Self-awareness Skills Research Articles

Emotional education program: a participative intervention with teachers

PurposeThe purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource for the well-being and stress relief of teachers at a Brazilian public school in a socially vulnerable region.Design/methodology/approachEighteen (18) teachers took part in a participatory action research approach. The data collection techniques used were: conversation wheel, individual interview, participant observation and focus group. The emotional education program (PEEP) was conducted in ten 90-min meetings. The data were analyzed using thematic content analysis.FindingsThere were two categories identified: an increase in the teachers' self-awareness and emotional self-management skills. These findings yielded reports of improvements in their ability to deal with their own emotions, better management of the emotional demands of daily school life and positive reflexes on their well-being and teaching practice.Research limitations/implicationsDealing better with emotions involves several skills that need time to be developed and assimilated and PEEP has been applied in a relatively short time. In addition, its application in a wider range of situations has not been evaluated.Originality/valueThis study is linked to a few others that were carried out on the effects that intervention programs had on a teacher's SEC. It was evident that following the steps of the action research enhanced the researcher's connection with the teachers, and it provided a genuine understanding of what it means to be studied. Because of this, it was possible to get a deeper understanding of teachers' emotional states, and the actions and results were legitimized by the participants.

EMOTIONAL INTELLIGENCE AS PART OF THE STRATEGIC DEVELOPMENT AND MANAGEMENT STYLE IN THE PRE-HIGH EDUCATIONAL SYSTEM IN ALBANIA

In today’s modern world, emotional intelligence (EI) has a strong connection in the work environment and it is considered to be one of the key factors in the well-functioning of institutions, especially of educational ones.
 The main aim of this study is to identify, whether the directors of the schools of the pre-high educational system in Albania are aware of the concept of emotional intelligence, are trained and if they implement it in their leading style, in order to achieve an overall success in schools. The study also aims to identify the differences between new and senior principals in using EI.
 The research methodology is quantitative, 183 questionnaires were filled in by teachers in 11 different schools of the pre high educational institutions in Tirana.
 The instrument used consists of 40 standard statements that cover all five characteristics of the emotional intelligence: self-awareness, self-control, motivation, empathy and social skills, by analyzing the level of agreement in a 1-5 Likert scale.
 The study has shown that principals and teachers of the pre high educational system in Albania have no knowledge on emotional intelligence and as a result they do not implement it. The principals do possess some elements of emotional intelligence as a part of their soft skills, but they are not aware of them and do not use them in increasing the teachers’ work satisfaction.
 Also, there is no difference in the usage of emotional intelligence between young and senior principals, apart from the fact that the seniors have better developed soft skills. This would help them to come closer to the characteristics of emotional intelligence.
 The results of the study imply some recommendations for policy makers, school’s principals and mentor teachers in increasing the use of emotional intelligence in the pre high educational system in Albania. The results confirm the necessity to train the principals about the latest news in the field of education, ethics, communication and leadership with a focus on raising leadership within the focus of Emotional Intelligence. The ministry of Education, Sport and Youth should design policies for the professional development of leaders and teachers in accordance with new management strategies such as emotional intelligence.

How a School Nurse Can Reduce Student Stress Using Systems-Level Thinking.

School nurses are essential members of the school community. Their ability to collaborate with other school team members promotes a system's approach to the identification and management of students' mental health thereby promoting students' academic success. By enhancing the students' abilities to cope with the long-term impacts of chronic medical conditions as well as academic stress and other contributing factors that affect their mental health, school nurses are in a unique position to positively affect the long-term health of students. This article is the fourth in a series focusing on the Framework for the 21st Century School Nursing PracticeTM (Framework) and describes the practice component of systems-level leadership, in the principle of Leadership. This article describes the process to institute systematic change after identifying a need to improve nursing care for the students who frequented the health office for mental health issues during the school year. While utilizing the National Association of School Nurses' (NASN) Framework, this nurse created a program to address the mental health needs of the students while focusing on the essential selfmanagement and self-awareness skills required to manage and cope with the stress of childhood today.

Critical skills for deputy principals in South African secondary schools

The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.

