In Terms of a Work Environment, "Ability" Means Being Able to Perform the Essential Functions of a Job
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Express Feelings Result in Conflict. Love Is the First Felt. Emotion. The
DO (1IIMR NT RP!SIIMPI 1 ED 030 161 . 24 CG 004 202 By -Ciammatteo, Michael C. Emotions In Kids--Are YOc.Parrt. Of. It? Northwest Regional Educatonal Lab.; Portland, Oreg. Spons Agency-Office ofsEducatibn (E>1:1EW). Washington, D.C. Bureau of Research. Bureau No-BR-6-2871 Pub Date Mar 69 Note -25p. 4 EDRS Price MF -$0.25 .1,1C -$1.35 Descriptors -AffeCtion.*Childhood Ileeds,*ChildRearing,Children,*EmotionalAdjustment,*Emotional Development, *Parent Child Relatorihip, Personality Development Development- of a .h.eathy adult personality depends upon the healthy growth of emotions which results from the fulfillment of certain needs. Emotions are learned and are continuously developed.. Fear of emotional confrontatibn andlack of ability to express feelings result incOnflict. Love isthe firstfelt. emotion. The need for individual affection is paramount in children. It isthe. baSe upon which security, a second need. is built. Security.iMplies acceptance of. self. byethers. Another childhood and adolescent neeC! is Self-.tepect generated by receivin0 respect from others. The child needs to experience; .ackievement. to explore his environment, and to practice skills.Hisachievement will reWt inself-esteem, pride, and ambition. Histrue accomplishments require'. f.-cogniffon. He needs gradual gt7anting ..of independence. coupled with understan8.ing.. authority. Errors of child-rearing practicesinthe historical development o.f...1,h.e.:fmily in America point to the:necessity of reorientation, the focal point of which may. be, managing emotions. (AE) (31-4-1P7/ br-'15" log--2 se U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. -
Socio-Emotional Conflict in Teams: a Social Relationsanalysis and Explorationof Causes
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2006 Socio-Emotional Conflict in eams:T A Social Relations Analysis and Exploration of Causes Jacqueline Zelno Bergman University of Tennessee, Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Psychology Commons Recommended Citation Bergman, Jacqueline Zelno, "Socio-Emotional Conflict in eams:T A Social Relations Analysis and Exploration of Causes. " PhD diss., University of Tennessee, 2006. https://trace.tennessee.edu/utk_graddiss/4289 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Jacqueline Zelno Bergman entitled "Socio- Emotional Conflict in eams:T A Social Relations Analysis and Exploration of Causes." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Psychology. Joan R. Rentsch, Major Professor We have read this dissertation and recommend its acceptance: Lowell Gaertner, John T. Mentzer, Michael C. Rush Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Jacqueline Zelno. -
Effects of Self-Monitoring on Examination Phobia of Computer Science Students in Nigerian Colleges of Education 1
International Journal of u- and e- Service, Science and Technology Vol. 11, No.3 (2018), pp. 39-48 http://dx.doi.org/10.14257/ijunesst.2018.11.3.04 Effects of Self-Monitoring on Examination Phobia of Computer Science Students in Nigerian Colleges of Education 1 Joachim Chinweike Omeje1, C. I. Oparanozie1, Mkpoikanke Sunday Otu1*, Victoria Ogwa Adikwu2, Nneka Charity Nwosu1, Chinweuba Ngozi Hope1, Petronilla Ngozi Omeje1, Eberechukwu Francisca Chigbu1, Victor Sunday Ezema1, Doris Chika Egeonu1, Rev. Sr. Ibe Kizito Chinedu1 and Ozoemena Lilian Chijioke1 1Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, P.M.B. 410001, Nsukka, Nigeria 2Department of Counselling and Educational Psychology, University of Abuja, Abuja, Nigeria [email protected] Abstract The study focused on effects of self-monitoring on examination phobia of computer science students in Nigerian Colleges of Education. Based on the purpose of the study two researchers questions were formulated and one hypothesis tested at 0.05 level of significance guided the study. True experimental researchers design was adopted for the study. Voluntary sampling technique was used to compose a sample of 60 computer science students used for the study. The instruments for data collection were Student Examination Phobic Traits Identification Questionnaire (SEPTIQ) and Examination Phobia Manifestation Scale (EPMS) developed by the researchers. The internal consistency reliability coefficient was determined for both the Students’ Examination Phobic Traits Identification Questionnaire (SEPTIQ) and the Examination Phobic Manifestation Scale (EPMS) using cronbach alpha and reliability estimates of 0.73 and 0.95 respectively were got. The data collected were analyzed using descriptive statistics of mean and standard deviation while the hypothesis was tested at P < 0.05 level of significance using ANCOVA. -
Myers' PSYCHOLOGY Psychological Disorders
