Emotional Intelligence (Psychology)

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Background. Emotional competencies of individuals are evaluated as a form of capital today. Emotional capital has gained prominence in literature in the last decades. In this regard, qualitative and quantitative studies on emotional capital concept have been conducted. Objectives. The purpose of this study is to analyses the effect of emotional capital on job satisfaction and life satisfaction in terms of women basketball players in Turkey. Methods. The research method of this study is descriptive. The statistical population consisted of 135 women basketball players who were reached via using convenience sampling method. Survey was conducted on athletes between 6 th October, 2019 and 30th November, 2019. Emotional Capital Inventory developed by Newman et al. (2015), Job Satisfaction Scale developed by Brayfield and Rothe (1951), shortened by Yoon and Thye (2002), and Life Satisfaction Scale developed by Diener et al. (1985) was used for data collection. SPSS-22 computer program was used in data analysis. The internal consistencies of the questionnaires were obtained by Cronbach's which were 0.81, 0.81 and 0.83, respectively. After exploratory factor analysis conducted on emotional capital inventory, seven factors were found as social awareness, self-management, self-awareness, self-reliance, relationship management, adaptability, and apathy. Results. The analysis of data revealed that self-reliance factor of emotional capital has significant and positive effect on job satisfaction, and self-management and personal awareness factors of emotional capital have significant and positive effects on life satisfaction. Conclusion. Finally, it can be concluded that emotional capital has partial effect on both job satisfaction and life satisfaction of women basketball players in Turkey's Super League.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Adolescents in a substance recovery high school treatment program were found to relapse after returning to regular high school at a rate of 80%. This study looked for factors that may be related to this relapse such as emotional intelligence (EI), attachment, relationship skill, and parental factors including the degree of parental protectiveness and parental spirituality. Results indicated that emotional intelligence is significantly related to an adolescent's ability to develop a healthy positive internal self and may indicate that students who were less able to use emotions to impact their thinking were unable to harness their emotions for problem-solving as shown by increase in relapse rates. Discussion suggests that the addition of training in EI during the treatment program may therefore help reduce relapse rates.

This study investigated emotional intelligence as correlates of productivity of librarians in Nigerian public universities. A correlational survey research design was adopted. The study population consisted of 1,254 librarians in public university libraries in Nigeria, from which 923 were selected using simple random sampling. The research instrument used was a self-developed questionnaire. The questionnaire validation was subjected to the scrutiny of the experts in the areas of the variables studied; it gave a reliability coefficient of 0.91 for Emotional Intelligence and 0.94 for Productivity. A response rate of 67.2% was achieved. Data were analysed using descriptive (percentage, mean, average mean and standard deviation) and inferential (Pearson Product Moment Correlation) statistics. The study revealed a significant relationship between emotional intelligence and productivity (r = 0.032, P < 0.05) of librarians in public university libraries in Nigeria. The study concluded t...

The purpose of this study is examining the relation between the emotional intelligence and happiness of the wellness coaches. 390 wellness coaches 282 of whom were women and 108 of whom were men participated voluntarily in the study. The participants were actively working as wellness coaches. The Emotional Intelligence Scale (EIS) whose Turkish adaptation was realized by Aslan; and the Oxford Happiness Scale, which was developed by Hills and Argyle whose adaptation into Turkish was realized by Dogan and Sapmaz were used as the data collection tools. The descriptive statistical methods, the t-test, One-Way Variance Analysis (ANOVA), regression analysis and Pearson Correlation tests were used for the analysis of the data. At the end of the study it was determined that there was no statistically significant differences between the happiness and emotional intelligence points of Wellness Coaches for Oxford Happiness Scale when these points were compared according to the genders (p>0,05); and significant difference was determined in benefiting from emotions and optimism, which are the sub-dimensions of emotional intelligence scale (p<0,05); no statistically significant differences were found in the sub-dimension of the expression of emotions (p>0,05). It is observed that there is a positive relation at 0,383 level between the Oxford Happiness Scale and the Emotional Intelligence Scale. When the regression analysis results are examined, it is observed that the Emotional Intelligence Sub-dimensions explain the happiness at the medium level. The most explanatory one among the sub-dimensions is the optimism sub-dimension.

Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".

Punktem wyjścia przeprowadzonych przez nasz zespół badań były niepokojące statystyki dotyczące skuteczności programów aktywizacji zawodowej oraz zwiększająca się ilość osób wracających do uzależnienia lub bezdomności po zakończeniu leczenia. Z danych dotyczących losów osób kończących leczenie w placówkach Monar i Markot wynika, że problemem nie jest znalezienie pracy, lecz stopniowe wycofywanie się tych osób z życia zawodowego i społecznego.
Celem przeprowadzonych przez nasz zespół badań była próba ustalenia głębokości deficytów w zakresie:(1) zdolności do znajdowania rozwiązań oraz wytrwałości w realizowaniu podjętych działań, (2) umiejętności interpersonalnych, (3) umiejętności kontrolowania, rozpoznawania i wykorzystywania emocji w rozwiązywaniu problemów, (4) uruchamiania adekwatnych i efektywnych sposobów radzenia sobie ze stresem u beneficjentów ośrodków Monar i Markot.

This study examines that in what aspects the levels of leaders&#39; emotional intelligence in chaos and complexity situations can affect the organizations. Also, in this study the dimensions of emotional intelligence which are closely related to social life and organizational systems will be considered in terms of chaos and complexity theories. At the same time in this study, how a situation that appears to be complex but has an order inside and has the potential to be directed with small interventions can be handled by a leader that has a high capacity of using his/her emotional intelligence will be scrutinised. Additionally, this study will present the advantages of some leader capabilities (such as personal and interpersonal relationships, stress management, adaptability, general mood, empathy, motivation and self-awareness) in the management of the organizations in the context of chaos and complexity theories. Last but not least, the effect of emotional intelligence level in the...

Working Paper
EXPLORATORY STUDY ON EMOTIONAL WELL BEING OF MBA GRADUATES IN DIGITAL ERA WITH SPECIAL REFERENCE TO EMOTIONAL INTELLIGENCE
*Prof Dr.C.Karthikeyan, Professor and Director, T.John College, Bangalore, Affiliated to Bangalore University, Karnataka
Abstract: Wellbeing, particularly emotional well being, never happens by itself, it takes considerable efforts to maintain status quo of well being consistent.  Emotional well being of late has become the topic of discussion, and is correlated with success, happiness,  ability to perceive emotions in the right way, using and understanding emotions, with varying conceptual understanding, and further research has contributed, that these emotional attributes were attributable to general intelligence, which later with various research support, were attributed to Emotional Intelligence, by Daniel Goleman. Emotional Intelligence (EI), as indicated have great implication are now related to mental health, job performance, leadership development, and general well being of a person, and hence gained prominence in the field of psychology and HR as a distinct area of study.
Hence EI now has greater contribution towards leadership development in students of post graduation in education arena, and also used largely for personality development of students, understanding and improvising the emotional quotient to enable them to grow the better way, is largely underway, hence this exploratory study attempts to relate the students emotional intelligence and their personality dispositions in their college life in this digital era, where huge influx of stimulus through digital devices have changed their reference values of life and is significantly damaging their emotions.
This study attempts to find the leadership qualities of the management students of postgraduate levels to analyse their awareness of their emotional well being and the level of EI they possess to themselves, so as to nurture their ability to perceive emotions in the desired way, use and understand emotions in a better way, and express it optimally to grow as better person successfully.
This research study attempts to find the basic levels of emotional intelligence to elicit the prevalent level of emotional well being and also assess the level of self-awareness of students, their way of managing emotions, how they motivate themselves,  having empathy, and improvising social skill in them. The tool has been modified to the level of the sample fit, and a sample size of 150 students.  The tool has been developed and modified from the base model derived out of a qualitative research tool, with factor analysis as the prime area of deriving results.
Key Words: Emotional Intelligence, Students, Wellbeing, Attributes, Psychology
Methodology:
Data: Primary Data  (quantitative) and Derived Data (qualitative)
A tool of Analysis: Questionnaire (50 variables)
Scale: Likert 5 point scale
Sample Size: 150 Students
A universe of Study: Bangalore
Objectives of the Study:
Objective 1: To analyze the level of self-awareness of well being in students and their ability to recognize what affects them.
Objective 2:  To examine the level of clear thinking and managing emotions even when experiencing powerful emotions.
Objective 3:  To evaluate the ability to use deepest emotions to move ahead to achieve their goals.
Objective 4: To assess the ability of empathizing ability in the students and the understanding their levels to respond to other people.
Objective 5: To examine the ability of students to manage their social skills like, ability to handle emotions in relationships and handling their own life.
Hypotheses of the Study:
H1:  There is no significant relationship between self-awareness of well being and ability to realize emotional intelligence.
H2:    There is no significant relationship between clear thinking habits in students and managing their emotions experiencing powerful emotions.
H3: There is no relationship between students deepest emotions to move ahead and emotional intelligence to achieve their goals.
H4:  There is a significant relationship between EI scores and empathizing ability against understanding levels to respond to other people.
H5: There is no significant relationship between the ability of students to manage social skills and ability to handle emotions in relationships
Universe: College Students of Bangalore City, as the city with multi-culture perspectives.
Introduction: EI in simple terms is the “ability to recognize one’s own and other’s emotions and having sufficient knowledge to differentiate between the various emotions” drawing their own behavior.  The concept was given birth by Daniel Goleman in the year 1995, through his own book written in the name of Emotional Intelligence.  The EI later on developed into an area of usage in perceiving, understanding, using and managing emotions, which later developed into three main models. The ability model which deals with emotions as one of the useful sources of information for an individual to introspect and develop his/her abilities.  It also finds that individuals vary in interpreting their emotions, and as well differ in their ability to develop themselves to a level to have cognizance of the varying levels of emotion.  The ability model, which this study on students is to evaluate further areas such as, Perceiving emotions, the ability to understand, classify and develop the ability to identify their own emotions. The model also looks at the Using Emotions, which looks into the ability of the person to use emotional intelligence to solve problems, and has the ability to handle his or her own moods. In the area of understanding emotions, the ability to appreciate emotional language and the comprehending ability to understand their own emotions evolving in a different way over time. In managing part, the ability model assists the person to harness all kinds of emotion and ability to distinguish the positive and negative one in equanimity.
Thrust Area: HR integrated into Psychology
Sub-domain: Emotional Intelligence and its application
Call for Paper Area: Behavioural Science
Journal: American Psychological Reports, USA, Scopus Indexed

The present study was conducted to examine the moderating role of emotional intelligence in the relationship between workplace incivility and counterproductive work behavior (abuse, production deviance, sabotage, theft, and withdrawal behavior). A total of one hundred and sixty university teachers completed measures of emotional intelligence, workplace incivility, and counterproductive work behavior in seven public and private sector universities of Pakistan. Moderated multiple regression analyses were employed to test the interaction between workplace incivility and emotional intelligence on five facets of counterproductive work behavior. Results showed that there was a positive relationship between incivility and counterproductive work behavior and negative relationship between emotional intelligence and counterproductive work behavior. The interaction of workplace incivility and emotional intelligence explained a significant portion of variance in five facets of counterproductive work behavior. Emotional intelligence emerged as a significant moderator between workplace incivility and counterproductive work behavior. Keeping in view the strong and positive relationship between workplace incivility and counterproductive work behavior, training on both etiquette and emotional intelligence had been recommended for employees.