Do medical student on-call reflective reports show their expressions of emotional intelligence? – a qualitative study

Introduction: In addition to cognitive intelligence, emotional intelligence (EI) is known to play a major role in producing better doctors. When medical students are exposed to critical incidents in the hospital, it can be emotionally disturbing and such occurrences may be captured in their reflective reports. A series of reflective reports written by third year medical students, soon after exposure to such incidents, in a private medical school in Malaysia, was analysed to determine whether one could capture expression of any of the 25 competencies, inclusive of several social skills or soft skills given in the framework of Mixed Model of EI by Daniel Goleman. Methods: A convenient sample of 148 reflective reports were analysed, using grounded theory approach and discourse analysis. Expression of emotions in these reports were thematically separated into different emotional competencies which were then matched with the framework of Mixed Model of EI. Results: Reflective writing manifesting all five major divisions emotional competencies in Goleman’s framework, namely; self-awareness, self-regulation, motivation, empathy, and social skills were found in many of the reports. Excerpts from of five different reflective reports (only the contextual component without the students’ reflection) manifesting each of these five major divisions of emotional competencies were given as triggers for focus group discussions and three out of the five showed close triangulation. Conclusion: Reflective reports seem to be useful to detect expression of EI. In addition, reflective reports seem to have a potential use as a tool to nurture EI in medical students.

Reflections of First Year Nursing Students: The Tango Tower Experience

First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.

Emotional Interligence and performance of employees in Ho Chi Minh City

This study aims to identify the elements of emotional intelligence and measure their impact on employee performance in Ho Chi Minh City (HCMC). The research uses qualitative and quantitative analysis methods. The qualitative method was conducted through a survey on ten human resources experts with at least five years of experience to test the suitability of the scale and the clarity of words and content. The quantitative method is to evaluate the scale and re-test hypotheses with a sample of 217 employees. The results show that emotional intelligence exerts a positive impact on the employee performance. Specifically, the standardized betas of self-management, self-awareness, social management and social awareness skills are 0.395, 0,318, 0,178, and 0,184, respectively. The self-awareness of employees in HCMC is not as high as the other three factors, suggesting that training and coaching activities to improve employee’s emotional intelligence are necessary to enhance their performance.

Only Connect: Student Writing on Experiencing South Asia in San Antonio

This article examines pedagogical expectations and learning outcomes for an active learning and writing assignment given to University of Texas San Antonio history students studying the region of South Asia, defined as India, Pakistan, Bangladesh, Sri Lanka, Afghanistan, and Nepal. In order to enhance student learning, I ask students to experience some aspect of South Asian culture that they encounter, and draw connections between their experience and material discussed in class. Despite living in the hybrid “Tex-Mex” culture of the U.S.-Mexico border, and a region with a strong military presence with overseas experiences, the majority of students find that venturing into South Asian cuisine, conversations with people of South Asian heritage, films, visits to religious institutions asks them to leave their comfort zone. Even so-called “heritage” students, with personal and family connections to the Indian subcontinent, find that their own life experiences are confined to a particular religious or national tradition, and find that they too can be stretched by new cultural contexts. In the social sciences, particularly the field of communications, the term “intercultural competency” is often used to convey the skills of self-awareness and communication savvy gained by such exercises. People who can learn to engage other cultures easily, have an advantage in navigating a globalized world. By utilizing this engaged, informed sense of relationship-building and cultural appreciation to the humanities, particularly in the field of history, I hope to enrich students’ learning of historical events and traditions, while at the same time giving them opportunities to build confidence and broader worldviews.

Career Development and Planning: A Comprehensive Approach by Robert C. Reardon, Janet G. Lenz, Gary W. Peterson etal