Myers’ PSYCHOLOGY Psychological Disorders James A. McCubbin, PhD Clemson University Worth Publishers David Rosenhan suspected that terms such as sanity, insanity, schizophrenia, mental illness, and abnormal might have fuzzier boundaries that the psychiatric community thought. He also suspected that some strange behaviors seen in mental patients might originate in the abnormal atmosphere of the mental hospital, rather than the patients themselves. Education ・AB, Yeshiva College, 1951 ・MA, Columbia University, 1953 ・PhD (psychology), Columbia University, 1958 Professor, Stanford University Dangers of Labeling David Rosenhan Rosenhan & seven associates had themselves committed to different mental hospitals Being Sane in complaining of hearing voices. All but one were Insane Places diagnosed as schizophrenic. •Once admitted, they acted totally normal. In 1973 sociologist David Rosenhan •Remained hospitalized for average 19 days (9 to designed a clever 52) study to examine the •Only the patients detected their sanity difficulty that people •When discharged their chart read, have shedding the “schizophrenia in remission” "mentally ill" label. He was particularly No professional staff member at interested in how staffs in mental any of the hospitals ever realized institutions process that any of Rosenhan’s information about patients. pseudopatients was a fraud. According to a study conducted by the National Institute of mental health: *15.4% of the population suffers from diagnosible mental health problems *56 million Americans meet the criteria -
List of Phobias and Simple Cures.Pdf
Phobia This article is about the clinical psychology. For other uses, see Phobia (disambiguation). A phobia (from the Greek: φόβος, Phóbos, meaning "fear" or "morbid fear") is, when used in the context of clinical psychology, a type of anxiety disorder, usually defined as a persistent fear of an object or situation in which the sufferer commits to great lengths in avoiding, typically disproportional to the actual danger posed, often being recognized as irrational. In the event the phobia cannot be avoided entirely the sufferer will endure the situation or object with marked distress and significant interference in social or occupational activities.[1] The terms distress and impairment as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV-TR) should also take into account the context of the sufferer's environment if attempting a diagnosis. The DSM-IV-TR states that if a phobic stimulus, whether it be an object or a social situation, is absent entirely in an environment - a diagnosis cannot be made. An example of this situation would be an individual who has a fear of mice (Suriphobia) but lives in an area devoid of mice. Even though the concept of mice causes marked distress and impairment within the individual, because the individual does not encounter mice in the environment no actual distress or impairment is ever experienced. Proximity and the degree to which escape from the phobic stimulus should also be considered. As the sufferer approaches a phobic stimulus, anxiety levels increase (e.g. as one gets closer to a snake, fear increases in ophidiophobia), and the degree to which escape of the phobic stimulus is limited and has the effect of varying the intensity of fear in instances such as riding an elevator (e.g. -
Emotions: Understanding the Basics
Emotions: Understanding the Basics By Fred Kofman Spring 2001 This is a translation of chapter 21, Metamanagement Volume III, Granica, 2001. The heart has reasons which reason knows not of. Pascal As a result of Daniel Goleman’s research,i emotional intelligence has become a hot subject in the business world. Lyle Spencer Jr., co-founder of one of the most important human resources consultancies (Hay Group), maintains that “what you learned in school distinguishes superior performers in only a handful of the five or six hundred jobs for which we’ve done competency studies. It’s just a threshold competence; you need it to get in the field, but it does not make you a star. It’s the emotional intelligence abilities that matter more for superior performance.”ii It’s precisely these emotional competencies that are so saliently missing from the curriculum of our traditional educational institutions. Summarizing his experience, Goleman comments that after analyzing 181 competence models from 121 organizations worldwide, he found that “67 percent – two out of three – of the abilities deemed essential for effective performance were emotional competencies. Compared to IQ and expertise, emotional competence mattered twice as much.”iii Increasing numbers of companies are discovering that emotional competencies mean competitive advantages. With the general adoption of this idea, emotional intelligence has become an essential condition for survival. Emotional intelligence is what allows the mission, vision and values of the company to be consistently put into practice amidst daily pressures. In order to respond to the dizzying, intense rhythm of changes in products, markets, prices and consumer and employee preferences, organizations need a permanent anchor in a vision, mission and values. -
Emotional Contagion and Its Influence on Group Behavior Author(S): Sigal G
