Self- and Other-Focused Emotional Intelligence, Situational Emotional Understanding, and Experience of Loss

2021 ◽  
Vol 9 (6) ◽  
pp. 641-650
Author(s):  
Aiste Dirzyte ◽  
Aleksandras Patapas ◽  
Žilvinas Židonis ◽  
Antanas Valantinas ◽  
Šarune Dubauskiene
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Emotion Dysregulation ◽  
Psychological Trauma ◽  
Traumatic Experiences ◽  
Simple Random Sample ◽  
Recent Experience ◽  
Loved One ◽  
Self And Other ◽  
The Impact

The links between emotional intelligence and loss are under-researched, even though a lot of studies have investigated the psychological outcomes of traumatic experiences. Many people suffered multiple losses during the COVID-19 pandemic, including a loss of job, money, support services, or loved ones. The loss of a loved one might result in severe psychological trauma, and research suggests that early-life trauma relates to numerous forms of emotion dysregulation, including stress-reactivity. The consequences of loss for people with special needs deserve special attention since it often means not only the loss of a loved one but also the usual way of life. Thus, it is essential to analyze various aspects of loss experience, including the impact on emotional regulation, to reduce the harmful consequences of the COVID-19 pandemic. The purpose of this research was to examine emotional intelligence in groups of those who have a recent experience of loss and those who have not and to establish the impact of the experience of loss on the human psyche and mental health. We have analyzed the results of a simple random sample of gymnasium students (n=362). We hypothesized that the recent loss of a loved one diminishes the ability to understand self and other focused emotions as well as situational emotions. The survey has revealed that respondents who experienced the loss of a loved one understood better how individuals felt in the presented situations than those who did not have such experience. The premise that people who have experienced the loss of a loved one have a lower understanding of emotions than their peers who did not have such an experience has not been confirmed.

scholarly journals The impact of poly-traumatization on treatment outcomes in young people with substance use disorders

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sidsel Karsberg ◽  
Morten Hesse ◽  
Michael Mulbjerg Pedersen ◽  
Ruby Charak ◽  
Mads Uffe Pedersen
Keyword(s):  
Substance Use ◽  
Substance Use Disorders ◽  
Psychological Trauma ◽  
Well Being ◽  
Traumatic Experiences ◽  
Treatment Entry ◽  
Trauma Types ◽  
Using Data ◽  
The Impact ◽  
Drug Use Disorder

Abstract Background It is believed that clients with psychological trauma experiences have a poor prognosis with regard to treatment participation and outcomes for substance use disorders. However, knowledge on the effect of the number of trauma experiences is scarce. Methods Using data from drug use disorder (DUD) treatment in Denmark, we assessed the impact of having experienced multiple potentially traumatic experiences on DUD treatment efficacy. Baseline and follow-up data from 775 young participants (mean age = 20.2 years, standard deviation = 2.6) recruited at nine treatment centers were included in analyses. Results Analyses showed that participants who were exposed multiple trauma experiences also reported a significantly higher intake of cannabis at treatment entry, and a lower well-being score than participants who reported less types or no types of victimization experiences. During treatment, patients with multiple types of trauma experiences showed a slower rate of reduction of cannabis than patients with few or no trauma experiences. The number of trauma types was not associated with number of sessions attended or the development of well-being in treatment. Conclusion Overall, the results show that although traumatized youth in DUD treatment show up for treatment, helping them to reduce substance use during treatment is uniquely challenging. Trial registration ISRCTN88025085, date of registration: 29.08.2016, retrospectively registered.

Creating Trauma-Informed Schools

2019 ◽  
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Traumatic Event ◽  
School Social Workers ◽  
Traumatic Experiences ◽  
Social And Emotional ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
The Impact

Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.

Neurobiology of Child Maltreatment and Psychological Trauma

2017 ◽  
Author(s):  
Nikeea Copeland-Linder ◽  
Edore Onigu-Otite ◽  
Jennifer Serico ◽  
Mariflor Jamora ◽  
Harolyn M.E. Belcher
Keyword(s):  
Community Violence ◽  
Social Relationships ◽  
Terrorist Attack ◽  
Psychological Trauma ◽  
Well Being ◽  
Traumatic Experiences ◽  
Loved One ◽  
Direct Exposure ◽  
Increased Risk ◽  
Physical Health Problems

Trauma is defined as exposure to an event or situation that overwhelms one’s capacity to cope, and threatens or causes harm to mental and physical well-being. This may include direct exposure, witnessing events, or learning about distressing experiences that happened to a loved one. Trauma can have deleterious consequences for children including increased risk for psychopathology, physical health problems, and impairment in several domains of functioning including emotion regulation, academic abilities, and social relationships. Examples of acute or short-lived traumatic experiences include natural disasters, sudden death of a loved one, a terrorist attack, or a number of other one-time occurring distressing events. Children also may experience trauma that is chronic in nature, such as witnessing frequent community violence or exposure to daily war-related violence.

scholarly journals “Things” and Recovery From Trauma in Joukhader’s A Map of Salt and Stars

2022 ◽  
Vol 12 (1) ◽  
pp. 177-184
Author(s):  
Hayat Louati ◽  
Yousef Abu Amrieh
Keyword(s):  
Present Article ◽  
Close Association ◽  
Healing Process ◽  
Psychological Trauma ◽  
Traumatic Experiences ◽  
Thing Theory ◽  
Theoretical Frameworks ◽  
American Author ◽  
The Impact

The present article explores the impact of “Things” on the healing journeys of the characters in Syrian American author Jennifer Zeynab Joukhader’s novel A Map of Salt and Stars (2018). It highlights the role of certain “Things” in Nour’s family’s healing process from the traumatic experiences of the Syrian war. The article also sheds light on the war’s reshaping of the objects and the individuals’ relationship with them. The objects that this article investigates are as varied as mundane utensils (a shattered plate), cherished souvenirs (Zahra’s bracelet), and even magical objects (Nour’s stone). Particularly, the article examines the establishment of the close association between the characters and these objects and the impact of this association on the family’s journey towards safety and recovery. For this reason, the present study is situated within the theoretical frameworks of the “Thing” theory and psychological trauma. This article argues that the close association that the characters establish with certain “Things” accompanies them during their grief and traumatic experiences, and subsequently initiates and facilitates their recovery.

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.

The Impact of COVID-19 Quarantine on Children‘s Behaviors and Language

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 796-806
Author(s):  
Sana M Kamal ◽  
Ali Al-Samydai ◽  
Rudaina Othman Yousif ◽  
Talal Aburjai
Keyword(s):  
Social Relations ◽  
Child Psychology ◽  
Simple Random Sample ◽  
Community Pharmacies ◽  
The World ◽  
Female Children ◽  
And Behavior ◽  
The Impact ◽  
Pharmaceutical Interventions

COVID-19 pandemic has spread across the world, which considered a relative of the severe acute respiratory syndrome (SARS), with possibility of transmission from animals to human and effect each of health and economic. Several preventative strategies and non-pharmaceutical interventions have been used to slow down the spread of COVID-19. The questionnaire contained 36 questions regarding the impact of COVID-19 quarantine on children`s behaviors and language have been distributed online (Google form). Data collected after asking parents about their children behavior during quarantine, among the survey completers (n=469), 42.3% were female children, and 57.7 were male children. Results showed that quarantine has an impact on children`s behaviors and language, where stress and isolationism has a higher effect, while social relations had no impact. The majority of the respondents (75.0%) had confidence that community pharmacies can play an important role in helping families in protection their children`s behaviors and language as they made the highest contact with pharmacists during quarantine. One of the main recommendations that could be applied to help parents protection and improvement their children`s behaviors and language in quarantine condition base on simple random sample opinion is increasing the role of community pharmacies inpatient counseling and especially towards children after giving courses to pharmacists in child psychology and behavior. This could be helpful to family to protect their children, from any changing in them behaviors and language in such conditions in the future if the world reface such the same problem.

The Impact Of Emotional Intelligence On Leadership Excellence Of Executive Empoloyees In Public Sector Organizationin Ampara District Of Sri Lanka

2019 ◽  
Vol 118 (9) ◽  
pp. 52-60
Author(s):  
Dr.S. Gunapalan ◽  
Dr.K. Maran
Keyword(s):  
Emotional Intelligence ◽  
Public Sector ◽  
Vital Role ◽  
Public Organization ◽  
Self Awareness ◽  
Public Sector Organization ◽  
Expression Of Emotion ◽  
Asking Questions ◽  
Private Sector Organizations ◽  
The Impact

Emotional Intelligence is play a vital role to decide  leadership excellence. So this paper to study the  impact of emotional intelligence on leadership excellence of executive employee in public sector organization.Hence the objective of this  research   is to identify the  impact of emotional intelligence on leadership excellence of executive employee in Public Sector Organization in Ampara districtof Sri Lanka.emotional intelligence includes the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. Cook (2006)[1]. Emotional intelligence is one of the  essential skill for leaders to manage their subordinate. Accordingly although there is some research done under “Emotional intelligence on leadership excellence of the executive employee in the public organization in Ampara district so this study full filed the gap. Based on the analysis, Self-awareness, Self-management, Social-awareness and Relationship management are the positively affect to the Leadership excellence. So, executive employees should consider about the Emotions of their subordinators when they completing their targets. leaders should pay the attention for recognize the situation, hove to impact their feelings for the performance & recognized their own feelings. Leaders should consider and see their own emotions when they work with others by listening carefully, understand the person by asking questions, identifying non-verbal expressions and solving problems without helming someone’s. Leadersshould consider their subordinators emotions when they find a common idea, government should give to moderate freedom to executive employees in public organization to take the decision with competing the private sector organizations.

Individual beliefs about emotion and perceptions of belief stability are associated with emotion dysregulation, interpersonal emotional attributes and psychological flexibility

2019 ◽  
Author(s):  
Jennifer Veilleux ◽  
Garrett Pollert ◽  
kayla skinner ◽  
Danielle Baker ◽  
Kaitlyn Chamberlain ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Emotion Dysregulation ◽  
Negative Emotions ◽  
Psychological Flexibility ◽  
Psychological Research ◽  
Emotional Expressivity ◽  
Control Behavior ◽  
Interpersonal Emotion Regulation ◽  
Intelligence Beliefs

The beliefs people hold about emotion are clearly relevant for emotional processes, although the social psychological research on malleability or “lay” beliefs about emotion are rarely integrated with the clinical research on emotional schemas. In the current study, we examine a variety of beliefs about emotion (e.g., beliefs that emotions can be changed, beliefs that negative emotions are bad, beliefs that emotions should not be expressed, beliefs that emotions control behavior, beliefs that emotions last “forever”) along with other emotion belief measures and measures of psychopathology (general psychological distress, borderline personality), emotion dysregulation, interpersonal emotional attributions (emotional expressivity, interpersonal emotion regulation) and psychological flexibility (mindfulness, emotional intelligence). In a combined sample of undergraduates (n = 162) and adults from Mechanical Turk (n = 197), we found that beliefs about the longevity and uniqueness of emotions were unique predictors of psychopathology, even after controlling for age and gender. We also found that after controlling for symptoms of psychopathology, beliefs about longevity and that negative emotions are bad predicted greater emotion dysregulation and lower mindfulness. Beliefs that emotions should be kept to the self and a preference of logic over emotion predicted less emotional expressivity, interpersonal emotion regulation, and emotional intelligence. Beliefs that emotions control behavior also predicted lower mindfulness. Finally, when asked whether they think their beliefs change during strong emotions, people who said their beliefs change (about two-thirds of the sample) reported higher symptoms of psychopathology, higher emotion dysregulation, higher use of interpersonal regulation strategies and lower mindfulness.

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