Reviewed by: Career Development and Planning: A Comprehensive Approachby Robert C. Reardon, Janet G. Lenz, Gary W. Peterson etal Seth C. W. Hayden Career Development and Planning: A Comprehensive Approach( 6thedition) Robert C. Reardon, Janet G. Lenz, Gary W. Peterson, and James P. Sampson Jr. Dubuque, IA: Kendall Hunt, 2019, 316 pages, ( $88 hard copy, $44 eBook) Many college campuses are utilizing career planning and development courses to facilitate positive career exploration and decision-making. Desired outcomes include psychological wellbeing, increasing the rates of retention to graduation, increasing the economic efficiency by reducing the number of course and university withdrawals, and leveraging the benefits of group interventions for students' growth (Hansen, Jackson, & Pedersen, 2017). There have been positive outcomes related to these career courses in vocational identity, career maturity, career decision-making, and cognitive development (Reardon, Folsom, Lee, & Clark, 2011). With the positive outcomes attributed to undergraduate career courses, specific resources are needed to guide career exploration and planning in this form of a career intervention. To help facilitate this process, Career Development and Planningwas designed around cognitive information processing theory (CIP; Sampson, Reardon, Peterson, & Lenz, 2004). This career development theory examines the domains of knowledge and process related to effective decision-making and problem-solving. The text uses CIP as a foundational structure that guides the content of the resource. This infusion of theory into a text designed for an undergraduate career course is unique. The book is divided into three parts. Part 1 (chapters 1–5) focuses on the elements of CIP theory such as self-knowledge, options knowledge, and decision-making with an emphasis on the application in typical career situations. Part 2 (chapters 6–10) offers a multidisciplinary overlay of issues that affect career decisions such as economic trends, organizational culture, new work styles, and dual careers. Part 3 (chapters 11–15) provides information on concrete steps for executing a strategic career plan and seeking employment. Common elements of career-seeking behavior covered in this section include interviewing, writing résumés, negotiating, and work adjustment. Though CIP is the primary theoretical basis, additional established career theories, such Holland's RIASEC theory (Holland, 1997), are integrated into the comprehensive approach to career decision-making and problem-solving. The first edition was released in the year 2000; the sixth edition contains updates to sources and new information about occupations and employment as well as revisions to several chapters in which content was removed due to the density of the material that made it difficult for students and teachers to cover within an academic semester. This text is unique as it is designed specifically for use in an undergraduate career development and planning course. It is also situated around a well-researched career theory which adds credibility to the presented information. The information is logically sequenced with broader concepts of self-knowledge and occupational knowledge at the beginning and more specific discussions of job-seeking elements occurring later in the book. This format leads students through processes of selfexploration and occupational exploration prior [End Page 400]to focusing on enhancing specific tasks such as résumé writing, networking, interviewing, and negotiation. A benefit of this text is the attention on the thoughts associated with engagement in career exploration and planning that can, at times, hinder progress. The metacognitive skills of self-talk, self-awareness, monitoring and control, and ways to improve them are examined at length in chapter 5, "Thinking About My Career Decisions." This attention to the holistic dimensions of career development for an undergraduate audience is novel in its execution in the context of an undergraduate career course. The insight of the authors to examine existing research in their analysis of narratives of perceived trends in work is extremely valuable. One example is the discussion of the gig economy in chapter 9, "Alternative Ways to Work." The authors use information from the Bureau of Labor Statistics to shed light on the reality of the gig economy. Contrary to what is often portrayed in popular media and in the professional development resources for career practitioners, the proportion of those working in the gig economy has not substantially increased in the US job market: 6...

Women's emotional intelligence and power structure in family (case study: school teachers of Khoy City)

Present study explores the relationship between emotional intelligence and power structure in family sphere of the female school teachers in the Khoy City. Emotional intelligence is measured by five core skills of self-awareness, self-management, self-motivation, social-awareness and relationship management in the EQ model of Bradberry and Greaves (2005). The required data was collected using a researcher-made questionnaire designed based on the existing research literature which after being verified for content validation, construct, and internal consistency was distributed among 291 respondents chosen from among the target population with a total size of 1,200 women teachers within Khoy City. Data analysis using structural equation modelling (path analysis) in LISREL environment indicated a statistically significant inverse association between women's emotional intelligence and power structure in family of the teachers in Khoy City, confirming the research main hypothesis at 95% confidence interval. That is to say, the more collaborative the power structure tend to be, the higher the emotional intelligence of women becomes. In addition, according to the obtained results from test of the sub-hypotheses, the dimensions self-awareness, self-management, and relationship management were significantly associated with power structure in family life of the school teachers.

Self-awareness Skill Training of Mothers as the Head of the Household and the Self-efficacy of Their Sons