The Ripple Effect: Emotional Contagion and Its Influence on Group Behavior Author(s): Sigal G. Barsade Source: Administrative Science Quarterly, Vol. 47, No. 4 (Dec., 2002), pp. 644-675 Published by: Sage Publications, Inc. on behalf of the Johnson Graduate School of Management, Cornell University Stable URL: http://www.jstor.org/stable/3094912 . Accessed: 12/02/2015 02:13 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Sage Publications, Inc. and Johnson Graduate School of Management, Cornell University are collaborating with JSTOR to digitize, preserve and extend access to Administrative Science Quarterly. http://www.jstor.org This content downloaded from 128.103.149.52 on Thu, 12 Feb 2015 02:13:10 AM All use subject to JSTOR Terms and Conditions The Ripple Effect: Group emotional contagion, the transfer of moods Emotional among people in a group, and its influence on work Contagion was examined and Its Influence on group dynamics in a laboratory study of managerial decision making using multiple, convergent Group Behavior measures of mood, individual attitudes, behavior, and group-level dynamics. Using a 2 x 2 experimental design, Sigal G. Barsade with a trained confederate enacting mood conditions, the effect of emotional was found YaleUniversity predicted contagion among group members, using both outside coders' rat- ings of participants' mood and participants' self-reported mood. -
Downloaded by [New York University] at 05:21 15 August 2016 “Jefferson A
Downloaded by [New York University] at 05:21 15 August 2016 “Jefferson A. Singer and Karen Skerrett have done a great favor for cou- ples and couples therapists. Our whole society needs a lot less focus on ‘me’ and a lot more emphasis on ‘We.’ Perhaps the best parts of the book are the stories—the authors use illustrations from their own lives in addition to tales of couples who fi nd meaning in the relationships they create together.” —Gene Combs, MD, Associate Clinical Professor of Psychiatry, Pritzker School of Medicine, University of Chicago. Co-author of Narrative Therapy: The Social Construction of Preferred Realities and Narrative Therapy with Couples. “Positive Couple Therapy forges a creative, dynamic marriage: excellent scholarship and real-world tools. It offers an accessible, practical guide for helping couples reclaim their stories of togetherness. Beyond that, it inspires all of us to re-discover and share the precious crystals of personal memory that refl ect our deepest love; to learn how to make the subtle but daring shift to not only being me, but being ‘We.’” —Susan Bluck, PhD, University of Florida “Singer and Skerrett have written a wonderful book about working with less distressed couples that accentuates building and drawing on a sense of ‘We.’ This book artfully integrates positive psychology, narrative prac- tice, and an often ignored thread of research that unequivocally points to the value a sense of ‘We’ has in couple satisfaction and individual hap- piness. Full of wonderful life stories and case examples, Singer and Sker- Downloaded by [New York University] at 05:21 15 August 2016 rett’s book points to how couples can actively cultivate and grow their We-Stories and thus their relationships.” —Jay Lebow, PhD, ABPP, Clinical Professor, Family Institute at Northwestern University This page intentionally left blank Downloaded by [New York University] at 05:21 15 August 2016 POSITIVE COUPLE THERAPY Positive Couple Therapy: Using We-Stories to Enhance Resilience is a signifi cant step forward in the couple literature. -
3.6 Normality and Mental Health
Normality and Mental Health: Ch. 3.6 of Kaplan and Sadock's Comprehensive Textbook of Psychiatry. (10th Edition) Sadock, B., Sadock, V. & Ruiz, P. Eds. (2017) ©Wolters Kluwer Health Copyright Statement: Although the above book is protected by international copyright, South African copyright law allows for the reproduction of various chapters and articles for educational purposes so long as they do not comprise more than 10% of the book. This two-volume book has been purchased in full and forms part of the library of the Cape Town Bipolar Support Group (CTBSG). Chapter 3.6 is reproduced below and is for the exclusive use of members of the CTBSG and may not be reproduced elsewhere. ▲ 3.6 Normality and Mental Health GEORGE E. VAILLANT, M.D. INTRODUCTION Too often, psychiatry has been only preoccupied with mental illness. To paraphrase Mark Twain’s quip about the weather, psychiatry is always talking about mental health, but nobody ever does anything about it. Science has conceptualized the building blocks of nuclear fission more readily than the building blocks of mental health. Thus, with the notable exception of the chapter by Daniel Offer and Melvin Sabshin in the early editions of this textbook, review of other recent major psychiatric textbooks reveals virtually no serious discussion of mental health. One reason for this lack of attention is that the study of positive mental health is a very new field. Only within the last three decades has mental health per se been addressed empirically instead of platonically. There has been an implicit assumption that mental health could be defined as the antonym of mental illness. -
Self-Regulation and Toxic Stress Report 3
