Awareness Of Others Research Articles

Evolution of Linguistic Markers of Agency, Centrality and Content During Metacognitive Therapy for Psychosis: A Pilot Exploratory Study.

Metacognitive Reflection and Insight Therapy (MERIT) is a form of person-centred psychotherapy that promotes recovery-oriented outcomes by targeting metacognitive capacity. Previous research has shown the feasibility and clinical benefits of MERIT. However, it is not clear whether and how the specific processes targeted by MERIT (e.g., improved sense of agency, self-reflectivity, awareness of others, etc.) are manifested in the patient-therapist communications. In this study, we used natural language processing (NLP) to explore objective linguistic markers of change during MERIT for early psychosis. Five patients underwent 24 sessions each of MERIT, which were recorded and transcribed verbatim. The transcripts underwent NLP to determine the patterns of pronoun use and the frequency of semantic categories related to temporality and mental processing. Mixed linear regressions were used to examine how NLP features evolve over the course of psychotherapeutic sessions. Analyses detected shifts in specific language signals over time including (1) changes in patterns of pronoun usage with more active and central first-person plural pronoun (We); (2) transition in temporal focus of speech from past-focus towards present- and future-focus and (3) increased words representing perceptual and cognitive processes. Our findings suggest NLP can objectively quantify meaningful signals consistent with expected subjective changes in MERIT and potentially other psychotherapeutic interventions.

Network Structure of Interpersonal Sensitivity in Patients With Mood Disorders: A Network Analysis.

Interpersonal sensitivity, characterized by a heightened awareness of others' behavior and emotions, is linked to mood disorders. However, current literature lacks a comprehensive analysis of how some items of the Interpersonal Sensitivity Measure (IPSM) interrelate and contribute to the overall construct. This study constructed a network for interpersonal sensitivity symptomatology to identify core IPSM items in patients with mood disorders. The IPSM, a 36-item self-report scale, was utilized to evaluate interpersonal sensitivity symptoms in 837 participants (major depressive disorder [MDD], n=265; bipolar I disorder [BD I], n=126; and bipolar II disorder [BD II], n=446). We performed exploratory graph analysis, employing regularized partial correlation models to estimate the network structure. Centrality analysis identified core IPSM symptoms for each mood disorder group. Network comparison tests assessed structural differences between the MDD and BD subgroups. Network analysis detected five communities. Item 10 ("I worry about being criticized for things that I have said or done") showed the highest value in strength. Multiple items on "Interpersonal Worry/Dependency" and "Low Self-Esteem" showed high strength centrality. Network structure invariance and global strength invariance test results indicated no significant differences between the MDD and BD subgroups. Our findings emphasize the importance of addressing "Interpersonal Worry/Dependency" and "Low Self-Esteem" in the IPSM network among mood disorder patients based on core items of the network. Additionally, targeted treatments and comprehensive strategies in this aspect could be crucial for managing mood disorders.

Emotional awareness for self and others and empathic abilities in clinical depression during acute illness and recovery

BackgroundThe present longitudinal investigation had two major goals. First, we intended to clarify whether depressed patients are characterized by impairments of emotional awareness for the self and the other during acute illness and whether these impairments diminish in the course of an inpatient psychiatric treatment program. Previous research based on the performance measure Levels of Emotional Awareness Scale (LEAS) provided inconsistent findings concerning emotional self-awareness in clinical depression. Second, we investigated whether cognitive and affective empathic abilities change from acute illness to recovery in depressed patients.MethodsFifty-eight depressed patients were tested on admission and after 6–8 weeks of inpatient psychiatric treatment. A sample of fifty-three healthy individuals were also examined twice at an interval of 6–8 weeks. The LEAS and the Interpersonal Reactivity Index (IRI) were administered to assess emotional awareness and empathic abilities. Written texts were digitalized and then analyzed using the electronic scoring program geLEAS, the German electronic Levels of Emotional Awareness Scale.ResultsDepressed patients reported more depressive symptoms than healthy controls and less severe depressive symptomatology at time 2 compared to time 1. Independent of time, depressed individuals tended to show lower geLEAS self scores and had lower geLEAS other scores than healthy individuals. Depressed patients showed higher personal distress scores than healthy individuals at both measurement times. No group differences were observed for the cognitive empathy scales of the IRI (perspective taking and fantasy) and empathic concern, but empathic concern decreased significantly in depressed patients from time 1 to time 2. Empathic abilities as assessed by the IRI were not significantly correlated with emotional awareness for others, neither in the whole sample, nor in the patient and control subsample.ConclusionsDepressed patients seem to be characterized by impairments in emotional awareness of others during acute illness and recovery, but they also tend to show deficits in emotional self-awareness compared to healthy individuals. Self-reported cognitive empathic abilities seem to be at normal levels in depressed patients, but their heightened self-focused affective empathy may represent a vulnerability factor for depressive disorders.

Perceived importance of emotional intelligence for clinical pharmacy practice and suggested improvements: a focus group study of postgraduate pharmacists.

Emotional intelligence (EI) is a critical set of skills that impacts clinical pharmacists' well-being and positively influences high-level patient-centred care. Describing pharmacists' perceptions may support the integration of EI development approaches into their professional development continuum. The aim of this study was to analyse pharmacists' perceptions of the characteristics of emotionally intelligent clinical pharmacists, the importance of EI in clinical practice, and educational models and approaches to enhancing EI. A qualitative study with a focus group methodology was conducted with pharmacy practitioners using a semi-structured guide grounded in the EI competency framework and existing qualitative research methodology practices. Purposive sampling was conducted until information and meaning saturation occurred. The focus group recordings were transcribed and independently coded by two researchers. The conventional content analysis of qualitative data was applied with the inductive thematic approach at its core. According to the 17 focus group participants, emotionally intelligent clinical pharmacists are perceived as self-confident communicators who control and manage emotions, work well under pressure, and handle every situation effectively. Emotional self-control, self-awareness, awareness of others, tolerance, understanding, and empathy have emerged as key EI competencies required for challenges in clinical practice. EI lectures with reflections from clinical applications, behaviour modelling, and behaviour-changing methods were perceived to be of particular importance for pharmacist education and development programmes. Postgraduate pharmacy practitioners perceived EI competencies as necessary for their professional success and high-quality patient-centred care. They suggested that EI competencies be a focal point in pharmacy professional development programmes.

Prevalence of hazardous drinking and suspected alcohol dependence in Japanese primary care settings

ObjectiveWe aimed to assess the prevalence of hazardous drinking and potential alcohol dependence among Japanese primary care patients, and their readiness to change and awareness of others' concerns. MethodsFrom July to August 2023, we conducted a multi-site cross-sectional study as a screening survey for participants in a cluster randomized controlled trial. The trial included outpatients aged 20–74 from primary care clinics. Using the Alcohol Use Disorders Identification Test (AUDIT) alongside a self-administered questionnaire, we evaluated the prevalence of hazardous drinking and suspected alcohol dependence, patients' readiness to change, and their awareness of others' concerns. ResultsAmong the 1388 participants from 18 clinics, 22% (95% confidence interval (CI): 20% to 24%) were identified as engaging in hazardous drinking or suspected of being alcohol dependent. As the AUDIT scores increased, so did their readiness to change. However, only 22% (95%CI: 16% to 28%) of those with scores ranging from 8 to 14 reported that others, including physicians, had expressed concerns about their drinking during the past year. For those with scores of 15 or higher, the figure was 74%. ConclusionsThis study underscores the need for universal or high-risk alcohol screening and brief intervention in Japanese primary care settings.Trial registryUMIN-CTR (https://www.umin.ac.jp/ctr/) (UMIN000051388).

The Self and the Other: A Further Reflection on Buddhist–Christian Dialogue

The dialogue between and comparative research into Christianity and Buddhism theoretically involve the issues of self and other. Faced with the cultural reality of religious diversity, theologies of religions provide four modes of dialogue through which Christianity can interface with religious others. The exploration of the infinite and transcendent traits of otherness in contemporary phenomenological philosophy, as well as the emphasis on differences in postmodern philosophy, contributes to maintaining a clear awareness of otherness and self-identity in the Buddhist–Christian dialogue. Following the dialogical path in comparative theology, which leads one out of oneself, into the other, and back into oneself, in experimental Buddhist-Christian dialogue activities, both Christianity and Buddhism figure as the self and the other. If they openly accept each other’s otherness and heterogeneity, view each other as mirrors, and criticize and reflect on themselves, then creative insights into themselves will ultimately be generated. Their selves will be rediscovered, and their understanding and expression will be updated. Reflecting on the Buddhist–Christian dialogue from four aspects, namely, ultimate realism, cosmology, ethics, and religious ideals, can eliminate some misunderstandings and deepen both parties’ understandings of themselves and others.

Creating Kinship Through the Animating Potential of Qi

I detail how a return to Asia as a third-generation Chinese American grants me the cultural resources to be in fluid relation with others. This article illustrates how the cultivation of one’s vital energy or qi life force can serve as an onto-epistemology and a methodological orientation, given its unique existence as both movement and substance, offering up a perspective to live within the interstices of the potential and the actual. In this autoethnography, I detail how local Taiwanese dynamics illustrate the vitality of qi’s characteristics, often demonstrating a socially embedded pedagogy of cultivating a heightened awareness of others, in essence, issuing dynamic invitations to kinship. Last, this article issues a call to open to a spirit of continual activation of possibility as a radical replacement to a perception of reality as a series of arrivals at static conditions.

Student Organization Activities in the Development of Emotional Intelligence in Islamic Boarding Schools

This research aims to discover how student organizations contribute to the growth of emotional intelligence. This research uses qualitative descriptive analysis. Using three data collection techniques: documentation, observation and interviews. Data analysis includes domain analysis, taxonomic analysis, and componential analysis. The results of the data analysis found that organizations have a role in the emotional development of organizational administrators, including cultivating the corporate spirit, consultation spirit, awareness of other people's points of view, and awareness of controlling anger. As well as lack of self-confidence and poor communication between administrators are the two main obstacles to developing emotional intelligence. Based on data analysis findings, companies can help organizational administrators grow emotionally by cultivating the corporate spirit, consultative spirit, awareness of others' points of view, and awareness of behavioural control.

Personal and situational factors that influence coaches’ ability to care

ABSTRACT The purpose of this study was to explore how personal and situational factors may influence sport coaches’ caring practices. 130 youth sport coaches completed an online survey including perceptions of caring, emotional intelligence, and leadership behaviours. Additionally, coaches were prompted to consider a situation when it was easy or hard to care while also identifying influencing factors. Results revealed coaches’ awareness of others’ emotions, coaches’ ability to use their emotions, and coaches’ lower use of autocratic behaviours significantly predicted their perceptions of caring on their teams. Open-ended findings revealed that having a core value/philosophy centred on caring, maintaining a collaborative and welcoming culture, engaging in relationship building, using empathy and listening skills, possessing personal experiences/expertise, encountering advantageous situations, or having positive athlete behaviour made it easier to care. It was more difficult for coaches to care when they experienced poor athlete or parent behaviour, unhelpful situational factors, lack of team culture, differing opinions among staff, or personal factors. These findings provide coaches insight into factors that may influence their ability to care.

Teachers’ Emotional Intelligence and English Students’ Self Efficacy, Anxiety and Academic Achievement

The Teachers’ Emotional Intelligence and English Students’ Self efficacy, Anxiety and Academic Achievement was a study where the level of teachers’ Emotional intelligence was identified based on the perception of the English students, and how the level of students’ self efficacy, anxiety and academic achievement affected based on the students’ perception of the teacher’s emotional intelligen ce. It was conducted among the Grade 10 students of PQNHS during the School Year 2021 2022. The study was conducted to determine the level of teachers’ emotional intelligence as perceived by Grade 10 English students of PQNHS. Descriptive correlational des ign was used. There were 225 students who were respondents of the study. Based on the result, Teachers’ EI has a high level, this means that often teachers exhibited emotional intelligence behavior. Self efficacy was also high, which means students believe in themselves that they can do all the English tasks and activities in t he class. Anxiety has an average level. Students’ achievement has a high level. The result also showed that there was a significant relationship between the Teachers’ EI and students’ anxiety. With the Teachers’ EI and students’ self efficacy and achieveme nt, it was found out that there was no significant relationship. The factors that were highly correlated with students’ self efficacy, anxiety and achievement were emotional self awareness, emotional expression and emotional awareness of others. Hence, it is recommended that teachers may evaluate their emotions and attend seminar workshops to enhance their emotional intelligence.

The Inner Lives of Cephalopods.

The minds of cephalopods have captivated scientists for millennia, yet the extent that we can understand their subjective experiences remains contested. In this article, we consider the sum of our scientific progress towards understanding the inner lives of cephalopods. Here, we outline the behavioral responses to specific experimental paradigms that are helping us to reveal their subjective experiences. We consider evidence from three broad research categories, which help to illuminate whether soft-bodied cephalopods (octopus, cuttlefish, and squid) have an awareness of self, awareness of others, and an awareness of time. Where there are current gaps in the literature, we outline cephalopod behaviors that warrant experimental investigation. We argue that investigations, especially framed through the lens of comparative psychology, have the potential to extend our understanding of the inner lives of this extraordinary class of animals.

Conscious awareness of others’ actions during observational learning does not benefit motor skill performance

The conscious awareness of motor success during motor learning has recently been revealed as a learning factor. In these studies, participants had to learn a motor sequence and to detect when they assumed the execution had reached a maximal fluidity. The consciousness groups showed better motor performance during a delayed post-training test than the non-consciousness control groups. Based on the “similar mechanism” hypothesis between observational and physical practice, we tested this beneficial effect of the conscious awareness of action in an observational learning context. In the present study, two groups learned a motor sequence task by observing a videotaped human model performing the task. However, only the consciousness group had to detect the maximal fluidity of the learning human model during observational practice. Unpredictably, no difference was detected between groups during the post-training test. However, the consciousness group outperformed the non-consciousness control group for tests that assessed the motor knowledges.

The Importance of Developing the Child’s Sense of Touch in the Music Classroom

Sensory learning can be traced back to ancient Greek times, and the sense of touch holds multiple types of benefits for classroom music learning. Touch is also a prerequisite for children’s future intellectual and social development. Between ages three and seven, a child’s physical and perceptual development is in a formational stage. Despite challenges that can sometimes be associated with touch, for example, behavior issues, overcrowded classrooms, increased student needs related to touching, teacher liability, and spread of viral germs, tactile activities involving human touch and manipulatives can prepare students to play musical instruments, think abstractly, and achieve socioemotional competency. Human touch activities can foster self-awareness, awareness of others, and even empathy. This article examines past theories and practices involving tactile learning, discusses research findings relevant to music instruction, offers strategies and ideas for using tactile activities, and proposes a rationale for integrating tactile learning within general music instruction.

Not a Student, Not an Athlete, a Person

College athletics can place immense demands on athletes in terms of time commitment, physical conditioning, and pressure to perform. However, one important but less visible dimension affected by participation is one’s identity. College athletes hold multiple identities (Sturm et al., 2011) and these identities are further refined through their experiences (Chang et al., 2018). However, much less is known about athletes’ cognitive awareness of others’ perceptions and how those opinions influence athletes’ sense of self. In the present work, 52 Division I collegiate basketball players took part in a qualitative survey focused on understanding their athletic experience based on interactions with others. Responses revealed that athletes had dichotomous beliefs when addressing their perceptions of self and how they believed others viewed them, primarily based on the influence of sport. Conversely, athletes had more differing thoughts when discussing their aspirations and wishes for their future and often discussed professional goals, personality traits, and connections to others. Taken together, these results corroborate the desire (and need) for athletes to foster identities beyond their sport world (Stokowski et al., 2019) and for those who shape the sport experience to proactively work on behalf of athletes in this domain.

Autistic adults' perspectives on appropriate empathic responses to others' emotions.

Although the ability of autistic adults to recognize others' emotions has been extensively studied, less attention has been given to how they respond to these emotions. We examined two aspects of autistic and non-autistic adults' responsiveness to the emotional expressions of non-autistic actors: their perspectives on the appropriate way of responding to others' emotions and their awareness of others' perceptions of the likely appropriateness of such responses. Autistic (N = 63) and non-autistic (N = 67) adult samples viewed videos of 74 dyadic social interactions displaying different examples of 12 emotions expressed by one actor in response to the behavior of the other. After each video, participants (a) nominated the emotion expressed by the first actor, (b) offered their perspective on what would constitute an appropriate empathic response by the second actor, and (c) indicated their confidence in that response. Although the autistic group provided fewer appropriate empathic responses-operationalized via a panel's interpretations of normative responses-than the non-autistic group, within-group variability was marked, and the effect was weak and largely confined to basic emotions. Autistic individuals were, however, considerably less confident in their responses. Examination of the relationships between confidence in and the appropriateness of empathic responses provided no indication in either group of reliable discrimination of appropriate from inappropriate empathic responses or finely tuned metacognitive awareness of variations in appropriateness. In sum, autistic adults' perspectives on the appropriate empathic reactions to non-autistic adults' emotions were not unilaterally or markedly different to those of non-autistic adults.

Communication Challenges in Social Board Games

Background Discussion-based communication scenarios are present in many aspects of life. These can range from conversations with friends in a social setting to formal consultation processes and focus groups used by industry and government. However, reliance on speech does not easily permit the fair and equitable involvement of people who face communication-based accessibility challenges. Aim This work aimed to understand the communication challenges present within social board games, how these challenges arise, and participants’ perceptions of the difficulties these challenges may cause. Method We conducted four social gameplay sessions to understand what parts of discussion may cause communication challenges and what techniques are commonplace in overcoming these. Results Our results highlight how group facilitation and conversation pacing are essential in promoting accessibility within discussion-type situations. Our analysis identified four themes that focused on speech and delivery, access strategies, viewing and position, balance of power, and awareness of others. Conclusions Communication within board game scenarios is a complex area that creates several intersectional accessibility challenges. These challenges can impact how group communication is facilitated, how pacing and delivery relate to overall group understanding, and how an awareness of accessibility is critical in developing inclusive environments.

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.

Bible teachers cultivate social awareness of otherness

ABSTRACT This article discusses Israeli Bible teachers’ perceptions of the ‘otherness’ and their actions in a reality in which teachers are required to balance the tension between being experts in the field of knowledge, coping with a state curriculum that promotes a faith-religious worldview, and acting as educators in promoting discourse dealing with social issues of inclusion, respect, and tolerance for the ‘other’. The research is qualitative-interpretive, based on interviews with 13 teachers. It focuses on describing and explaining Bible teachers’ perceptions and interpreting their actions. Findings point to two main perceptions: (1) A perception that transcends the boundaries of biblical academic discourse and fosters a moral dialogue of integration, tolerance, openness, and awareness of the ‘other’ as part of the Bible teacher’s role. (2) A perception focused only on biblical discourse and refrains from dealing with issues of ‘otherness’ in the lesson. This research offers new tools and courses of action to implement these perceptions. Its conclusions may encourage teachers to develop pedagogical flexibility and an ability to navigate through issues of ‘otherness’ while responding to social, value, and moral issues that arise spontaneously in the multicultural dialogue in Bible lessons.

School Heads’ Leadership Style, Role Appreciation, and Emotional Intelligence Towards the Level of Productivity

The study aims to determine Sanchez Mira School Heads’ leadership styles, role appreciation, and emotional intelligence towards the level of productivity. The study employed a quantitative correlational design. The study was carried out in Sanchez Mira District. A total of 39 respondents have participated in the study. Subordinates/teachers were included as a sample through the questionnaire survey method. Questionnaires were the main instruments of data collection. The instrument for the study was a five- point Likert-type questionnaire. Based on the findings, the data revealed that school heads demonstrated multiple emotional intelligence skills, resilience, and resonant leadership skills. The study findings suggest that school heads demonstrate many skills of emotional intelligence and resilience to initiate, utilize, and sustain resonant leadership. Due to the continually increasing demands placed on principals, these skills are imperative to principals’ success and emotional well-being. Results from the findings align with Goleman’s Model of Emotional Intelligence that self-awareness, self-regulation, motivation, empathy, and social skills positively impact a leader’s work performance (Goleman, 1995). The findings show that school heads employ the skills of self-awareness, awareness of others, mindfulness, hope/optimism, and compassion/ empathy to initiate, utilize, and sustain resonant leadership. In the light of findings and conclusions derived from this study, it was recommended that School Heads consider preferring the democratic leadership style to the laissez fair and autocratic styles because the democratic style is better for developing an effective school environment and has a positive impact on the results of schools.

Effects of the expansive personal use in the planning and practicing workshop for park redevelopment

The planning and practicing workshops about park use are being conducted against the backdrop of the growing importance of expansive personal use and the fact that many parks are about to undergo a period of redevelopment. This research, focusing on the expansive personal use in planning and practicing workshops for park redevelopment, aims to identify findings that will be useful in redeveloping parks and the value of utilizing parks and to suggest how this value can be enhanced. Based on the questionnaire surveys conducted in the planning and practicing workshop, the social experiment at Kongo Chuo Park, and the interview survey with the workshop organizers, the following points were clarified. The values of utilizing parks are increasing the expandability of daily personal uses in the parks, cultivating a positive awareness of others, creating the awareness of objectively evaluating their own personal uses, and changing the consciousness regarding parks. The finding for park redevelopment is for planners to recognize that they are important to focus on improving the autonomy of park use and to create highly visible parks. To increase the value of the workshops, it is important to procure tools to spend on its own, and to decide where to spend, too.