Perceived emotional intelligence and social competence in neglected adolescents

This research work analyses the emotional intelligence (EI) and the social cognitive attitudes and strategies in adolescents between 12 and 17 years of age in residential care. The aim of the work is to identify those aspects that hinder their socio-emotional competence, requiring a more urgent intervention. We explore the presence of significant differences between the variables under study according to gender and age range (12–14 and 15–17) and we analyse the relationship between the dimensions of their EI and their social competence. The results show a lack of EI in these adolescents, with all three dimensions being affected: emotional attention, clarity of feelings and emotional repair. As for social competence, it can be seen that the adolescents are characterised by a lack of confidence and firmness in their interactions. Worthy of note is the impulsive cognitive style, as are the rigidity of thought and the tendency towards social mistrust and suspicion. There are many difficulties concerning the strategies for resolving social problems. This research highlights the need to design training programmes for the residential care centres that will favour their socio-emotional development.     

Developmental changes in self-perception: The role of gender in a preadolescent clinical population

Research indicates that gender and psychopathology are interrelated and that the nature of this relationship changes over the course of development. Rates of incidence for psychological distress reflect both gender and age differences. Furthermore, the expression of emotional problems is also related to gender. Some symptom patterns, for example, are more likely experienced by females than males. This study examines how psychological disturbance, operationalized as magnitude of symptomatology, interacts with development, or chronological age, in order to predict a child's self-perception. Forty-eight children involved in psychotherapy and their mothers were sampled for this research. It was found that for girls and not boys self-perception diminished with age. Results were interpreted in light of recent feminist theory on female development.     

Infantilization as elder mistreatment:evidence from five adult day centers

To prevent maltreatment, aging services must be age appropriate even as consumers suffer from physical and cognitive disabilities. In this paper, it is argued that exposing older persons to childoriented settings, activities and speech patterns in aging service environments represent a form of psychological mistreatment. Ethnographic evidence from 220 hours of field observations in five "social model" adult day centers revealed infantilization of service users in the form of confinement, baby-talk, nicknames, child-oriented decor, teacher-student learning format, reprimands, use of toys, as well as a loss of privacy regulation, autonomy, choice, and adult status. All centers exhibited some mistreatment, but severe examples were present in two of the five centers studied. Negative influences on behavior, well-being, self-identity, relationship formation, and social interaction were detected, which distinguished mistreatment from poor quality of care. Insider interviews (23) revealed resentment and adaptive strategies employed to distance themselves from infantilization.     

The cognitive ergonomics and the articulation of the functions of industrial products.. binah.oliveira@gmail.com

The sustainable development is a challenge to all areas of knowledge. In the field of design, it motivates an enhanced discussion about the functions of systems, products and services. Accordingly, this paper presents a theoretical contribution to the sustainable articulation of the functions of industrial products from principles of cognitive ergonomics. This paper is based on an exploratory literature about the functions of industrial products and further study of the relationship between man and object of Cognitive Ergonomics, specifically linked the aesthetic perception and symbolic. Presents qualitative results of this correlation, which indicates the feasibility of a better articulation in product development. The paper argues that in the practical field of design, the best articulation of the functions may influence the effectiveness of product performance in its relationship with the user. Already, on theoretical grounds, this new articulation can help designers to understand the nature of the transdisciplinary functions and the insights into product design.     

Performing the role of ethnographer: processing and managing the emotional dimensions of prison research

This article presents a reflective account of the emotional dimensions of in-depth field research in prisons. Drawing on the work of Goffman to make sense of ethnographic processes and techniques, it is argued that performance and impression management play crucial roles in the research process. However, it is suggested that there are commensurate emotional costs associated with the roles and identities that ethnographers might enact in the field. It is argued that the finer details of ethnographic practice can be better understood when the emotional dimensions of research experiences are carefully analysed and processed.     