APPENDIX C: EFFECT SIZE OUTCOMES BY INTERVENTION AND DEVELOPMENTAL GROUPS Guide for Using the Tables This Appendix summarizes the available evidence from our literature review for interventions that build self-regulation across development. This information is provided as a reference for the report entitled Self-Regulation and Toxic Stress: A Systematic Review of Self-Regulation Interventions, and should not be interpreted independently. The purpose of this Appendix is to present specific findings upon which this report’s conclusions were based. It should be noted that the data provided do not include any information about study quality (beyond design), sample characteristics, or the intervention’s implementation. Thus, although the information presented may inform program selection, it should not be used alone to make any selection decisions. Moreover, this Appendix should not be interpreted as a recommendation or endorsement of any specific program or intervention. The specific studies examined in our report are presented across 15 tables, organized first by developmental group (i.e., birth through age 2, preschool, elementary school, middle school, high school and young adulthood), and then subdivided into child/youth outcomes and, where available, parent and teacher outcomes. The tables are organized by intervention/project name in alphabetical order. Interventions without a clearly stated brand name are labeled ‘unnamed intervention’ followed by a brief description. Interventions implemented across developmental groups are listed in the table for each of those developmental groups for easy reference. Studies of the same intervention are included in the same row. For example, the Bucharest Early Intervention Project has findings described across five studies. -
Dissociating Task Difficulty from Incongruence in Face-Voice Emotion
Dissociating task difficulty from incongruence in face-voice emotion integration Rebecca Watson, Marianne Latinus, Takao Noguchi, Oliver Garrod, Frances Crabbe, Pascal Belin To cite this version: Rebecca Watson, Marianne Latinus, Takao Noguchi, Oliver Garrod, Frances Crabbe, et al.. Dis- sociating task difficulty from incongruence in face-voice emotion integration. Frontiers inHuman Neuroscience, Frontiers, 2013, 7, pp.744. 10.3389/fnhum.2013.00744. hal-02006942 HAL Id: hal-02006942 https://hal.archives-ouvertes.fr/hal-02006942 Submitted on 5 Feb 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ORIGINAL RESEARCH ARTICLE published: 13 November 2013 HUMAN NEUROSCIENCE doi: 10.3389/fnhum.2013.00744 Dissociating task difficulty from incongruence in face-voice emotion integration Rebecca Watson 1,2*, Marianne Latinus 2,3, Takao Noguchi 2,4, Oliver Garrod 2, Frances Crabbe 2 and Pascal Belin 2,3,5 1 Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands 2 Centre for Cognitive Neuroimaging, Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK 3 Institut de Neurosciences de la Timone and Aix-Marseille Université, Marseille, France 4 Department of Psychology, University of Warwick, Coventry, UK 5 International Laboratories for Brain, Music and Sound, Université de Montréal and McGill University, Montreal, QC, Canada Edited by: In the everyday environment, affective information is conveyed by both the face and Martin Klasen, RWTH Aachen the voice. -
Adaptation to Emotional Conflict: Evidence from a Novel Face Emotion Paradigm
Adaptation to Emotional Conflict: Evidence from a Novel Face Emotion Paradigm Peter E. Clayson1,2, Michael J. Larson2,3* 1 Department of Psychology, University of California Los Angeles, Los Angeles, California, United States of America, 2 Department of Psychology, Brigham Young University, Provo, Utah, United States of America, 3 Neuroscience Center, Brigham Young University, Provo, Utah, United States of America Abstract The preponderance of research on trial-by-trial recruitment of affective control (e.g., conflict adaptation) relies on stimuli wherein lexical word information conflicts with facial affective stimulus properties (e.g., the face-Stroop paradigm where an emotional word is overlaid on a facial expression). Several studies, however, indicate different neural time course and properties for processing of affective lexical stimuli versus affective facial stimuli. The current investigation used a novel task to examine control processes implemented following conflicting emotional stimuli with conflict-inducing affective face stimuli in the absence of affective words. Forty-one individuals completed a task wherein the affective-valence of the eyes and mouth were either congruent (happy eyes, happy mouth) or incongruent (happy eyes, angry mouth) while high-density event-related potentials (ERPs) were recorded. There was a significant congruency effect and significant conflict adaptation effects for error rates. Although response times (RTs) showed a significant congruency effect, the effect of previous-trial congruency on current-trial RTs was only present for current congruent trials. Temporospatial principal components analysis showed a P3-like ERP source localized using FieldTrip software to the medial cingulate gyrus that was smaller on incongruent than congruent trials and was significantly influenced by the recruitment of control processes following previous-trial emotional conflict (i.e., there was significant conflict adaptation in the ERPs).