Original Article Background: Emotional intelligence (EI) is potentially associated with higher academic performance. However, no study from the Gulf region has previously assessed if EI affects academic success and academic performance in medical students. Objectives: To examine the relationship between EI and academic success and academic performance in a sample of Saudi Arabian medical students. Methods: This cross-sectional, questionnaire study included all 4 th-6 th year medical students enrolled at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia, in the academic year 2017-18. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test and the Academic Success Inventory for College Students (ASICS) along with a questionnaire eliciting demographic information between January and April 2018. Academic achievement was assessed based on each student's self-reported grade point average in the most recent examination. Results: Of 377 eligible students, 296 (78%) completed the questionnaires. A significant association was identified between overall EI and ASICS scores (r = 0.197; P < 0.001). EI scores were constant in males and females and the year of study. No statistically significant association was observed between EI and academic success across gender and academic years (P > 0.05 for all values). However, in terms of external motivation and career decidedness by level of study, final-year students had higher scores compared with students in the other two study years (P = 0.02 and P = 0.01, respectively). Conclusion: This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.

The study sought to explore perceptions and preparedness of teachers in Ashanti Region towards the introduction of professional teacher licensing in Ghana. Three research objectives were used as a guide for the exploration. A descriptive survey, which allowed for an accurate description of activities, objects, processes, and persons, was adopted to help to achieve the objectives of the study. A sample size of 278 teachers from senior high schools in Ashanti Region of Ghana was selected through multi-stage sampling technique to respond to the Teacher Perception and Preparedness Licensing Questionnaire. Data were analysed using means and standard deviation to answer the research questions. The study revealed that the selected teachers perceived the introduction of teacher licensing would not improve any teacherstudent performance but would rather enhance teacher reputation; motivate teachers to practice their profession; and have a positive effect on teacher self-efficacy. The study a...

The objective behind this research paper was to observe the impact of emotional intelligence on stress which is triggered by time pressure and due to work overload. With no regard to public or private organization setup, time pressure and work overload are reported by employees in general. Nurses are face the issue on daily basis. Stressful conditions due to time pressure and workload often lead to many organizational concerns in terms of mental health, physical health, absentees" turnover, emotional burnout etc. emotional intelligence is considered a best-coping strategy and it is studied with many organizational variables which positively related to positive variable and inversely related negative variable. Time pressure and workload werestudied with emotional intelligence it was observed that emotional intelligence was inversely related to time pressure and work overload. For this purpose, SmartPLS 3.0 was used to find the path coefficients and R-square, the output shows that the path coefficient for work overload (-0.55) and for time pressure (-0.38), the R-square (0.31) and (0.14) for work overload and time pressure with significance P-value (0.000) (0.000) and T-statistic value (14.9) (8.5) respectively. Nurses of the three main hospitals of Peshawar was the observing unit. And data was collected through selfadministrated questionnaires, a stratified and systematic random sample was used to obtain the sample size of 359 out of approximately 2000 nurses including the adjusting nursing schools which works under these hospitals setting.

The advancements in science and technology put a lot of threat on the quality of life of people which demanded enormous adjus tment in all facets of life. The cut throat competition in today's world affected both cognitive and emotional resources of people. The prime function of education is developing healthy and harmonious citizens, which could be achieved by developing the cognitive, social, emotional, moral and spiritual components of personality. It is witnessed from the practices that the ‗youth' population forms a major section of the society, which is un able to cope up with the social pressures and demands. Emotional intelligence incorporates the complexity of individuals' capabilities with respect to their emotional and social health. The development of the emotional skills mostly depends on the quality of family environment An attempt is made to find out the influence of family environment on emotional intelligence among youth. 240 students from twelfth standard in and around Harur Taluk of Dharmapuri District, Tamil Nadu were selected through stratified random sampling and the data was collected with the help of Family Environment Scale by Bhatia and Chadha and Emotional Quotient Inventory by BarOn. The results revealed that the family environment of youth had significant influence on their emotional intelligence. Youth differ in their emotional intelligence on the basis of gender, cours e of study and income of the family. It is suggested by this study that emotional intelligence among youth can be fostered, by providing suitable opportunities within family as well as in education al institutions.

The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses revealed substantial correlations between learners' conceptions of autonomy and their emotional intelligence. 'Independence', 'Stress Tolerance', 'Problem-solving', 'Happiness', 'Self-actualization', 'Self-awareness', 'Optimism', 'Self-regard', 'Empathy,' and 'Impulse Control' became the most determining elements of emotional intelligence (EI) for learners. Overall, the findings led the researcher to conclude that learners' EI is a key factor influencing the extent to which they are ready to learn autonomously, and that teachers could therefore strive to ascertain learners' intelligence type before they train them to become autonomous.

HA NG E D r. S a r mi s t h aNa n d y n. s a r mi s t h a 7 @g ma i l. c o m A s wi nG e o r g e C a mb r i a nC o l l e g e , 1 5 5C o n s u me r sR d# 1 0 2 a , T a no r g a n i s a t i o ns e t u p. Wo r ka n x i e t ywi l l b eo c c u r r e da mo n g s t i n d i v i d u a l swh e nt h e y f e e l e x t r e meb u r d e na b o u t i mmi n e n t a n dp r i o r i n c i d e n c e. I n d i v i d u a l s ' wi t hh i g hl e v e l o fa n x i e t y , ma x i mu m o ft h et i memi s c o n s t r u e do re x a g g e r a t e dt h es i g n i f i c a n c eo f t h es i t u a t i o n. I ft h es t a t ei sn o t a c c o mp l i s h e dd e c o r o u s l y , d a ma g i n gp e n a l t i e sma y h a p p e n .I na d d i t i o n ,i n d i v i d u a lt h a td i s p l a ye mo t i o n a li n t e l l i g e n c et o wa r dd i v e r s e s t u f f sc a ng r o wt ht h e i r e x p e r t i s ei na n ywo r ks i t u a t i o n. T h ep u r p o s eo ft h ep r e s e n t s t u d y i s t o e n h a n c e a d i f f e r e n twa y o fl o o k i n g o n o r g a n i s a t i o n a lc h a n g e b y c o n c e n t r a t i n go ni n d i v i d u a l ' se mo t i o na n db e h a v i o u r t r a i t s .

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

There has been a continuous attack on education, particularly alternative, progressive, democratic and liberatory forms of education that seek social justice and an equality of opportunity for all to develop.  In the UK this has led to an attack on educators as 'the enemies of promise' by the Secretary of State for Education.  However, what is being proposed by policy makers are the old 'know your station in life' strategies of managing inequality.  These have always resulted in a violation of the intelligence of people.

The article presents a viewpoint for conducting corporate training programmes aimed at soft skills, using comprehension of the Emotional Intelligence concept. The purpose of the article is, by disclosing some of the flaws and failures of such programmes, to offer new solutions directed towards overcoming automatic defence mechanisms; a coping technique that reduces anxiety which hinders personal development by making individuals unwilling to learn and act outside their usual comfort zone of behaviours.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

The logical road to human-level AI is a dead end. Human-level AI requires compassionate intelligence to guide interaction and build applications and operating systems of the future. The cognition of such an agent includes Metacognition: thinking about thinking, thinking about feeling, and thinking about others' thoughts and feelings. We summarize the core meta-architectures and meta-processes of EM-2, a meta-cognitive agent that uses affective inference and an irrational TMS, the I-TMS, to resolve the turf war between thoughts and feelings based on agent personality and social and cultural knowledge as well as logic. The work is inspired as much by a human mind training process from India as it is by the 17th century commonsense philosopher David Hume. Although separated by more than 2000 years they both present a philosophy of mind where emotion is the antecedent to logical thought.

In his theoretical article, Cherniss (2010) included four models of emotional intelligence that dominated the field: 1) Bar-On’s Model of Emotional and Social Intelligence, 2) Mayer, Salovey, and Caruso Model, 3) Boyatzis and Goleman Emotional Intelligence Model, and 4) Trait Emotional Intelligence. The review of literature suggested that most researchers and scholars have accepted a basic definition by Mayer, et al. (2000), “Emotional intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others” (p. 396). This basic definition also included the four basic abilities of perceiving, using, understanding, and managing emotions. The definition meets a basic requirement for a concept to be considered as an intelligence because of the set of conceptually related abilities and the abilities involved in one’s capacity to reason, problem-solve, and process information (Cherniss, 2000).

This paper will comparatively critique the first three instruments mentioned above:  1) Bar-On’s Model of Emotional and Social Intelligence, 2) Mayer, Salovey, and Caruso Model, and 3) Boyatzis and Goleman Emotional Intelligence Model (Emotional Competence Inventory). The instruments will be described, reliability will be discussed, and validity will be highlighted. The paper will conclude with the feasibility instruments and will address the best instrument for use in a college environment.

The Counseling & Guidance Network recognizes the critical need for attention to the affective needs of the gifted individual. This Network is dedicated to addressing the social and emotional growth of the gifted and talented. In addition, emphasis is placed on planning and implementing a variety of systems and services for meeting these needs.

Editing & Design: Dr. William Goff II & Merzili Villanueva

The purpose of this study was to examine the validity and reliability of a Turkish version of the Kidcope (Kidcope-T), developed by Spirito, Stark, and Williams (1988), which is one of the most widely used brief instruments for the assessment of
children’s and adolescents’ coping strategies. Participants were 453 grade 7, 8, 9, 10, and 11 students. Alternative models suggested from previous research were tested using Confirmatory Factor Analyses and Spirito’s three-factor model was found to
provide the best fit to the data. The convergent validity of the Kidcope was supported by a moderate correlation between the subscales and trait anxiety. The internal consistency score of the Kidcope subscales were α = .72 for Active Coping, α = .70 for Avoidant Coping, and α = .65 for Negative Coping. Test-retest reliability in an interval of three weeks were r = .66 for Active Coping, r = .61 for Avoidant Coping, and r = .76 for Negative
Coping.. These results revealed that this scale is a valid and reliable instrument to use with Turkish 7-11 grade students as a measure of coping approaches students.

Background: Deafness is a common neural-sensory impairment which leads to lower life quality, withdrawal, social activities reduction, and rejection feeling. So, it is important to plan suitable training programs for mental health promotion of deaf children. Emotional intelligence training is one of these programs. The present study was aimed to determine the effectiveness of emotional intelligence training on the mental health of deaf students. Methods: In this semi-experimental study with pretest and posttest design, General Health Questionnaire (GHQ) was completed in 40 randomly selected boy deaf students with mean age of (12.48) years old before and after the intervention. The aim of the questionnaire was obtaining information of somatic symptoms, anxiety, social dysfunction, and depression as well as general health. The students were assigned in experimental and control group randomly and in equal. Experimental group participated in 12 sessions (each session lasts for 50 minutes; twice a week) and were trained by emotional intelligence program, but control group did not. Multivariate analysis of covariance (MAN-COVA) was used for analyzing the data. Results: There was a significant difference (P<0.001) between experimental and control group according to somatic symptoms, anxiety, social dysfunction, depression and general health as a whole after participation in intervention sessions. Conclusion: There was a significant decrease in somatic symptoms, anxiety, social dysfunction, depression and increase in general health of experimental group. Our findings showed that emotional intelligence training program led to promote of general health of boy deaf students.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back.
(A critique and response to the question:
What impact would art education have on creative cognition in both students’ ability to problem solve and on teachers’ ability to teach with passion as co-learners?)

Stoyanova-Bozhkova, S., Paskova, T., & Buhalis, D. (2020). Emotional intelligence: a competitive advantage for tourism and hospitality managers. Tourism Recreation Research, 1-13. https://doi.org/10.1080/02508281.2020.1841377

The purpose of this paper is to provide a better understanding of tourism and hospitality management through exploring the perceptions of and the application of emotional intelligence (EI) in the practices of managers. The effect of EI on improving business performance is widely acknowledged in business and management studies. However, there is limited research in the context of tourism and hospitality industries. The paper contributes to the literature through a qualitative study of the perceptions and experiences of middle-level managers. Data was collected through semi-structured in-depth interviews conducted in tourism and hospitality organisations in the UK. The findings of the study reveal that EI can have a positive contribution to improving staff satisfaction, motivation and overall business productivity. They highlight the importance of building quality relationships among staff and the critical role middle management has in an organisation. Based on the finding from the qualitative inquiry, the authors propose a model conceptualising the role of managers' EI in creating a competitive advantage for the organisation. Practical implications are discussed and recommendations for further research are provided. ARTICLE HISTORY

Toplumsal etkileşimin olduğu her yerde, anlaşmazlıkların olması doğal ve kaçınılmazdır. Kişiler, gruplar ve toplumlar arası anlaşmazlıklar; doğru bir biçimde yönetildiğinde gelişimin, ilerlemenin, dönüşümün, barışın ve bütünleşmenin hem enerji kaynağı hem de motoru olabilmektir. Ancak, anlaşmazlıklar yanlış ve yıkıcı yaklaşımlarla yönetildiğinde ise; yıkımın, şiddetin, zulmün ve acının kaynağına dönüşmektedir.

Anlaşmazlıkları ortadan kaldırma, farklılığı ortadan kaldırmaktadır. Doğa ve insanlık, farklılığı ve çoklığı kabul etmeyi ve anlamayı gerektirir. Farklılığı ortadan  kaldırmaya çalışmak yerine; onu anlamaya ve nasıl yöneteceğimizi keşfetmeye başladığımızda, yolumuz anlaşmazlıklarımızı nasıl yöneteceğimizden geçmektedir. Anlaşmazlıkları nasıl yöneteceğimiz üzerine odaklandığımızda, karşımıza en temel yaklaşım ve paradigma olan "dönüşümsel arabuluculuk" çıkmaktadır.Dönüşümsel arabuluculuğun alanyazına en önemli katkısı, anlaşmazlık çözüm sürecinin toplumsal değerlerden ve kültürden bağımsız olmadığı,ideolojimizin ve inanç tarzımızın anlaşmazlıklara ilişkin değerlendirmelerimizi, tutumlarımızı ve anlaşmazlıklarımızı ele alış tarzımızı etkilediği düşüncesidir. Yine, dönüşümsel arabuluculuğun en ayırt edici özelliği, anlaşmazlıkları yönetim sürecinin, kişileri dönüştürebileceğine, geliştirebileceğine ve güçlendirebileceğine yönelik yapıcı ve olumlu duruşudur.

Bush ve P. Folger tarafından geliştirilen "dönüşümsel arabuluculuk modeli" ülkemizde, her sene mahkemelere taşınan yüz binlerce anlaşmazlığı, çekişmeyi ve ayrışmayı yüz yüze müzakere ederek yapıcı ve barışçıl olarak çözme kapasitesini güçlendirmek için bir fırsat ve araç olacaktır. Cezalandırıcı adalet anlayışından, onarıcı adalet anlayışına dönme çabalarına ışık tutacaktır.

Bu eser,içerdiği alternatif paradigma çerçevesinde hukuk sistemimize yeni giren arabuluculuk modelinin doğru ve amacına uygun kullanılması için de referans olacak anlamlı ve önemli bir eserdir. Buna ek olarak, anlaşmazlık çözümü üzerine çalışan hukukçulara, psikologlara, psikolojik danışmanlara, eğitimcilere, psikiyatristlere ve sosyal çalışmacılara hem kurumsal anlamda hem de somut anlaşmazlıkların ve çatışmaların yapıcı ve barışcıl yönetimi konusunda yol gösterecek temel bir başvuru kaynağı olacaktır.

Concepts of "the self" and "self-awareness", and aspects of the experience of types of consciousness, are explored in terms of "cognitive" systems and their interactions. Some roles of the cerebrum, the cerebellum, and their interactions are considered in relation to sentient consciousness, the sense of self, and conscious regulation of behavior. This 'introductory paper' is composed of modified selected extracts from: totalBRAINtotalMIND Vol.1 : An Integrated Brain/Mind Architecture Part 2: A Cognitive Architecture (pp16 -136) Part 3. Total Brain: structure, development, function, and an integrated neurocognitive architecture (pp137-321). tBtM Vol.1 is now available as an e-book from: http://totalbraintotalmind.co.uk/