scholarly journals SOCIAL AND EMOTIONAL INTELLIGENCE AS A BASIS FOR COMMUNICATIVE RESOURCE FORMATION IN FAMILY CAREGIVERS OF PATIENTS WITH ENDOGENOUS MENTAL DISORDERS

2020 ◽  
Vol 73 (1) ◽  
pp. 107-112
Author(s):  
Anna O. Kaminska ◽  
Nataliia G. Pshuk ◽  
Yuliana Y. Martynova
Keyword(s):  
Emotional Intelligence ◽  
Mental Disorders ◽  
Family Caregivers ◽  
Social Intelligence ◽  
Paranoid Schizophrenia ◽  
Psychosocial Adaptation ◽  
Control Group ◽  
Emotional States ◽  
Social And Emotional ◽  
Social And Emotional Intelligence

The aim of our study was to determine features of social and emotional intelligence in family caregivers of patients with endogenous mental disorders as a basis for communicative resource formation in family where a patient lives. Materials and methods: A total of 273 family caregivers of patients with paranoid schizophrenia and bipolar disorder were involved into this survey under informed consent conditions. Control group included 55 mentally healthy respondents, in whose families there is no mentally sick family member. Emotional intelligence of family caregivers was measured using the psychodiagnostic test “EQ” by N. Hall. To assess level of social intelligence the J. Gilford and M. Sullivan test (in adaptation done by Mikhailova E.S.) was used. Values of p <0.05 were considered significant. Results: The study revealed that family caregivers of patients with schizophrenia and affective disorders demonstrate a decrease in emotional and social intelligence indicators, which creates significant obstacles for effective interpersonal family communication and for the harmonious functioning of a family, in which a mentally sick patient lives, in general. Difficulties of emotional regulation, emotional management, recognition of emotional states of other participants of communication related to the level of emotional and social intelligence of FC are factors, that complicate interpersonal relations in families of patients and reduce possibilities for psychosocial adaptation of all family members. Conclusions: Revealed features should be taken into consideration when creating appropriate psycho-educational and psycho-corrective programs for family caregivers of patients with endogenous mental disorders.

scholarly journals Features and results of the diagnosis of disorders of social and emotional intelligence of patients with schizophrenia at an early stage of the disease

2020 ◽  
Vol LII (1) ◽  
pp. 27-29
Author(s):  
Dmitry A. Bragin
Keyword(s):  
Emotional Intelligence ◽  
Social Functioning ◽  
Social Intelligence ◽  
Early Stage ◽  
Control Group ◽  
Social And Emotional ◽  
Schizophrenic Patients ◽  
And Gender ◽  
Inkblot Test ◽  
Social And Emotional Intelligence

Aim. The aim of the paper was to study the specifics of diagnosing disorders of social and emotional intelligence of patients with schizophrenia at an early stage of the disease (mainly by projective methods) and to determine, thanks to the diagnosis, the targets of psychocorrectional effects. Methods. 64 people were studied (40 men and 24 women, average age 28 years). The experimental group included patients with a verified diagnosis of schizophrenia (F20) at an early stage of the disease (33 people, 21 men and 12 women) aged 16 to 37 years (average age 29 years), the control group of a similar age and gender structure mentally healthy persons (31 people, 19 men and 12 women, average age 28 years). As research methods the following tests were used: (1) Methodology G. Rorschachs Ink Spot Test (The Rorschach Inkblot Test, 1921); (2) Test Understanding the mental state of the eyes Reading the mind in the Eyes (Baron-Cohen et al., 2001) a modified version of E.E. Rumyantseva (2016); (3) Test Social Intelligence by J. Guildford, M. Sulliven (adaptation by E.S. Mikhailova, 1996); (4) Methodology Emotional Intelligence by J. Mayer, P. Salovei and D. Caruso (MSCEIT V2.0, 2014); (5) Test of emotional intelligence of Lucin (EmIn); (6) Hall emotional intelligence test. Data Processing Methods: John Exner Integrative System (Exner, 1997, 2003). Results. It was found that patients with schizophrenia, even at an early stage of the course of the disease, are worse at solving problems to assess the success of social functioning. Conclusions. The most significant and reliable differences (reliable by the U-criterion, at p 0.001) are found when schizophrenic patients perform tasks related to the characteristics of perception and analysis not so much of the social stimuli themselves, as by their nuancing. The structure of violations of social functioning is also dominated by difficulties in predicting both their further actions and the interlocutor. Determined by the decrease in general social incompetence is the practically reduced possibility of using emotions and their manifestations in solving social problems.

scholarly journals Psychoeducation as an element of psychosocial interventions in a complex system of medic-psychological support for a family, where a patient with endogenous mental disorder lives

2020 ◽  
Keyword(s):  
Complex System ◽  
Mental Disorders ◽  
Mental Disorder ◽  
Family Caregivers ◽  
Adaptive Capacity ◽  
Paranoid Schizophrenia ◽  
Psychosocial Interventions ◽  
Psychological Support ◽  
Her Family ◽  
The Family

The biopsychosocial model of therapy for endogenous mental disorders involves a flexible combination of psychopharmacotherapy with psychosocial interventions. Psychoeducation is one of the most important components of psychosocial interventions in a multifaceted system of psychosocial rehabilitation. The primary task of psychoeducation is to provide patients and their family caregivers with realistic knowledge about mental disorder, on the basis of which the patient and his or her family members can get more control over the symptoms of the disease. The aim of our work was from the standpoint of a systematic approach, based on the study of clinical and psychological manifestations and risk factors for the development of pathological functioning in a family, where a patient with endogenous mental disorder lives, to develop, substantiate scientifically and introduce a psychoeducational module as an element of psychosocial interventions in complex system of medical -psychological support. To achieve this goal, according to the principles of bioethics and medical deontology, a comprehensive examination of 243 patients with endogenous mental disorders (168 patients with paranoid schizophrenia, 75 patients with affective disorders) and 243 family caregivers was performed. The work was done in three stages: during the the first stage we examined patients and their family caregivers. During the second stage, an in-depth study of psycho-emotional, individual-psychological, interpersonal-communicative and psychosocial predictors of reducing the adaptive capacity of the family was performed. The third stage included scientific substantiation, development and implementation of an appropriate comprehensive system of medical and psychological support for the families, based on the analysis of data obtained during the previous stages. The proposed system of medical and psychological support has shown its effectiveness in improving the adaptive capacity of the family, where patients with endogenous mental disorders live, and can be recommended for further implementation in appropriate medical institutions.

scholarly journals The impact of coaching on the emotional and social intelligence competencies of leaders

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Marlene Dippenaar ◽  
Pieter Schaap
Keyword(s):  
Qualitative Research ◽  
Emotional Intelligence ◽  
Financial Services ◽  
Research Method ◽  
Social Intelligence ◽  
Statistical Significance ◽  
Control Group ◽  
Structured Interviews ◽  
Coaching Intervention ◽  
The Impact

Background: The development of the emotional intelligence of leaders has become an exceptionally popular enterprise. However, the empirical research conducted by practitioners to date does not provide convincing evidence of the effectiveness of emotional intelligence development interventions. Robust and informative research on the effectiveness of coaching to develop the emotional intelligence of leaders is lacking.Aim: The purpose of this study was to determine, describe and evaluate the impact of a theoretically substantiated coaching intervention on the emotional and social intelligence competencies of leaders in a financial services company.Setting: The setting of the study is a financial services company in South Africa.Methods: A mixed method approach using a quantitative and qualitative research design was considered appropriate. The quantitative research method consisted of a quasi-experimental design using a non-equivalent pre- and post test control group to measure the impact of the coaching intervention on a sample of 30 leaders. The Bar-On EQ-i scale was selected as a reliable and valid measure of emotional and social intelligence competencies. Wilcoxon’s statistic was calculated to determine the statistical significance of score differences between the experimental (N = 30) and control (N = 30) groups. The qualitative research method was comprised of semi-structured interviews with six of the leaders and their supervisors.Results: The statistical results indicated that coaching significantly impacted the emotional and social intelligence competencies of leaders in terms of their overall emotional quotient (EQ), intrapersonal competency, interpersonal skills, stress management, self-regard and empathy. The semi-structured interviews provided rich descriptive themes and evaluations that corroborated the quantitative findings.Conclusion: This research provided convincing empirical evidence of the positive impact of a long-term, spaced and goal-focused coaching intervention on the emotional and social intelligence competencies of leaders in a financial services institution. The finding suggests that a theoretically well substantiated coaching intervention and a robust empirical study can be effective in demonstrating the impact of coaching on the emotional and social intelligence competencies of leaders. However, the implications of the limitations pointed out in this study could have influenced the findings, and future research aimed at improving relevant research models should take these into account.

scholarly journals Effectiveness of a Leadership Development Program that Incorporates Social and Emotional Intelligence for Aspiring School Leaders

2015 ◽  
Vol 1 (1) ◽  
pp. 65 ◽  
Author(s):  
María Trinidad Sánchez-Núñez ◽  
Janet Patti ◽  
Allison Holzer
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
School Leaders ◽  
Statistical Significance ◽  
Development Program ◽  
Emotional Competencies ◽  
Post Graduate ◽  
Social And Emotional ◽  
Social And Emotional Competencies ◽  
Social And Emotional Intelligence

<p>Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes (Antonakis, Ashkanasy, &amp; Dasborough, 2009; Grant, Curtayne, &amp; Burton, 2009; Spence &amp; Grant, 2007; Kampa-Kokesch &amp; Anderson, 2001; McGovern, Lindemann, Vergara, Murphy, Barker, &amp; Warrenfeltz, 2001). Only recently has a similar trend become recognized and more accepted in the field of education (Patti, Senge, Madrazo, &amp; Stern, 2015; Patti, Holzer, Brackett, &amp; Stern, 2014). Few studies exist that study the role that educational leaders’ social and emotional competencies in play in their job performance and effectiveness; none exist that explore such development with aspiring school leaders. This quasi-experimental pilot study evaluated the effectiveness of a post-graduate development program for aspiring school leaders that incorporates social and emotional intelligence based on the Goleman-Boyatzis model (Goleman, Boyatsis, &amp; McKee, 2001) and inspired by the original concept of emotional intelligence (Salovey &amp; Mayer, 1990). The interrelated social and emotional competencies explored in this study form four core clusters that include: 1) self-awareness, 2) self-management, 3) relationship management, and 4) social awareness (Brackett, Rivers, &amp; Salovey, 2011; Goleman, 1996; Salovey &amp; Mayer, 1990; Zins &amp; Elias, 2007). This study’s sample consisted of 32 aspiring leaders who participated in a post-graduate educational leadership program at a university in New York. The study evaluated whether or not there were any effects of focused social and emotional intelligence content and skills on aspiring leaders’ emotional intelligence (EI) and other related characteristics such as assertiveness, empathy, mental health, personality, and openness to experience. Post-tests on the various characteristics after one semester found no statistical significance in the tested variables. However, after two years, when the social and emotional intelligence competencies were post-tested (ESCI-U), there were significant findings in the student candidates’ self-reported competencies directly related to leadership. Paired t-test comparisons of the means of Observer raters’ scores did not find statistically significant differences in the competencies assessed. This article discusses these findings as well as the strengths and challenges of implementing social and emotional intelligence development within an aspiring school leaders program; finally, it provides recommendations for further program development and studies.</p>

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