Оценка эффективности программы развития эмоциональных способностей у школьников старших классов
The article introduces the results of an efficiency assessment of the educational program for the emotional abilities development in school. The set of technologies was developed and incorporated in the humanities lessons. The technologies are aimed to extend students’ emotional vocabulary, to improve emotional comprehension and description skills. Pretest and posttest assessment measured general and emotional intelligence, creativity and emotional creativity, sociometry. The sample included 305 students from the 8th to the 10th grade (161 in the experimental group and 144 in the control group). The results showed no general effect of the program on the emotional abilities’ improvement. Experimental exposure led to only one significant shift in performance from pretest to posttest (Emotional consequences test). The study showed that the developed technologies have a limited applicability — they enhance only the verbal fluency in generating ideas about the emotional situations.
The article is an overview of modern studies of brain organization
and genetic correlates of emotional intelligence. Emotional intelligence is
becoming the subject of more and more attentive study of psychologists
due to the fact that it influences the mental development of humans, plays
an important role in many professions, and its impairment is a marker of
some disorders. Nevertheless, the brain organization and genetic correlates
of emotional intelligence have not been studied enough – first studies
appeared only in the early 2000s. A review of the literature on the enceph-
alographic showed that in rest, people with higher emotional intelligence
show greater excitation of the left anterior regions of the brain. When per-
ceiving affective stimuli, participants with high emotional intelligence show
stronger synchronization of some EEG rhythms. Brain mapping technique
made it possible to identify the areas of the brain involved in activities
related to emotional intelligence. In regard to genetic correlates of emotional
intelligence, some genes of neurotransmitter systems have been associated
to this trait: the catechol-O-methyltransferase gene COMT, the dopamine
DRD2 receptor gene, the serotonin receptor gene HTR2A, and the BDNF
brain neurotrophic factor gene.
This paper discusses the process of cognitization of society, i.e. increasing the role of knowledge and human capital in modern society and economy. However, in addition to knowledge and cognitive process, emotional intelligence and communication skills (Soft Skills), the presence of which gives an advantage in the labor market, are of essential importance. Thus, «cognitive inequality» is formed.
Purpose. The aim of the study is to determine the role of emotional intelligence in the performance of an HR manager. Research design. At the first stage of the research the level of emotional intelligence formation is defined in the group of HR managers working in Nizhny Novgorod business companies (N =161) using the test of emotional intelligence, developed by E. A. Sergienko and E. A. Khlevnaya. At the second stage the views of HR managers (N = 49) on the role of emotional intelligence in their performance are revealed by using the questionnaire. Results. Diagnosis of emotional intelligence reveals that the average level of emotional intelligence formation is typical for the HR managers. Meanwhile, subjects with high and low levels are also distributed around the middle level. The average level of emotional intelligence and the lack of correlation with professional experience and career growth suggest that in modern conditions the influence of emotional intelligence on the efficiency of HR managers has decreased. The probable reasons for this are the automation and computerization of workflows that have reduced the share and importance of direct HR contacts with employees of the organization. According to the survey results, HR managers highly appreciate the role of emotional intelligence in professional activities. At the same time, they are not fully aware of the difference between emotional intelligence and other types of intellectual abilities and the role of its individual structural elements. According to HR managers, emotional intelligence is necessary while solving a wide range of professional tasks, most of which are related to the performance of traditional functional duties: recruitment, training and motivation of personnel. Comparison of the results of diagnosis of emotional intelligence formation and the assessment of its role in professional activity reveals a “gap” between them. There are two possible explanations: 1) the high assessment by HR managers of the role of emotional intelligence relies on traditional ideas about the content and means of performing this activity and does not fully reflect the changes occurring in it; 2) the average level of emotional intelligence formation is the result of its lack of development by using training programs. The value of the results. Can be used in professional counseling, in the selection and training of HR.
The International Child Development Programme (ICDP) is an effective method of working with parents to improve their quality of interaction with children. ICDP is based on the idea that children can be best helped through the education and development of the adults that raise them. Such practices contribute to the well-being of children. With this training parents acquire basic principles of good interaction, namely: showing love for the child, following the child’s initiative, praise and non-verbal communication with him or her, the ability to concentrate the child’s attention on surrounding objects or phenomena and investing them with meaning, expanding the importance of the acquired knowledge, as well as positively regulating the child’s behaviour by gradually explaining boundaries. As a result, parents form a positive image of themselves as a teacher, confidence in themselves and their strength, all of which is projected on the child’s situation. The child also has selfconfidence, faith in success and readiness to overcome obstacles, a sense of security and trust in the world around him, all of which are traditional psychological signs of emotional well-being. In addition, the programme focuses on the development of parents’ emotional intelligence. In the course of training under the ICDP programme, it is possible to develop the basic abilities of parental emotional intelligence: identification, use, understanding and management of emotions for effective activity. Parents expand their emotional vocabulary, learn to understand the causes of their emotional states and those of their children, understand what the prolonged presence of children in an emotional state can lead to, and become able to effectively use or manage their current emotional state if the situation so requires. The developed emotional intelligence of parents contributes to the formation of their children’s emotional well-being.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.