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Attention, votre centre de documentation sera fermé ce vendredi 17 mai.
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2 résultat(s) recherche sur le mot-clé 'emotional intelligence'
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Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study / Nigel Gribble in The British Journal of Occupational Therapy, Vol.81 Issue 7 (Juillet 2018)
[article]
Titre : Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study Type de document : texte imprimé Auteurs : Nigel Gribble ; Richard K. Ladyshewsky ; Richard Parsons Année de publication : 2018 Article en page(s) : p. 413-422 Langues : Anglais (eng) Mots-clés : Occupational therapy emotional intelligence practice education university students Résumé : Introduction
Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners.
Method
This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme.
Results
Undergraduate occupational therapy students (n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period.
Conclusion
Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.Permalink : ./index.php?lvl=notice_display&id=80162
in The British Journal of Occupational Therapy > Vol.81 Issue 7 (Juillet 2018) . - p. 413-422[article] Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study [texte imprimé] / Nigel Gribble ; Richard K. Ladyshewsky ; Richard Parsons . - 2018 . - p. 413-422.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 7 (Juillet 2018) . - p. 413-422
Mots-clés : Occupational therapy emotional intelligence practice education university students Résumé : Introduction
Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners.
Method
This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme.
Results
Undergraduate occupational therapy students (n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period.
Conclusion
Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.Permalink : ./index.php?lvl=notice_display&id=80162 Exemplaires (1)
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Exclu du prêtComprehensive Social Skills Taxonomy : Development and Application / Nancy A. Kauffman in American Journal of Occupational Therapy, Vol. 69/2 (Mars/Avril 2015)
[article]
Titre : Comprehensive Social Skills Taxonomy : Development and Application Type de document : texte imprimé Auteurs : Nancy A. Kauffman, Auteur ; Moya KINNEALEY, Auteur Année de publication : 2015 Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Enfant Santé mentale Comportement social Organisme vivantChild Classification emotional intelligence interpersonal relations mental health social behavior social skills Résumé : OBJECTIVE. We developed a comprehensive social skills taxonomy based on archived children’s social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis.
METHOD. We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups.
RESULTS. We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified.
CONCLUSION. This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills.Permalink : ./index.php?lvl=notice_display&id=35869
in American Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.1-10[article] Comprehensive Social Skills Taxonomy : Development and Application [texte imprimé] / Nancy A. Kauffman, Auteur ; Moya KINNEALEY, Auteur . - 2015 . - p.1-10.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.1-10
Mots-clés : Enfant Santé mentale Comportement social Organisme vivantChild Classification emotional intelligence interpersonal relations mental health social behavior social skills Résumé : OBJECTIVE. We developed a comprehensive social skills taxonomy based on archived children’s social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis.
METHOD. We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups.
RESULTS. We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified.
CONCLUSION. This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills.Permalink : ./index.php?lvl=notice_display&id=35869 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt