Trait emotional intelligence profiles of students from different university faculties

This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.     

The dual aspect of fantasy: Flight from reality or imaginative realm? Considerations and hypotheses from clinical psychoanalysis1

This paper discusses the view that fantasizing, understood as a flight into fantasy, belongs to a type of mental functioning distinct from imaginative fantasy. From this the idea emerges, proposed by Winnicott, that withdrawal into fantasy assumes a dissociative quality, which is formed early on as a defensive solution following the loss of hope in object relations. Such a defence becomes the foundation for a dangerous enclave in which the individual ends up enclosing himself, experiencing an illusory self-sufficiency. In this perspective, the author maintains that the flight into fantasy must be understood as a risk factor for the draining of the self or for a crystallization into psychopathological structures, becoming an automatic activity of 'non-thought' that substitutes for the working-through processes necessary for the development of the mind. The paper investigates this psychopathological dynamic, which was already present in Breuer and Freud's writings, examining subsequent contributions of various authors. Clinical material (of both children and adults) illustrates how the flight into fantasy may take the form of an anti-relational realm of the mind, compromising the operations necessary to the integration of psychic life. There is also a discussion of which therapeutic tools may help the patient to gradually abandon the withdrawal in favour of an authentically nourishing relational nature.     

FEELING WITHOUT THINKING: LESSONS FROM THE ANCIENTS ON EMOTION AND VIRTUE-ACQUISITION

Abstract: By briefly sketching some important ancient accounts of the connections between psychology and moral education, I hope to illuminate the significance of the contemporary debate on the nature of emotion and to reveal its stakes. I begin the essay with a brief discussion of intellectualism in Socrates and the Stoics, and Plato's and Posidonius's respective attacks against it. Next, I examine the two current leading philosophical accounts of emotion: the cognitive theory and the noncognitive theory. I maintain that the noncognitive theory better explains human behavior and experience and has more empirical support than the cognitive theory. In the third section of the essay I argue that recent empirical research on emotional contagion and mirroring processes provides important new evidence for the noncognitive theory. In the final section, I draw some preliminary conclusions about moral education and the acquisition of virtue.     

认知心理学视角下的医师告知义务探析

Ellis的ABC理论和Schachter的情绪认知理论及试验说明,个体的认知信念影响情绪和行为反应.也就是说,患者对疾病事件的认知评价直接影响着情绪和行为表现.因此,在认知心理学相关理论指导下,医师对患者履行告知义务时必须遵循准确性原则、个性化原则及艺术性原则等,让患者对疾病事件有充分的知情与信息掌握,帮助患者改变观察问题的角度,正确认知与评价疾病事件,进而以积极、健康的情绪和行为表现来配合医务人员的诊治.     

The social and emotional skills of bullies,victims, and bully–victims of Egyptian primary school children

This study examined whether bullies, victims, bully–victims (who are both bullies and victims), and students who reported no or low levels of bullying and victimization differed in their levels of social and emotional skills. Data were collected from 623 children in fifth and sixth grades from four Egyptian elementary schools; their ages ranged from 10 to 12 years. K‐means cluster analysis revealed four groups: bullies (n = 138), victims (n = 178), bully–victims (n = 59), and children who were not involved in bullying behaviour (n = 248). Data were analyzed using multinomial logistic regression. The findings indicated that boys were more involved in bullying behaviour than girls, and both bullies and bully–victims were less likely to adhere to social rules and politeness than children who were not involved in bullying. Both bullies and victims were less aware of the physiological reactions of their emotions than uninvolved children, and were less able to apply social rules in social interaction. Both victims and bully–victims reported less likeability than children not involved in bullying. Verbal sharing, attending to others’ emotions, and analysis of emotions did not have a statistically significant relationship with the probabilities of classifying children to any bullying group versus children not involved in bullying. Social skills were more important than emotional awareness in predicting the likelihood of classifying children in one of the three bullying groups versus children who not involved in bullying. The main conclusion is that social and emotional skills together may provide an effective means of intervention for bullying problems.     

