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Leadership in the Allied Health Professions
Published in Robert Jones, Fiona Jenkins, Managing and Leading in the Allied Health Professions, 2021
Goleman describes Emotional Intelligence as our potential for learning the practical skills (competencies) based on the five aspects. Emotional competencies show how much of that potential we have translated into on-the-job skills
Social-emotional aspects of visual impairment
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
As they develop, young children’s social worlds expand and they make significant progress in understanding other people’s minds, their emotions and the links between what other people believe and how they act (Bruce, 2004; Dunn, 2004; Lavoie, 2005; Maguire and Dunn, 1997). “Social emotional competence is defined as cooperative pro-social behaviour, initiation and maintenance of peer friendships and adult relationships, management of aggression and conflict and emotional regulation and reactivity” (Squires, 2002 cited in Aviles et al., 2006, p. 33).
Educational approaches and activities to enhance emotional intelligence
Published in John Hurley, Paul Linsley, Emotional Intelligence in Health and Social Care, 2018
In being self-aware and attuned to the differences between self and others, health and social care practitioners often engage in reflective practice. Reflection in relation to practice is a core component of most undergraduate education for health and social care practitioners, as it provides an avenue to critically consider personal values and behaviours, and to use the resulting insights to strengthen their work. This process becomes even more crucial once practitioners enter the workforce (Usher, Foster and Stewart 2008). Processes such as reflective journaling are often used to encourage learners to develop their self-awareness, and more recently this process has been specifically applied to strengthening emotional competence. Harrison and Fopma-Loy (2010), for example, found that progressive, reflective journal prompts could be useful tools to stimulate learners’ reflection on aspects of EI. Clinical supervision is another avenue for practitioners to engage in self-awareness. Clinical supervision is a process where practitioners’ clinical work and their interactions with patients and families is the focus of reflection with another experienced clinician (Jackson and O’Brien 2009). It is a formal and structured way to learn and reflect on actions within the context of a supportive relationship and can involve either individual or group supervision. Clinical supervision is therefore one of a number of ways in which practitioners engage in reflective practice and strengthen their self-awareness (Clouder and Sellars 2004).
Emotional intelligence: Mapping an elusive concept
Published in Medical Teacher, 2023
Emotional intelligence refers to an ability to recognize the meanings of emotion and their intricate relationships, and to reason and problem-solve based on them (Mayer et al. 1999). Even though no single definition of emotional intelligence (EI) has been widely accepted, EI can also be defined as the ability to perceive, understand, process, and use emotional information about oneself or others to enhance thinking (Boyatzis 2009; Mayer et al. 2011). In addition, emotional competence can be viewed as a capability grounded in emotional intelligence that results in outstanding performance. EI is based on the premise that emotions convey information and can be perceived in different ways by different people. These perceptions then impact the ability of health professionals to adapt their performance within a variety of educational contexts and clinical situations.
Discrimination, stigma and mental health: what’s next?
Published in International Review of Psychiatry, 2023
Julio Torales, Telmo Raúl Aveiro-Róbalo, Carlos Ríos-González, Iván Barrios, José Almirón-Santacruz, Israel González-Urbieta, Tomás Caycho-Rodríguez, João Mauricio Castaldelli-Maia, Antonio Ventriglio
Young people with mental illnesses face difficulties in the educational settings, applying for a job, and in the context of peers group (Subramaniam et al., 2022): there are limited policies and interventions aimed to promote integration among youths with mental disorders, culture of awareness and prevention of these issues among young people with consequent physical and cognitive limitations in different settings. In addition, researchers have highlighted the reluctance of young people and adolescents to seek professional help when they need it: youths prefer friends and family as sources of help rather than health professionals. This could be due to a rate of high self-confidence in problem solving, their lack of emotional competence, and their negative attitudes towards seeking professional help (Gulliver et al., 2010). Equally importantly it is likely to be influenced by type of healthcare systems. In private healthcare systems, individuals may be reluctant to seek help due to costs involved.
Demystifying Zoophilia: Classification and Psychological Aspects of Humans Having Sexual Relationships with Animals
Published in International Journal of Forensic Mental Health, 2021
Lisa Emmett, Lisa Klamert, Birgit U. Stetina
In respect to empathy the results indicated that class X (associated with exclusive sexual activity with animals) shows the lowest scores of empathy compared to the other classes. This finding could indicate that humans showing deficit empathy might prefer interactions with animals. Exclusively focusing on animal partners may allow these individuals to substitute social, emotional and/or sexual interactions with humans (Grassberger, 1968; Kinsey et al., 1948; Nasswetter, 2010). As these skills might be less essential when interacting with animals because of their ‘friendly and non-judgemental nature’ (Williams & Weinberg, 2003, p. 528). Prior research shows that emotional competence – which is also central for empathy (Lamothe et al., 2016) – is also a vital factor for socially competent behavior (Eisenberg et al., 1995). Consequently, humans with deficits in empathy and social skills may prefer the company of animals in contrast to human company.