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Item Understanding the link between emotional recognition and awareness, therapy, and training : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Clinical Psychology at Massey University, Manawatū, New Zealand(Massey University, 2018) Johnsen, Amanda LeahTherapy is an emotionally laden event, both for individuals seeking therapeutic intervention and the therapists who provide it. While the recognition of emotions in the general population has been a popular topic of research, very little research has been conducted into the emotional competencies, or more specifically, emotion recognition and awareness of therapists. In addition, there are few studies on the effectiveness of emotion recognition training for therapists’ emotional competencies, which is surprising given the innately emotional moments that clients and therapists experience during therapeutic work. This study aimed to address these gaps by investigating the association between emotional recognition, awareness, practice, and training. Fifty five therapists made up of clinical psychologists, counsellors, and a psychotherapist completed an online task that involved completion of a social-emotional orientated questionnaire and an emotion recognition task. Of these 55 participants, 26 completed an emotion recognition training before completing the same task again, two weeks later, while the remainder 29 participants were instructed to participate in no emotion recognition training. The results revealed that, compared to the no treatment condition, those who received emotion recognition training were more accurate in their recognition of emotions and also reported higher use of therapeutic emotional practice. Unexpectedly, participants who completed emotion recognition training reported less emotional awareness than the control group. Related to this, an inverse relationship was found between emotion recognition ability and self-reported emotional awareness, as well as the finding for some support for an inverse relationship between emotion recognition ability and self-reported use of emotional practice. There are two implications of this research; first, emotion recognition training increases therapists’ accuracy in emotion recognition, and second, therapists may need to be provided emotional practice feedback by an alternative form rather than through supervision or client outcome. This is due to an inverse relationship being found between participants’ actual and perceived emotional awareness. Therefore, future research into social-emotional practices and client outcomes will be advised to be considered. The limitations of the study and areas for future research are also discussed.Item Emotional intelligence (EI) and self-efficacy : how beneficial are they within a transactional model of occupational stress? : a thesis presented in partial fulfillment for the degree of Master of Arts in Psychology(Massey University, 2008) Senarath-Dassenayake, IndunilThe purpose of this research was to assess the relationships between emotional intelligence (EI), self-efficacy, cognitive stress appraisals, coping strategies and affect responses based on Lazarus and Folkman's (1984), transactional model of stress. The study consisted of 89 employees from three organisations of the private sector in New Zealand. The participants completed a web-based survey which included self-report questionnaires of Cognitive Appraisal Scale (CAS), the Brief COPF, the workplace Swinburne University Emotional Intelligence Test (workplace SUEIT), the General Self-efficacy Scale and the Job Related Affective Wellbeing Scale (JAWS). The research findings indicated that there were associations between threat appraisal, maladaptive coping (i.e., avoidance) and negative affect. Associations were not found in the positive pathway of the model (i.e., challenge appraisal, adaptive coping, e.g., task focused and emotion approach coping, and positive affect). Associations were also found between emotional intelligence, task focused coping and positive affect. Similarly self-efficacy was found to be an effective resource factor in task focused coping and positive affect. Self-efficacy significantly related positively with challenge appraisal and negatively with threat appraisal. Both EI and self-efficacy associated negatively with emotion approach coping which included seeking instrumental and emotional support. There was a strong association found between EI and self-efficacy which supported previous empirical findings that cognition and emotion play an inter-connected role in the stress process. Surprisingly, EI and self-efficacy did not mediate between challenge appraisal - adaptive coping and adaptive coping - positive affect responses respectively. Future implications of the study are that both emotional intelligence and self-efficacy should be considered as efficient positive personal resources in organisations. Since both these strengths can be learnt and developed, it was recommended that close consideration should be given to enhance these skills among employees of varied job roles. Effective use of emotional intelligence and self-efficacy are likely to create happy, optimistic, engaged workers who will he equipped with healthy leadership styles, manage relationships better, will be cooperative and work well in teams. This study extends prior research that has identified relationships between cognitive appraisal, coping and affect in a transaction model of stress. It also explored the relationship of emotional intelligence and self-efficacy within this stress model. It addresses the effective use of two human strengths which will enhance adaptive coping strategies to experience positive psychological states in demanding situations. Consistent with the recent escalating investigations and approaches in the field of positive psychology, this study gives rise to focus on developing positive strengths in employees in the workplace - which may prove more rewarding than attempting to repair or minimize their weaknesses.Item Is emotional intelligence a mediator or moderator of the stress process? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University(Massey University, 2005) King, Michelle PenelopeMAISS, (Managed Access to Integrated Support Services) as defined within Midland Health's service requirement definition, will be the single means of access to all support services for people with disabilities living within the Midland Health region. It must, therefore be considered, if not as the single most significant service purchased for people with disabilities then as one of the major disability service initiatives to have developed from the 1992 health reforms. For people with disabilities, the manner in which the MAISS services are delivered, the level of skill of the people delivering the services, and the subsequent availability of flexible, responsive service provision, will be the test of the Governments ability to achieve stated health reform outcomes. These outcomes were clearly articulated by people with disabilities themselves within the Self Help and Empowerment document, developed from the Consensus Development Conferences of the Core Services Committee. This research took the form of an evaluation of the impact which MAISS has had on the expressed feelings of self help and empowerment for one group of significant services users. The MAISS concept as delivered by one of three contracted providers, is examined to determine whether or not MAISS services are perceived by people with disabilities as having resulted in an enhancement of their perceived empowerment or mastery over the decisions which impact upon their lives. Judgments are made on the extent to which the MAISS concept and its implementation is seen to be supporting the enablement of people with disabilities. The research identifies those aspects of service delivery which most significantly contribute to expressed feelings of empowerment. Investigation was undertaken through the development of a structured questionnaire. This questionnaire was used as the single means of data collection. The questionnaire was developed from a conceptual framework based upon the New Zealand Standards for Needs Assessment developed and promoted by the Ministry of Health. The key recommendations made within this study relate to the need for assessment services to utilize assessment practices which foster the integrity and internal validity of the assessment process. The study also recommends that there needs to be a greater sharing of knowledge and accuracy of information in interactions between providers and consumers of services. Finally the research notes the need for continued investigation into the concept and implementation of services as defined within MAISS as such services continue to act as the major gatekeeper for people with disabilities seeking access to essential support services.Item Stress, well-being and emotional intelligence in the workplace : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Psychology at Massey University(Massey University, 2008) Scott, Amy-KateThe aim of this study is to investigate the relationships between Emotional Intelligence (EI) and demands, coping and outcomes in a transactional stress process (Lazarus & Folkman, 1984). The specific focus is whether EI acts to mediate or moderate any of the relationships in the stress process. The secondary objective is to explore the relationships between workplace demands, coping and the outcome variables of job satisfaction and psychological health. The sample comprised of 186 New Zealand professional staff, from all role levels in industries including banking, insurance, exporting and consulting. The findings indicate that EI partially mediates between pressure from workplace relationships and positive outcomes, suggesting EI is particularly useful in dealing with interpersonal demands in the workplace. EI also mediates relationships between coping and outcomes. There was no support for the moderating role of EI. Such findings demonstrate that EI has an important role to play in the stress process.Item Emotional intelligence : a requisite for schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University(Massey University, 2005) Mapara, Leeloobhai VarajdasEmotional intelligence has been widely accepted in the world of work since 1995 and has had a tremendous impact on our understanding of the contribution that emotional reasoning makes to the quality and functioning of the workplace. Recently, the educational sector has made some timid attempts to study the impact of emotional intelligence. New theories of intelligence have been developed and studies now concentrate on establishing the contribution that emotional intelligence makes to overall educational achievement. The aim of this research was to study the relationship between emotional intelligence and academic achievement of sixty (60) sixteen to eighteen year old students in two Auckland schools. The Bar-On Emotional Quotient Inventory: Youth Version (Bar-On EO-i: YV) Short Form Questionnaire was be given to these students and matched with their end of year results. The working hypothesis was that there is a positive correlation between student's EQ score and their end of year results.Item Emotional intelligence and transformational leadership in the NZ and UK construction industry : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Construction Management at Massey University, New Zealand(Massey University, 2015) Potter, EmilyProductivity and project performance is paramount within the construction industry. Low levels of productivity and performance has been attributed to poor leadership of construction project managers. The Chartered Institute of Building (CIOB) highlighted the need for influential leaders to respond to the evolving social, economic and environmental constraints of the construction industry. Previous research in other sectors, has shown that transformational leaders can contribute to positive project outcomes from their teams. Despite the link, little research has been conducted in respect of this leadership style within the construction industry. The purpose of this study was to investigate the relationship between the transformational leadership style and emotional intelligence, for construction project managers in NZ and the UK. To achieve this aim, three key objectives were to; 1) identify the most prevalent leadership style adopted by construction project managers; 2) identify the average emotional intelligence of construction project managers working in NZ and the UK; 3) determine if there is a significant correlation between the construction project managers emotional intelligence and transformational leadership style adopted. An online questionnaire was administered to construction project managers who were recruited from the project managers practicing in NZ (N=38) and the UK (N=34). The findings revealed that the most prevalent leadership style for construction project managers was transformational leadership. Over two thirds (73%) of participants self-reported this leadership style. These results are important as they confirm the current situation in terms of leadership style, identify the potential scope for improvement and act as a point of comparison for future leadership improvements to be calculated. The average emotional intelligence (EI) score for participants was 78 with a range between 60 and 95. This quantification provides a benchmark against which others can be measured. The