is a significant role for emotional wellbeing and subjective wellbeing concerning work-family conflict.

Musical interaction, social communication, and wellbeing

2021 ◽  
pp. 210-217
Author(s):  
Tal-Chen Rabinowitch ◽  
Satinder Gill
Keyword(s):  
Recent Work ◽  
Human Interaction ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Joint Engagement ◽  
Attitudes And Behaviors ◽  
Music Making ◽  
Personal Wellbeing ◽  
Musical Interaction

Music plays a prominent role in human interaction, and is thought to have broad impact on social, emotional, and intellectual competencies, and on personal wellbeing. In order to better understand how, why, and under what conditions music affects wellbeing, this chapter summarizes recent work that demonstrates specific aspects of wellbeing that are positively affected by joint engagement in music. In particular, the chapter focuses on the role of synchrony experience in enhancing social-emotional attitudes and behaviors. The chapter introduces a working model that aims to explain the processes by which synchrony during joint music-making may help to develop and refine social-emotional competencies, suggesting the potential for enhanced wellbeing. The case is made for a future multi-disciplinary approach to researching direct links between synchrony experience and wellbeing, as well as to understanding the most effective ways to use musical interaction to enhance wellbeing.

scholarly journals Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

2021 ◽  
Vol 21 (3) ◽  
pp. 41-58
Author(s):  
Alessia Signorelli ◽  
Annalisa Morganti ◽  
Stefano Pascoletti
Keyword(s):  
Emotional Intelligence ◽  
Teaching And Learning ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
Daily Lives ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Depth Analysis ◽  
Social And Emotional Wellbeing

The Covid pandemic has opened new challenges for education, especially for the social and emotional wellbeing of children and adolescents who had to face unprecedented and upsetting changes in their daily lives. The paper explores the possibilities offered by the social-emotional intelligence framework in helping children and youths develop the good emotional literacy needed for facing such a challenging time and growing as wholesome adults. This is done through an in-depth analysis of the concept of replication and generalization and by proposing a perspective working model for embedding social and emotional learning in daily teaching and learning activities.   Promuovere l’intelligenza emotiva nel post-Covid. Approcci flessibili per insegnare le competenze sociali e emotive.   La pandemia di Covid ha introdotto nuove sfide nel mondo dell’educazione, in modo particolare per quanto riguarda il benessere sociale e emotivo di bambini e adolescenti che hanno dovuto affrontare cambiamenti sconvolgenti senza precedenti nel loro vivere quotidiano. L’articolo esplora le possibilità offerte dal costrutto di educazione socio-emotiva a supporto dello sviluppo in bambini e ragazzi di un’alfabetizzazione emotiva solida, necessaria per affrontare un periodo così sfidante e per la loro crescita futura. Tutto questo è fatto attraverso un’analisi approfondita dei concetti di replicabilità e generalizzazione e attraverso la proposta di un nuovo modello di lavoro per integrare l’educazione socio-emotiva all’interno delle azioni didattiche quotidiane

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