Infantilization as Elder Mistreatment: Evidence from Five Adult Day Centers

ABSTRACT

To prevent maltreatment, aging services must be age appropriate even as consumers suffer from physical and cognitive disabilities. In this paper, it is argued that exposing older persons to child-oriented settings, activities and speech patterns in aging service environments represent a form of psychological mistreatment. Ethnographic evidence from 220 hours of field observations in five “social model” adult day centers revealed infantilization of service users in the form of confinement, baby-talk, nicknames, child-oriented decor, teacher-student learning format, reprimands, use of toys, as well as a loss of privacy regulation, autonomy, choice, and adult status. All centers exhibited some mistreatment, but severe examples were present in two of the five centers studied. Negative influences on behavior, well-being, self-identity, relationship formation, and social interaction were detected, which distinguished mistreatment from poor quality of care. Insider interviews (23) revealed resentment and adaptive strategies employed to distance themselves from infantilization.     

The use of affective interaction design in car user interfaces

Recent developments in the car industry have put Human Machine Interfaces under the spotlight. Developing gratifying human-car interactions has become one of the more prominent areas that car manufacturers want to invest in. However, concepts like emotional design remain foreign to the industry. In this study 12 experts on the field of automobile HMI design were interviewed in order to investigate their needs and opinions of emotional design. Results show that emotional design has yet to be introduced for this context of use. Designers need a tool customized for the intricacies of the car HMI field that can provide them with support and guidance so that they can create emotionally attractive experiences for drivers and passengers alike.     

Between love and behaviour management: the psychodynamic reflective milieu at the Mulberry Bush School

ABSTRACT

This article presents findings from a qualitative research study of the Mulberry Bush School (MBS), a therapeutic residential primary school caring for children with severe social, emotional and behavioural difficulties. The article notes the challenges of working with children who have experienced traumatic relationship breakdown, and reviews ideas and practices developed at MBS to support the children’s development. There is a discussion of the research study’s methodology and main findings. The researchers argue that the therapeutic milieu at MBS maintains a creative tension between a secure, playful context and one where emotional disorder and disturbance are not suppressed. The study describes how a particular psychodynamic model of reflective practice has been successfully instituted at MBS to create a ‘staff therapeutic milieu’ supporting the group living and group learning through which therapy principally occurs. The article closes with comments on the applicability of this model to residential child care practice generally.     

Handling your Baggage in the Field Reflections on research relationships 1

This paper explores some of the benefits of pursuing difficult, antagonistic, research relationships in the context of biographical interviewing methods that are sensitive to spatial relationships. It argues that confronting sources of tension between researchers and informants and being more open about the emotional baggage we bring to the field as researchers yields more rigorous fieldwork with more insightful results. The argument is developed from a particularly difficult research relationship: an encounter between the author and a British expatriate diving instructor living in Hong Kong. The broader context of the research is the production of white privilege through migration and the operation of global/postcolonial landscape.     

Teaching Children about the Global Economy: Integrating Inquiry with Human Rights

Although children are already part of the global economy, they often have little understanding of its influence without explicit instruction. The article focuses on recommendations for teaching elementary students in grades three through five about the global economy utilizing the pedagogical recommendations from the National Council for the Social Studies and curricular and pedagogical suggestions from economic educators, human rights educators, and research. The author advocates using the inquiry arc to actively engage students in learning and integrating a human rights perspective, along with an economic perspective, to broaden students' understanding of the global economy. Economics helps young students learn why their clothes and toys are produced in different countries while human rights education enables them to comprehend the lives of workers who produce their clothing and toys. The inquiry arc also offers opportunities for young students to take action when they encounter human rights abuses during the production of their toys and clothing. Children are not only prepared for their future role as citizens but act as citizens while they are still children concerned about the human rights of all people involved in producing their clothes and toys.     

Gambling Control Self-efficacy as a Mediator of the Effects of Low Emotional Intelligence on Problem Gambling

This study investigated whether lower emotional intelligence would be related to less self-efficacy to control gambling and more problem gambling and whether gambling self-efficacy would mediate the relationship between emotional intelligence and problem gambling. A total of 117 participants, including 49 women and 68 men, with an average age of 39.93 (SD = 13.87), completed an emotional intelligence inventory, a gambling control self-efficacy scale, and a measure of problem gambling. Lower emotional intelligence was related to lower gambling self-efficacy and more problem gambling. Gambling control self-efficacy partially mediated the relationship between emotional intelligence and problem gambling.     

