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Mental, emotional and spiritual health
Published in Sally Robinson, Priorities for Health Promotion and Public Health, 2021
Sally Robinson, Athene Lane-Martin
Emotional-social intelligence is A cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate to them, and cope with daily demands.(Bar-On, 2006 p.3)
An Indian Perspective on Understanding Intelligence
Published in Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes, Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
Ashok K. Srivastava, Girishwar Misra
Often these definitions differ from the definitions western researchers take for granted. For example, intelligent people are slow and conforming in Africa (Wober, 1974). In Kenya, “parents defined ‘intelligence’ as the ability to do what is needed to be done around the homestead without being asked” (Harkness, Super, & Keefer, 1992, p. 105). In the African population a distinct emphasis on maintaining harmonious and stable intergroup relations is observed. The Pacific ethno-theories are also social in nature (Poole, 1985). The Japanese concept of social intelligence consists of positive social competence, receptive social competence, task efficiency, originality, and reading and writing (Azuma & Kashiwagi, 1987). Greenfield (1997) advocates using local definitions of intelligence when it is assessed in new cultural contexts.
Cry and response
Published in Anthony Korner, Communicative Exchange, Psychotherapy and the Resonant Self, 2020
By the time people seek psychotherapy, circumstances have often become discouraging for the individual. The therapist needs to see the patient as a person first and foremost and to recognize the social intelligence that is the major source of hope for the person’s psychological growth and recovery. The ongoing presence of forms of feeling that derive from our familial relationships have a primary significance in terms of inclusion and acceptance as a member of a community and, ultimately, of humanity. Trauma alienates and constricts the self. Recognition of trauma is not sufficient in itself for a therapeutic outcome. A zone of symbolic transformation is also necessary to the psychotherapeutic process.
Evidencing Enquiry Based Learning: An Innovative Approach to Educating Children and Young People’s Nursing Students
Published in Comprehensive Child and Adolescent Nursing, 2023
Margaret Crowley, Wendy Mcinally, Nicola Goodall, Janet Webb
The explicit democratic intention within student led learning sits at the heart of the philosophical positioning of EBL, inviting every student to work effectively together, including forming smaller subgroups (5–6 students) to take on specific group-delegated activities (Goodall, 2017).This usually leads to the whole group achieving more, as “tasks” are divided equitably within the group, with all students sharing the responsibility for the quantity and quality of the ensuing discussion and learning achieved, as well as finding evidence to substantiate their contributions to the collective group effort (Gough, 2008; W. Hutchings, 2006, 2007). Additionally, the professional importance of teamwork is also being subliminally reinforced in this context, thereby enabling students to make good use of generic transferable knowledge and skills in practice. Goleman (2006), in his book Social Intelligence, advocated that a key benchmark of professional practice would now be that professionals would effectively and enthusiastically work with others, thereby facilitating interprofessional collaborative working essential as health and social care become more interconnected and complex (Swinnen et al., 2021).
Developmental Effects of Screen Time on Gender Diverse Student’s Experiences of Bullying Victimization
Published in Journal of School Violence, 2023
Sean Weeks, E. Tish Hicks, Demi Culianos, Tyler L. Renshaw
There are developmental differences in terms of age and gender regarding bullying perpetration and victimization, as well as in the methods and modalities used for bullying. In one of the original studies considering the interplay of age and gender, it was discovered that young children predominantly engage in physical aggression; however, as they develop, more advanced forms of aggression manifest, including indirect bullying where the perpetrator becomes unidentifiable (Björkqvist, 1994). In women and adults, physical aggression became rarer, with indirect aggression increasing significantly around age 11, especially among girls (Björkqvist, 1994; Björkqvist et al., 1992). While girls/women predominantly engaged in indirect bullying across the lifespan, Björkqvist et al. (1992) found that physical aggression lessened as boys/men aged into adolescences and was replaced by direct verbal aggression, along with indirect aggression. Additionally, as boys/men aged into adulthood, their methods of aggression became more indirect, likely due to social desirability, yet still included a verbal component. Björkqvist et al. (1992) associated this development with the increase of social intelligence. No culture has yet been identified that does not have aggressive bullying-like behaviors (Due et al., 2005). Moreover, throughout the 1990s, studies found that the gender differences outlined above were replicated across cultures (Fry, 1990, 1992).
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148
Published in Medical Teacher, 2023
Judy McKimm, Subha Ramani, Kirsty Forrest, Jo Bishop, Ardi Findyartini, Chloe Mills, Mohammed Hassanien, Abdulmonem Al-Hayani, Paul Jones, Vishna Devi Nadarajah, Greg Radu
Research indicates that the most successful leaders, regardless of profession or location, have a high degree of emotional intelligence (Boyatzis 2008). Emotional intelligence (EI) as a marker of successful leadership was first discussed by Daniel Goleman in the 1990s. He concluded that skills such as toughness, vision, determination, and intelligence were not enough to be a successful leader and that the skills of self-awareness, self-regulation, motivation, empathy, and social skills were equally, if not more, important (Goleman 1998). Together, Boyatzis and Goleman went on to analyse the core attributes among the most successful leaders. Twelve competencies of emotional and social intelligence were described under four domains (Boyatzis 2009). The four domains are: self-awareness, self-management, social awareness, and relationship management. All four domains of EI competencies are essential for leaders to manage the groups of people they lead (see Box 2).