scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

scholarly journals Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

2021 ◽  
Vol 13 (21) ◽  
pp. 12142
Author(s):  
Gissela Lozano-Peña ◽  
Fabiola Sáez-Delgado ◽  
Yaranay López-Angulo ◽  
Javier Mella-Norambuena
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Professional Training ◽  
Emotional Competence ◽  
Theoretical Background ◽  
Educational Quality ◽  
Measurement Instruments ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social Emotional Competence

Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

scholarly journals A Client-Focused Practice: Developing and Testing Emotional Competency in Clinical Legal Interviews

2014 ◽  
Vol 20 (2) ◽  
pp. 633
Author(s):  
Felicity Wardhaugh ◽  
Colin James
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Emotional Competence ◽  
Legal Education ◽  
Relevant Information ◽  
Law Students ◽  
Emotional Competencies ◽  
Research Project ◽  
Emotional Competency ◽  
The University

<p>Law students learn interviewing skills as part of their clinical legal education. Teaching this skill to students involves helping students relate to clients. Recent suggestions for teaching students have included adopting a client centred approach to legal interviewing. Similarly, in the face of growing concerns about the adversarial culture of lawyers there have been calls for lawyers to develop relationship-centred competencies.</p><p>Typically, law students attending law schools are in their early twenties and, in terms of experience and developmental capacities, many may not be at a stage where thinking about the client comes naturally. Students interviewing clients tend to ignore visual or spoken clues from the client. A law student, observed by one of the authors, recently demonstrated this tendency whilst interviewing a client at the University of Newcastle Legal Centre (UNLC). The client’s gaunt physical appearance made it clear that the client was unwell. The student took instructions for a Will without asking any questions about the client’s motivation for seeking legal help. It later transpired that the client needed advice about a terminal illness claim.</p><p>If law students can learn how to improve their emotional competency whilst interviewing a client, they may relate better to clients in a clinical legal setting and be able to obtain more relevant information. We have found no recent research in the discourse on clinical legal education as to whether training in emotional intelligence can improve law students’ performance in a client interview. At the University of Newcastle we have designed a research project to test whether training students in emotional competence (applied Emotional Intelligence) can produce a measurable change in the client’s experience of a legal interview.</p><p>One of the major challenges in researching this question is the lack of guidance in the literature as to how best to train law students for emotional competence. Many publications have focused on the validity or measurement of emotional intelligence and less on the functional aspect of how to increase emotional competencies. Part of the research project therefore involves designing a training program to assist clinical law students to develop emotional competencies.</p><p>This paper is in two parts. The first part discusses the background to the research and some preliminary findings from stage one of the research. The second part discusses a proposed outline for the training program.</p>

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

scholarly journals Elastic Simulation of Joints with Particle-Based Fluid

2021 ◽  
Vol 11 (15) ◽  
pp. 6900
Author(s):  
Su-Kyung Sung ◽  
Sang-Won Han ◽  
Byeong-Seok Shin
Keyword(s):  
Principal Stress ◽  
Human Body ◽  
Yield Condition ◽  
Maximum Principal Stress ◽  
Human Motion ◽  
The Difference ◽  
The Moment ◽  
External Forces ◽  
Physical Changes ◽  
Elastic Simulation

Skinning, which is used in skeletal simulations to express the human body, has been weighted between bones to enable muscle-like motions. Weighting is not a form of calculating the pressure and density of muscle fibers in the human body. Therefore, it is not possible to express physical changes when external forces are applied. To express a similar behavior, an animator arbitrarily customizes the weight values. In this study, we apply the kernel and pressure-dependent density variations used in particle-based fluid simulations to skinning simulations. As a result, surface tension and elasticity between particles are applied to muscles, indicating realistic human motion. We also propose a tension yield condition that reflects Tresca’s yield condition, which can be easily approximated using the difference between the maximum and minimum values of the principal stress to simulate the tension limit of the muscle fiber. The density received by particles in the kernel is assumed to be the principal stress. The difference is calculated by approximating the moment of greatest force to the maximum principal stress and the moment of least force to the minimum principal stress. When the density of a particle increases beyond the yield condition, the object is no longer subjected to force. As a result, one can express realistic muscles.

scholarly journals The Role of Emotional Competences in Parents’ Vaccine Hesitancy

Vaccines ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 298
Author(s):  
Teresa Gavaruzzi ◽  
Marta Caserotti ◽  
Irene Leo ◽  
Alessandra Tasso ◽  
Leonardo Speri ◽  
...  
Keyword(s):  
Emotional Competence ◽  
Vaccine Safety ◽  
Vaccine Hesitancy ◽  
Mental Images ◽  
Emotional Competencies ◽  
Vaccine Refusal ◽  
Behavior Study ◽  
Childhood Vaccines ◽  
Role Of Parents

The role of parents’ emotional competencies on vaccine hesitancy and decision making has been seldom examined. Two studies investigated the relationship between parents’ attitudes towards childhood vaccines and self-reported behavior (Study 1) and between parents’ emotional competence and attitudes towards vaccines (Study 2). In Study 1, predictors of temporal, partial, or complete vaccine refusal (having voluntarily postponed/forgone some/all vaccines) were examined in 2778 parents. In Study 2, psychological predictors of the attitude towards vaccines were examined in 593 parents, using the Profile of Emotional Competence and the valence of mental images spontaneously associated with the term “vaccine”. In Study 1, attitudes were aggregated in three independent factors (concerns about vaccine safety; diseases prevented by vaccines; and naturalistic views) that independently predicted vaccine refusal. In Study 2, a significant mediational analysis showed a positive indirect effect of intrapersonal emotional competences on attitudes towards vaccines, through mental images associated with the word “vaccine”. Parents’ intrapersonal emotional competences affected all dimensions of attitudes towards vaccines, suggesting that being able to manage, identify, and recognize one’s own emotions is central to vaccine acceptance. These findings suggest that intervention strategies, rather than stressing the pro-social benefits of vaccinating, should focus on aspects related to one’s own emotions.

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