MOTHER'S EMPLOYMENT DEMANDS, WORK-FAMILY CONFLICT, AND ADOLESCENT DEVELOPMENT

This study revisited the old research question of whether or not maternal employment would adversely affect children's development. We reframed the question by asking how a mother's temporal employment demands might be linked to child development. We used longitudinal data from a sample of 340 white, lower- to middle-class, dual-earner families living in the rural Midwest of the United States. The data were obtained from questionnaires and videotaped observations, and were informed by the mother, the father, the adolescent child, and a trained observer. As predicted, we found a strong relationship between a mother's temporal employment demands and work-family conflict, which was significantly associated with her emotional distress. A husband's egalitarian gender ideology was found to reduce the mother's emotional distress. Maternal distress was then negatively associated with nurturant and involved parenting, which in turn predicted a reduction in the adolescent child's emotional and behavioral problems over time.     

The role of mindfulness in romantic relationship satisfaction and responses to relationship stress

Two studies examined the role of mindfulness in romantic relationship satisfaction and in responses to relationship stress. Using a longitudinal design, Study 1 found that higher trait mindfulness predicted higher relationship satisfaction and greater capacities to respond constructively to relationship stress. Study 2 replicated and extended these findings. Mindfulness was again shown to relate to relationship satisfaction; then, using a conflict discussion paradigm, trait mindfulness was found to predict lower emotional stress responses and positive pre- and postconflict change in perception of the relationship. State mindfulness was related to better communication quality during the discussion. Both studies indicated that mindfulness may play an influential role in romantic relationship well-being. Discussion highlights future research directions for this new area of inquiry.     

Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants

A variety of universal school-based social and emotional learning (SEL) programs have been designed in the past decades to help children improve social–emotional and academic skills. Evidence on the effectiveness of SEL programs has been mixed in the literature. Using data from a longitudinal follow-up study of children (n = 414) originally enrolled in a clustered randomized controlled trial (RCT) when they were in Head Start, we examined whether universal SEL services in third grade were associated with the development of children from disadvantaged families. We took advantage of pairwise matching in the RCT design to compare children who had similar family background and preschool experiences but received different doses of SEL services in third grade. The results showed that the frequent (i.e., weekly to daily) exposure to SEL opportunities was associated with favorable social–emotional and academic development in third grade, including increased social skills, student–teacher relationship, and academic skills, as well as reduced impulsiveness.     

Do You Do as I Do?: Young Toddlers Prefer and Copy Toy Choices of Similarly Acting Others

Recognizing similarity between one's own and others' actions is important for identifying others with whom to affiliate and from whom to learn. In this study, 40 19‐month‐old toddlers recognized when a puppet chose the same toys as them. Toddlers preferred to affiliate with a puppet who chose the same toys as themselves relative to a puppet who chose other toys and they modified their subsequent behavior by choosing the same toys as that puppet when presented with novel toys. Toddlers' actions were not based on perceivable features of the puppet (e.g., similar accent or language as oneself) or an association between the puppet and the preferred toys (as assessed in a control condition). Results indicate that toddlers identified and recognized the similarity in action choices between themselves and the puppet via comparison between their own and the puppets' actions. Identifying this similarity is critical for children's developing understanding of and engagement in interactions with others.     

Income,Relationship Quality,and Parenting: Associations With Child Development in Two‐Parent Families

Prior research suggests considerable heterogeneity in the advantages of living in a 2‐parent family. Specifically, children living with married biological parents exhibit more favorable outcomes than children living with cohabiting biological parents and with married and cohabiting stepparents. To explain these differences, researchers have focused almost exclusively on differences in the levels of factors such as income, parental relationship quality, and parenting quality across family types. In this study the authors examined whether differences in the benefits associated with these factors might also account for some of the variation in children's cognition and social‐emotional development. Focusing on children at the time they enter kindergarten, they found only weak evidence of differences in benefits across family types. Instead, they found that children living in stepfather families experienced above‐average levels of parental relationship quality and parenting quality, which in turn played a protective role vis‐à‐vis their cognitive and social‐emotional development.     