Background: The adults’ life is rooted in their childhood. Children living in single-parent families have less self-efficacy than others. Educating self-awareness skill reliance on the family is among the key aspects of self-efficacy promotion in early childhood. The present study aimed to determine the effect of self-awareness training of the mothers as the head of the household on the self-efficacy of their 10- to 12-year-old sons. Methods: This was a quasi-experimental study with a Pre-test-Post-test and a control group design. The study sample consisted of 10- to 12-year-old boys (N=71) from public schools of Ray City, Iran, and their heads of the family mothers. The study subjects were randomly assigned to the experimental and control groups. The Pre-test was administered to both groups. Then, the mothers of the intervention group attended four 45-minute training sessions twice a week. Moreover, the Post-test was administered to the groups three months after the end of the intervention. The required data were collected by demographic characteristics form, Self-Consciousness Scale (SCS), and Self-efficacy Questionnaire for Children (SEQ-C). Furthermore, the obtained data were analyzed by descriptive statistics, including frequency distribution, mean and standard deviation, and inferential statistics, including the Chi-squared test, Fisher’s Exact test, Independent Samples t-test, Paired Samples t-test, and Analysis of Covariance (ANCOVA) using SPSS. Results: The study results suggested a significant difference in self-awareness Mean±SD scores of the mothers in the intervention group before (41.77±10.59) and after (53.83±8.43) conducting the intervention (P<0.001); however, such difference was not significantly different in the control group before (47.31±12.45) and three months after the intervention (47.05±11.76). There was a significant difference between the self-efficacy Mean±SD scores of boys in the intervention group before (61.88±9.29) and after (70.44±8.12) providing the intervention (P<0.001); however, this difference was not significantly different in the control group before (65.68±11.33) and after the intervention provision (65.14±12.01). Conclusion: In this study, mothers’ self-awareness positively affected their sons’ self-efficacy. Thus, self-awareness enabled mothers to identify the emotions of themselves and their children and become aware of them and pay more attention to interacting with their children. These findings help school health nurses in providing a proper educational environment with the collaboration of mothers who are the head of the family.

Employee Development Through Group Coaching and its Applications in Organisations

The aim of the paper is to analyse one particular group coaching method and its implementation; to generalize the results of the authors’ research on the use of group coaching in order to evaluate its impact on employee characteristics, performance and development. We analyse the method and implementation of group coaching to help develop an evidence-based approach to this method. Economic point developing of organizations and teams has led us to pay main attention to intra-organizational cooperation and problem solving. That is crucial to achieving economic results of private and public organizationst. In 2017–2019, trainings and studies were carried out in group coaching with 445 leaders and specialists from the private and public sector in Estonia. The authors conducted interviews and questionnaires after group coaching sessions and used the results of the group coaching participants’ reports. An analysis of the data indicates that group coaching enables many benefits including problem solving, self-awareness, self-confidence and other person skills. It has also shown to strengthen employee self-reflection and develop cooperation skills and a better understanding of the aims and nature of their organization.

Factors of Emotional Intelligence Determining the Academic Achievement of the College Going Students

In the recent times, studies have revealed that Intelligence Quotient (IQ) has taken a backseat in comparison to Emotional Intelligence (EI). EI is becoming a popular concept day by day as individuals have realized that how emotions affect our work and lives. EI is not linked with adults only. EI as an impact on all spheres of life. This paper emphasizes on the effect of emotional intelligence in a student’s academic performance. Also, it focuses on the five components of Emotional Intelligence and the role played by those components. These components are self-awareness, self-recognition, motivation, empathy and social skill.

Designing and validation of life skills training program (self-awareness skills, coping with stress and empathy) based on Islamic culture in divorced women

Designing and validation of life skills training program (self-awareness skills, coping with stress and empathy) based on Islamic culture in divorced women

106 Flexibility, Adaptability, Communication, Emotional Intelligence, and Listening: Improvisation, Theater, and Acting Training and Educational (FACILITATE) Curriculum Expansion: Theater-Based Curriculum to Develop Skills of Teamwork, Self-Awareness and Mindfulness for Nurses in Training

Both HCAPS and the current pilot versions of EDPEC include questions that ask patients to rate their physicians’ and nurses’ skills of communication, listening, and courtesy. We created a novel curriculum rooted in principles of acting and theater to teach and improve interprofessional skills deemed crucial to the practice of emergency medicine, including communication, observation, and adaptability. We have taught these workshops to both medical and nursing students, which have been consistently well received.

Emotional intelligence in Belva Plain’s Blessings

Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.

ĐỊNH HƯỚNG NỘI DUNG GIÁO DỤC KĨ NĂNG TỰ NHẬN THỨC CHO HỌC SINH TRUNG HỌC CƠ SỞ TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN TỰ SỰ

ĐỊNH HƯỚNG NỘI DUNG GIÁO DỤC KĨ NĂNG TỰ NHẬN THỨC CHO HỌC SINH TRUNG HỌC CƠ SỞ TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN TỰ SỰ

Creating a Culture of Wellness - No Jerks Allowed

The culture of a health care system influences physician wellness; in turn, physician wellness is an indicator of the health care system quality. A career as a physician was traditionally viewed as a calling where patients came first, even to the personal detriment of the physician. Organizational cultures that support work-life integration allow flexibility and cooperative scheduling for the activities of work, home, family, community and self. Today’s health care challenges require collaboration, teamwork and the collective intelligence to get to the solutions that our complex environment requires. Open workspace is one method that can transform culture; academic medicine is following the model of the business world with spaces that flatten hierarchy, enhance communication among faculty and trainees, and foster a culture of civility and greater attachment to the organization. Top-down hierarchical leadership is outdated and counterproductive. Organizations with a flat structure are nimble, innovative and tend to outperform those with more traditional hierarchies. Adopting the humble attitude of a servant leader is essential to building positive department and organizational culture. Effective leaders have self-awareness, self-regulation, motivation, empathy and social skills, qualities collectively known as emotional intelligence. We need to move away from a physician centric culture and replace it with a new brand of department or health care organization that is just and collaborative, that promotes innovation and teamwork, iterates quickly and nurtures individuals at all levels to voice ideas and demonstrate leadership. These same ingredients promote joy in work and align with safe care models. This review contains 27 references. Keywords: Culture change, emotional intelligence, flattened hierarchy, innovation, leadership, servant leader, work-life integration

An Intervention in Social Connection: Medical Student Reflection Groups.

Rates of medical student depression and suicide are higher than aged-matched peers. Although medical schools have implemented wellness interventions, no program has reported on interventions targeting social support. As one potential intervention, reflection groups for medical students led by psychiatry residents were designed and implemented. It was hypothesized that groups would encourage connectedness among peers, teach coping and emotional self-awareness skills, increase empathy, and decrease loneliness. Voluntary, biweekly support groups were implemented between 2017 and 2018 at Stanford University School of Medicine for first- and second-year medical students. Participants were surveyed at baseline and 6 months. Surveys included qualitative assessments of groups and validated surveys to assess empathy, wellness, and loneliness. Separate surveys assessed attrition. Analyses included statistical analyses (descriptive statistics) and thematic analysis. In both cohorts, a total number of 30 students participated in groups, and 18 completed post-surveys. Students reported groups improved well-being (55.6% strongly agreed, 27.8% agreed), enhanced self-awareness (44.4% strongly agreed, 38.9% agreed) and ability to empathize (50.0% strongly agreed, 27.8% agreed), and promoted connection (61.1% strongly agreed, 33.3% agreed). Initial attrition was high, with 84% of students not continuing due to feeling too overwhelmed by classes. Thematic analysis demonstrated groups may benefit students in improving impostor syndrome and connection with others (decreased loneliness), allowing exposure and tolerance to diverse perspectives, increasing insight into the importance of self-care and emotional self-awareness, allowing practice for collaborative skills, and increasing thoughtful approaches to patient care. There is preliminary evidence reflection groups may be a feasible, effective intervention to improve loneliness and social belonging in medical school.

MANAGEMENT OF TEACHERS’ SOCIAL INTELLIGENCE AS A CORRELATE OF PRODUCTIVITY IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

This study investigated the management of teachers’ social intelligence as a correlate of their productivity in secondary schools in Rivers State, Nigeria. The study adopted a correlation research design. The population of the study consisted of 6850 teachers from the 247 public secondary schools in Rivers State. A sample of 1185 respondents was drawn from the target population of 6850 teachers in senior secondary schools in Rivers State. Stratified random sampling technique was used. Two self structured instruments titled Management of Teachers’ Social Intelligence Scale (MTSIS) and Teachers’ Job Productivity Scale (TJPS) were used for data collection. Face and content validities were ensured by experts in the relevant areas. The reliability coefficients of 0.89 and 0.78 were computed for MTSIS and TJPS through Cronbach alpha statistics. Research questions 1, 2, and 3 were answered using simple regression while 4 was answered using multiple regression. Hypotheses 1, 2, and 3 were tested using t-test associated with simple regression while Analysis of Variance (ANOVA) associated with multiple regression was used to test hypothesis 4 at 0.05 level of significance. It was found among others that teacher’ social intelligence skills management jointly significantly predicted job productivity in secondary schools in Rivers State, Nigeria.Moreso, self-awareness, self-regulation and social skills independently predicted job productivity in secondary schools in Rivers State, Nigeria.It was recommended that teachers should be proactive in knowing his/her social disposition as well as that of others.Furthermore, the teachers should always define and maintain a standard in any relationship with colleagues and students in order to regulate and sustain a harmonious relationship. Article visualizations: