Emotional intelligence: a comparison between patients after first episode mania and those suffering from chronic bipolar disorder type I

Background Deficits in emotional intelligence (EI) were detected in patients with bipolar disorder (BD), but little is known about whether these deficits are already present in patients after presenting a first episode mania (FEM). We sought (i) to compare EI in patients after a FEM, chronic BD and healthy controls (HC); (ii) to examine the effect exerted on EI by socio-demographic, clinical and neurocognitive variables in FEM patients. Methods The Emotional Intelligence Quotient (EIQ) was calculated with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Performance on MSCEIT was compared among the three groups using generalized linear models. In patients after a FEM, the influence of socio-demographic, clinical and neurocognitive variables on the EIQ was examined using a linear regression model. Results In total, 184 subjects were included (FEM n = 48, euthymic chronic BD type I n = 75, HC n = 61). BD patients performed significantly worse than HC on the EIQ [mean difference (MD) = 10.09, standard error (s.e.) = 3.14, p = 0.004] and on the understanding emotions branch (MD = 7.46, s.e. = 2.53, p = 0.010). FEM patients did not differ from HC and BD on other measures of MSCEIT. In patients after a FEM, EIQ was positively associated with female sex (β = −0.293, p = 0.034) and verbal memory performance (β = 0.374, p = 0.008). FEM patients performed worse than HC but better than BD on few neurocognitive domains. Conclusions Patients after a FEM showed preserved EI, while patients in later stages of BD presented lower EIQ, suggesting that impairments in EI might result from the burden of disease and neurocognitive decline, associated with the chronicity of the illness.

Why understanding stakeholder perspectives and emotions is important in upland woodland creation – a case study from Cumbria, UK

Upland regions in the United Kingdom (UK) are increasingly under consideration as potential areas for the creation of woodlands. This is driven by a combination of factors, including the aims of UK forestry and environmental policy to increase woodland cover, meeting international greenhouse gas emission reduction targets, agro-environment schemes in national and international policy, and an increasing public awareness of the ecosystem service benefits landscapes can deliver for society. Creating new woodlands in upland areas is challenging, partly due to concerns of the potential impacts from a change in land use and also due to stakeholder perspectives. In the UK, the upland landscape is in multiple ownership and currently managed by multiple land managers and stakeholders with contrasting aims and objectives. This research adds a much needed qualitative element to the overall understanding of this complex topic, by carrying out a Q-methodology investigation of stakeholder perspectives of upland woodland creation. Three characteristic groups of stakeholders are identified as 1. ‘Not enough is done to protect the environment’, 2. ‘Changing the landscape is changing us’ and 3. ‘let’s not let our emotions get in the – seeing the bigger picture’. The clear potential for antagonism, and even conflict, in ideologies and approaches between these groups highlights the importance of engaging with stakeholders and employing approaches rooted in mutual understanding, participation and collaboration. Stakeholder perspectives are a powerful influence on if, and how, woodlands are created and maintained, thus understanding emotions and attitudes is a vitally important part of the challenge of creating new woodlands in the uplands of Cumbria.

Interesting numbers: An ethnographic account of quantification, marketing analytics and facial coding data

This article asks why facial coding, a method for understanding emotions that was rejected by mainstream psychology for over century, has emerged as a popular method in contemporary marketing. Reading ethnographic, historic and technical data sets, the article argues that facial coding works because it shifts the task of quantification from humans to computers. This grants facial coding an appearance of objectivity that allows marketing practitioners to open up new ways of understanding, talking about and acting in markets that go beyond the data itself. Informed by science and technology studies, the article offers the concept of interesting numbers to illuminate these contradictory tendencies in the quantification of consumer behaviours. It alerts us to the importance of the agents and forms of quantification in selling a measure to marketers. In short, the article shows that, when it comes to marketing measures, the numbers count.

Analisis Penatalaksanaan Interaksi Sosial pada Anak Autis dengan Menggunakan Metode Social Story di Klinik Shally Autis Center Palembang Tahun 2020

Autism is a condition caused by internal disorders. A development characterized by abnormalities in social interactions, communication and very rigid behavior and repetition of behavior, while social interactions are needed in the daily life of children with autism in order to live like everyone else. The purpose of this study was to determine the relationship between eye contact, understanding, emotions, and speech on the social interactions of children with autism. This research is an analytic survey with a Cross sectional design. The population in this study were all 60 patients diagnosed with autism at the Shally Autis Center palembang. the sample in this study was the total of population, namely 60 children. The results of the study found that there was a relationship between eye contact, understanding, emotions, and speech with the social interaction of children with autism at the Shally Autis Center Palembang clinic in 2020. At the end of the study it is suggested that therapists in increasing social interaction of children with autism should pay attention to aye contact, understanding, emotion, and speech to be promoted for better development.

Understanding Emotions: Origins and Roles of the Amygdala

Emotions arise from activations of specialized neuronal populations in several parts of the cerebral cortex, notably the anterior cingulate, insula, ventromedial prefrontal, and subcortical structures, such as the amygdala, ventral striatum, putamen, caudate nucleus, and ventral tegmental area. Feelings are conscious, emotional experiences of these activations that contribute to neuronal networks mediating thoughts, language, and behavior, thus enhancing the ability to predict, learn, and reappraise stimuli and situations in the environment based on previous experiences. Contemporary theories of emotion converge around the key role of the amygdala as the central subcortical emotional brain structure that constantly evaluates and integrates a variety of sensory information from the surroundings and assigns them appropriate values of emotional dimensions, such as valence, intensity, and approachability. The amygdala participates in the regulation of autonomic and endocrine functions, decision-making and adaptations of instinctive and motivational behaviors to changes in the environment through implicit associative learning, changes in short- and long-term synaptic plasticity, and activation of the fight-or-flight response via efferent projections from its central nucleus to cortical and subcortical structures.

Penguatan Keluarga dalam Pendidikan Anak di Masa Pandemi Covid-19

The purpose of this community service activity is to increase the knowledge and understanding of parents on the importance of understanding emotions in order to care for and teach children to learn at home to be more fun. This community service activity is carried out by providing counseling in the form of socialization and technical guidance for school principals and elementary school teachers throughout Mataram. There were 60 participants in this community service activity. The results of this community service show the active participation of school principals and elementary school teachers, which can be seen from the many questions asked by community service activity participants. In addition, from what has been said, many teachers are interested in wanting to learn again about ways to manage emotions, so the community service team plans to provide training for teachers as a form of follow-up activities.