Maternal intrusiveness predicts infants’ event‐related potential responses to angry and happy prosody independent of infant frontal asymmetry

Infants’ social‐cognitive skills first develop within the parent–infant relationship, but large differences between parents exist in the way they approach and interact with their infant. These may have important consequences for infants’ social‐cognitive development. The current study investigated effects of maternal sensitive and intrusive behavior on 6‐ to 7‐month‐old infants’ ERP responses to a socio‐emotional cue that infants are often confronted with from an early age: emotional prosody in infant‐directed speech. Infants may differ in their sensitivity to environmental (including parenting) influences on development, and the current study also explored whether infants’ resting frontal asymmetry conveys differential susceptibility to effects of maternal sensitivity and intrusiveness. Results revealed that maternal intrusiveness was related to the difference in infants’ ERP responses to happy and angry utterances. Specifically, P2 amplitudes in response to angry sounds were less positive than those in response to happy sounds for infants with less intrusive mothers. Whether this difference reflects an enhanced sensitivity to emotional prosody or a (processing) preference remains to be investigated. No evidence for differential susceptibility was found, as infant frontal asymmetry did not moderate effects of sensitivity or intrusiveness.     

The Attachment Partnership as Conceptual Base for Exploring the Impact of Child Maltreatment

According to attachment theory children learn the critical importance of trusting others and valuing oneself through communication with an attachment figure about separations and other threats to the child's sense of security (Bowlby, 1982). Lessons learned in the attachment partnership (Marvin, 1977; Ainsworth, 1992) about perceiving a relationship partner's point of view, and communicating emotional experience, are generalized to social relationships outside the home. Maltreatment is likely to harm children's emotional and social development through impairment of these key social skills. Relevant literature from attachment theory and research, including research on child maltreatment from an attachment perspective, is reviewed. Implications and directions for clinical intervention are discussed.     

Determining anthropometric variables as a tool in the preparation of furniture and designs of interior spaces: the case of children 6 to 11 years old of Vicosa, State of Minas Gerais, Brazil

The adequacy of facilities and the individual securities in their different age groups is importance to ensure greater functionality to them, allowing full development of daily activities. For this to occur more efficiently it is necessary the use of ergonomics which can ensure more comfort and safety for end users of products and spaces. The present study aimed to measure body dimensions of a representative sample of children aged 6 to 11 years old, children of graduate and pos graduate students, faculty and staff of the Federal University of Vicosa and also residents of the city of Vicosa, State of Minas Gerais, Brazil, coming from different municipalities of State of Minas Gerais, to organize a database that will provide the furniture industry, anthropometric variables more appropriate to design products for both the leisure activities, and for the school sector. To realize this research we used the methodology proposed by the authors Panero and Zelnik, based on samples distributed in six age groups, and providing a measurement of 10 variables. By applying the methodology to the field was possible to compare the observed data, with the tables of the aforementioned authors. The main results revealed a significant variation of the 10 variables analyzed, and it is believed that this variation could lead to possible flaws in the designs of products that use the data from these authors. The completion of the study provided data on Vicosa considered more appropriate for the design of products and environments for the population of the study, considering age and region, of Brazil (State of Minas Gerais) and it is believed that the future may expand to the Brazilian population, with the progress of study of this nature.     

Access is not enough: the impact of emotional costs and self-efficacy on the changes in African-American students’ ICT use patterns

Previous research has examined the impact of computing interventions to reduce digital inequity. However, few studies focus on factors such as inequalities to material access, Internet use patterns, and affective or emotional anxiety. This paper investigates the potential role of emotional costs and computer self-efficacy in the connection between computer use at home and students’ computer use patterns. Data for this research come from pretest and posttest surveys administered to fourth- and fifth-grade African-American students. The results reveal that students’ home computer use is a significant predictor of the change in their information and entertainment usage over the course of the intervention. Students’ emotional costs partially mediate the relationship between home computer use and information-oriented usage over the intervention period. The findings suggest that providing students access to digital devices is not enough to close the digital divide.