Test-Retest Reliability of the Emotional Stroop Task: Examining the Paradox of Measurement Change

The Emotional Stroop (ES) task (I. H. Gotlib & C. D. McCann, 1984) has been proposed as an experimental measure to assess the processing of emotion or the bias in attention of emotion-laden information. However, study results have not been consistent. To further examine its reliability for empirical research, the authors of this study administered the ES task to 33 participants on 2 separate occasions separated by 1 week. Results indicated that retest reliabilities for reaction times (RTs) derived from the 3 separate emotion conditions (manic, neutral, and depressive) across the 1 week interval were very high. However, consistent with previous research, the reliabilities were very low for the interference indices (manic and depressive). These low reliabilities reflect the very high intercorrelation between the RTs derived from the 3 conditions. The authors concluded that a better indicator of the reliability for this task is the individual RTs from each emotion condition.     

Advancing the trait EI content domain: Further evidence for the distinctiveness of interpersonal facets

This investigation sought to assess the congruence of the trait emotional intelligence (EI) sampling domain, reflected in the short form of the Trait Emotional Intelligence Questionnaire (TEIQue; Petrides & Furnham, 2006), with the theoretical content of trait EI—namely, the range of personality traits implicated in emotions. First, associations of the TEIQue factors with Emotion-Oriented Coping (EOC) and Social Coping (SC) were compared. Three of the four TEIQue factors were stronger predictors of EOC than SC; only the Emotionality factor was a stronger predictor of SC. Also, Emotionality did not add to the prediction of EOC in a simultaneous regression with the other factors. Secondly, by means of Structural Equation Modelling, the 30-item composite and a theoretically altered 16-item composite were compared as mediators between the Big Five and the emotion-laden dimension of mental health. Even though all interpersonal items (i.e., those pertaining to Sociability and Emotionality) were omitted for the altered composite, it outperformed the original composite in predicting a latent mental health composite of Stress, Anxiety, and EOC. The results highlight the distinct nature of Emotionality and Sociability facets and have implications for the refinement of the trait EI content domain.     

Resilience and affect balance as mediators between trait emotional intelligence and life satisfaction

The current study aimed to analyze the importance of trait emotional intelligence in life satisfaction and to extend the previous literature by investigating the potential mediating effects of resilience and affect balance in this relationship. To test the study hypotheses, self-report measures of trait emotional intelligence, resilience, positive and negative affect, and life satisfaction were administrated to 263 undergraduates. Correlation analysis indicated that trait emotional intelligence was positively correlated with life satisfaction. Mediational analyses showed that trait emotional intelligence exerted its indirect effect on life satisfaction through the simple mediating effect of affect balance and the three-path mediating effect of resilience–affect balance. In addition, resilience played as a partial mediator between trait emotional intelligence and affect balance. Furthermore, multi-group analyses showed that the mediational model was not moderated by gender. Therefore, this study makes a contribution to the complex nature of the association between trait emotional intelligence and subjective well-being.     

Play-Based Activities in Family Counseling

Traditional family therapists often work with family members of similar cognitive levels and exclude small children from the therapeutic process. Recent research indicates that children and families benefit when all family members can be involved in counseling (e.g., Thompson, Bender, Cordoso, & Flynn, 2011). Using an integrative intervention model, this article will focus on specific play-based activities which can be used to effectively include children in family therapy. A developmental, step-by step protocol is introduced and specific play-based activities are discussed.     

The complex relationship between creativity and affect / La compleja relación entre creatividad y afecto

Abstract

The cognitive components of creativity have been widely studied since the last century. However, the role of non-cognitive elements, particularly affect, has only started to be recognized and researched in the field of psychology during the last decades. This paper offers a critical review of the most relevant contributions to the study of the relationship between creativity and affect, from the preliminary research conducted within the psychoanalytic, humanistic and cognitive frameworks, to the most current lines of research regarding the relationship between creativity and emotional states and traits. We then present three integrative and heuristic models as promising initiatives in the study of such a relationship. Finally, we highlight some theoretical and practical considerations for future studies, such as a greater delimitation of conceptualizations of creativity and affect, and the domain specificity of the relationship between them.