results confirmed a significant positive relationship between a construction project managers’ emotional intelligence and the likelihood that they would employ a transformational leadership style. It also established that the project managers’ ability to effectively use their emotions with their project team was the main element responsible for transformational leadership to come into effect. There were no significant differences found between the UK and NZ samples. These combined results are important, as they will assist with the identification and selection of those with high emotional intelligence, most suited to the challenging and demanding role of the construction project manager. Based on the findings, a number of practical implications for the construction industry have been made, including suitable methods for identification, recruitment and training of project managers. These recommendations have the potential to improve leadership and the associated project performance in the construction industry at a time of much needed change.Item Exploring trainer perspectives of emotional intelligence training program design : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Palmerston North, New Zealand(Massey University, 2015) Gill, Lesley JaneThe research explores the perspectives of 21 emotional intelligence (EI) trainers working in New Zealand to identify variables that contribute to the design of successful EI training. The development of EI abilities has been established as making a positive and observable difference to employee performance in the workplace. Therefore from an organisational and an individual perspective it is desirable to develop EI skills. While the importance of the contribution of EI theory is well established and reported in the academic literature, the perspectives of EI trainers who conduct this training has been largely under-represented and unreported. This research explores the perspectives of EI trainers to find out what variables contribute the success design of successful EI training. The study uses an Action Research (AR) approach which is an iterative process of exploration, action and evaluation for the purpose of gaining greater understanding of the phenomenon under inquiry. The process is repeated until the desired understanding and pragmatic outcomes are reached. AR is a useful methodology for this study as it is a new field of research and therefore as a researcher I needed to respond to the findings as they emerged. The analysis of findings uses data from interviews, World Café reflection sheets, on-line descriptive surveys and researcher observations, depending on the stage of the AR process. The findings highlighted the strong alignment of EI trainer practice with EI theory, which reinforces the need for their ‘voice’ to be represented in academic literature. Discrete roles of academic, consultant and practitioner were identified within the generic term ‘EI trainer’ which has implications for learners, trainers and organisations. Successful EI training outcomes were also predicated on the importance of self-awareness for EI development, and the need to design a safe learning environment characterised by trust and observable through learners’ readiness to talk about issues in which they felt vulnerable. Two models were developed based on the findings. Firstly, the Emotional Intelligence Learning Environment model highlights the complexity of the learning environment which needs managing. The model is useful for helping EI trainers design their training programs in such a way as to create a safe learning environment so that learners are able to navigate the turmoil and chaos they experience in the process of achieving EI development. The second model, the Self-awareness Engine of Growth Model was designed to assist EI trainers to develop learners’ self-awareness, a key component that learners need to increase their EI. Additionally, EI trainers taking part in the study tended to practice in relative isolation from one another and expressed the desire to connect and engage with others. In response to this need, a symposium for EI trainers was organised, with the theme “Connect, Network, Engage.” The symposium was evaluated in terms of its contribution toward building a fledgling EI training community of practice.Item Teaching to care : emotionally intelligent teachers support preschool children's emotional competence : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Wellington, New Zealand, October 2011(Massey University, 2011) Ulloa, Maria LuisaA considerable amount of research has demonstrated that successful teacher- child interactions in early childhood settings are critical predictors of mental health, social competence, and academic achievement. A few studies have been focused on the processes in which teachers support children‘s emotional competence and the influence of their own emotional competence on these processes. This thesis examined a variety of sources of influence for enhancing the capacity to develop emotional competence in preschool children. Its general purpose was on how teachers create classroom atmospheres that promote positive emotional development. Specifically, this research investigated the teachers‘ ability to implement strategies to facilitate children‘s emotional communications in order to generate synchronous relationships that allow emotional competence through language and other cognitive processes. Emotional interactions, strategies used by teachers for promoting emotional socialization, and emotional atmospheres of Early Childhood Education (ECE) classrooms are inter-linked, because the general emotional atmosphere allows teachers to be more mindful, less reactive, and more strategic in responding to children‘s emotions. The first phase of the research involved a naturalistic observation study in three culturally diverse preschool settings over a 10-week period. Emotional interaction patterns and strategies that contributed to or obstructed the children‘s emotional understanding were identified. The study demonstrated that the observed Early Childhood Education centres which promoted interactions that considered children‘s emotions and that used more responsive strategies such as emotion coaching, encouraging of mastery, expressiveness of feelings and emotion talk, showed less frequency of aggressive, unresolved conflict compared with centres that used more reactive and preventive strategies. The identified positive strategies implemented by teachers inspired the development of an emotion-focused intervention that constituted the second phase of this research. The second phase consisted of a randomised controlled trial with 30 early childhood education teachers. Half of the participants—the experimental group—were