Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. Method. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. Results. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. Conclusions. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. Relevance to clinical practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse–patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).
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Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.
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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
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Roleplaying, acting out the part of a character other than yourself, is a very popular pasttime. There exist a wide range of possible experiences from friendgroups playing Dungeons & Dragons around a kitchen table, to players going on weekend trips where they don costumes and act out being elves and wizards with like-minded people, and many steps in between. It is possible for a player's emotions while playing to affect them outside of the game as well, and the other way around too. This phenomenon is called bleed, and is the subject of much discussion in roleplaying design circles, with creators actively designing their games with bleed in mind. A game might intentionally seek to invoke bleed, which can create powerful emotional experiences, or seek to mitigate its effects by using a variety of common safety tools and good design practices. This talk will introduce Raymond Vermeulen's Professional Doctorate research project, which studies the mechanisms of bleed in analogue roleplaying games, the emotional design of this genre of game, and how this can be applied to the creation of digital narrative games as well.
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Background Emotional eating is a complex problem fostering obesity and resulting from maladaptive emotionregulation. Traditional behavioural weight loss interventions have shown insignificant effect. They can be improvedby targeting the specific needs of individuals with emotional eating.Objective The current study explored a tailored online approach with the aim to positively influence affect (positiveand negative) and emotion regulation by applying one of three exercises: body scan, opposite action, and positivereappraisal.Design An embedded mixed‑method design (questionnaire data (t0, t1, t2) and perceived usefulness of exercisesin t2) was used to evaluate the effects of a two‑week online quasi‑experimental pilot study.Subjects/setting In total, 80 participants with self‑reported emotional eating difficulties (DEBQ‑E; Memo = 3.48,SD = .64, range 1.62–4.92) finished baseline measurements; 15 completed the intervention. The study sample was pre‑dominantly female (95%), from 18 till 66 (Mage = 38,0 ± SD = 14.25).Results Participants reported that the exercises helped them to pay attention to their physical sensations, and to see positive aspects in negative matters. The exercises were considered difficult by the participants, with too littleexplanation, and dull, due to minor variation. The observed changes revealed small, and moreover, not significant improvements of the three exercises on positive and negative affect and overall emotion dysregulation. Although the quantitative results did not reach significance, the qualitative data highlighted which aspects of the tailored exer‑cises may have contributed to mood and emotion regulation outcomes. A notable observation in the present studyis the substantial dropout rate, with the number of participants decreasing from 80 at baseline (T0) to 15 at the post‑intervention stage (T2).Conclusions Future studies should identify tailored online exercises in emotion regulation skills in more detailand explore the contexts in which they are most effective in a personalized virtual coach virtual coach to be devel‑oped for individuals with emotional eating. Given the high dropout rate, more emphasis should be given to a properpresentation of the exercises, as well as more explanation of their usefulness and how to perform them.
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Social robots are reported to hold great potential for education. However, both scholars and key stakeholders worry about children’s social-emotional development being compromised. In aiming to provide new insights into the impact that social robots can have on the social-emotional development of children, the current study interviewed teachers who use social robots in their day-to-day educational practice. The results of our interviews with these experienced teachers indicate that the social robots currently used in education pose little threat to the social-emotional development of children. Children with special needs seem to be more sensitive to social-affective bonding with a robot compared to regular children. This bond seems to have positive effects in enabling them to more easily connect with their human peers and teachers. However, when robots are being introduced more regularly, daily, without the involvement of a human teacher, new issues could arise. For now, given the current state of technology and the way social robots are being applied, other (ethical) issues seem to be more urgent, such as privacy, security and the workload of teachers. Future studies should focus on these issues first, to ensure a safe and effective educational environment for both children and teachers.
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Both emotional words and words focused by information structure can capture attention. This study examined the interplay between emotional salience and information structure in modulating attentional resources in the service of integrating emotional words into sentence context. Event-related potentials (ERPs) to affectively negative, neutral, and positive words, which were either focused or nonfocused in question-answer pairs, were evaluated during sentence comprehension. The results revealed an early negative effect (90-200 ms), a P2 effect, as well as an effect in the N400 time window, for both emotional salience and information structure. Moreover, an interaction between emotional salience and information structure occurred within the N400 time window over right posterior electrodes, showing that information structure influences the semantic integration only for neutral words, but not for emotional words. This might reflect the fact that the linguistic salience of emotional words can override the effect of information structure on the integration of words into context. The interaction provides evidence for attention-emotion interactions at a later stage of processing. In addition, the absence of interaction in the early time window suggests that the processing of emotional information is highly automatic and independent of context. The results suggest independent attention capture systems of emotional salience and information structure at the early stage but an interaction between them at a later stage, during the semantic integration of words.
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Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.
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Dynamic body feedback is used in dance movement therapy (DMT), with the aim to facilitate emotional expression and a change of emotional state through movement and dance for individuals with psychosocial or psychiatric complaints. It has been demonstrated that moving in a specific way can evoke and regulate related emotions. The current study aimed to investigate the effects of executing a unique set of kinetic movement elements on an individual mover’s experience of happiness. A specific sequence consisting of movement elements that recent studies have related to the feeling of happiness was created and used in a series of conditions. To achieve a more realistic reflection of DMT practice, the study incorporated the interpersonal dimension between the dance movement therapist (DMTh) and the client, and the impact of this interbodily feedback on the emotional state of the client. This quantitative study was conducted in a within-subject design. Five male and 20 female participants (mean age = 20.72) participated in three conditions: a solo executed movement sequence, a movement sequence executed with a DMTh who attuned and mirrored the movements, and a solo executed movement sequence not associated with feelings of happiness. Participants were only informed about the movements and not the feelings that may be provoked by these movements. The effects on individuals were measured using the Positive and Negative Affect Schedule and visual analog scales. Results showed that a specific movement sequence based on movement elements associated with happiness executed with a DMTh can significantly enhance the corresponding affective state. An additional finding of this study indicated that facilitating expressed emotion through movement elements that are not associated with happiness can enhance feelings such as empowerment, pride, and determination, which are experienced as part of positive affect. The results show the impact of specific fullbody movement elements on the emotional state and the support outcome of DMT on emotion regulation.
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Loneliness among young adults is a growing concern worldwide, posing serious health risks. While the human ecological framework explains how various factors such as socio-demographic, social, and built environment characteristics can affect this feeling, still, relatively little is known about the effect of built environment characteristics on the feelings of loneliness that young people experience in their daily life activities. This research investigates the relationship between built environment characteristics and emotional state loneliness in young adults (aged 18–25) during their daily activities. Leveraging the Experience Sampling Method, we collected data from 43 participants for 393 personal experiences during daily activities across different environmental settings. The findings of a mixed-effects regression model reveal that built environment features significantly impact emotional state loneliness. Notably, activity location accessibility, social company during activities, and walking activities all contribute to reducing loneliness. These findings can inform urban planners and municipalities to implement interventions that support youngsters’ activities and positive experiences to enhance well-being and alleviate feelings of loneliness in young adults. Specific recommendations regarding the built environment are (1) to create spaces that are accessible, (2) create spaces that are especially accessible by foot, and (3) provide housing with shared facilities for young adults rather than apartments/studios.
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