taught strategies to enhance their own and the children‘s emotional competence. The participants in the control group were provided standard information regarding children‘s development. The training intervention included active strategies involving emotion coaching, emotional schemas, reflective practice, and mindfulness training. Teachers‘ outcomes were assessed in situ during a pretend play session with small groups of preschool-aged children. The dependent variables were observed occurrences of different components of emotion competence in teachers. The study showed significant statistical effects across the three different emotional competence skills demonstrated by early childhood teachers during a game situation. Both studies highlighted the processes through which teachers support emotional competence of young children, and the importance of the role of early childhood teachers on socialisation of children‘s emotions. Most importantly, it gave evidence, based on the influence of emotion-focused teacher training, in supporting teachers‘ emotional skills so they can optimally meet the emotional needs of children. This research has significant implications for preschoolers‘ mental health, educational practice, and policies aiming to protect children from previous or future risk exposure. It also contributed to the integration of psychological and educational research on the role of teachers as agents of the emotion socialization in young children.Item Dispositional coping styles and adult literacy : exploring stress and coping in adult vocational training environments : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Psychology at Massey University, New Zealand(Massey University, 2009) Murray, Nicola ShereeSince the publication of the International Adult Literacy Survey (IALS) findings in 1996, governments internationally have been cognisant of the need for functional literacy skill training for large segments of the New Zealand working-age population (Culligan1, Arnold, Noble, & Sligo, 2004; Ministry of Education, 2001; OECD, 2000). Individuals with low literacy levels generally report negative prior experiences of formal learning environments that are due to and have contributed to their current functional literacy capability (for example, see Neubauer & Dusewicz, 1988; Ross, 1987, 1988; Tilley et al., 2006). The present study aimed to systematically investigate and measure the dispositional coping styles and strategies associated with differing prose literacy capabilities. The purpose of this project was to provide an understanding of the coping-literacy relationship as a first step toward the development of coping strategy training interventions specifically targeted at improving the educational experience (current and future) of low literacy individuals. Secondary aims of the current study included exploring the relationship between persistence and coping style, adaptability, and prose literacy; determining whether and how coping styles, adaptability, and prose literacy changed over time; and, assessing the relationship between prose literacy, coping style, adaptability, and post-course goal achievement. Fifty-six students in adult vocational programmes were interviewed pre- and post-course. At each time point assessments of dispositional coping style and strategies via use of the COPE tool (Carver, Scheier, & Weintraub, 1989) were gathered, as were measures of emotional intelligence (including adaptability), and prose literacy score. Participants also took part in a semi-structured qualitative interview which gathered information on their educational and employment history, and goals post-course. Situational assessments of coping behaviours outside of the course were also gathered as part of a larger study for future analysis purposes and are outside the scope of this thesis. Respondents were also interviewed at three and six months post-course to determine achievement or non-achievement of post-course goals. Low prose literacy scores were significantly associated with more frequent use of emotionfocused coping strategies (particularly avoidance). Higher prose literacy scores were significantly associated with more frequent use of problem-focused coping strategies. Indicative data showed that non-persisting participants showed higher emotion-focused coping strategy use than their persisting counterparts alongside lower prose literacy scores. Further, emotionfocused coping, adaptability, and prose literacy score were found to change significantly over time. However, post-course goal achievement was not significantly associated with any of the variables of interest except bivariately with prose literacy. The model of transactional stress and coping (Lazarus, 1966; Lazarus & Folkman, 1984) and the control theory of self-regulation (Carver & Scheier, 1981, 2000) provided a framework for the discussion of the dispositional coping styles and strategies used by individuals of differing prose literacy ability. It was argued that a negative self-schema of the individual as a learner is developed through prior negative experiences of formal education. It was hypothesised that this negative self-schema, built from a low self-confidence and fear of educational failure and rejection, predisposed the individual to a heightened negative self-focus. This in turn was proposed to direct attention to the self and the associated emotional aspects of a response to a stressor, leading to a bias towards habitual coping strategies of avoidance and less frequent use of problem-focused strategies by this group. These findings and the associated interpretations have implications for the future development of coping strategy training interventions for individuals with low functional literacy competencies who wish to re-engage with formal education.Item The emotional rollercoaster of organisational change : affective responses to organisational change, their cognitive antecedents and behavioural consequences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Auckland, New Zealand(Massey University, 2009) Smollan, Roy KarkChange is a potentially emotional event as people anticipate or experience its outcomes and processes. Managers and researchers often ignore the emotional aspects of organisational change, yet it is precisely these aspects that can promote acceptance of change or resistance to it. The focus of the research is on the many factors that contribute to cognitive, affective and behavioural responses to organisational change. A model of individual responses evolved from the literature review and helped guide the research questions. It indicates that responses to change depend on factors in four categories: those in the change itself (outcomes, scale, temporal issues and justice); those in the employee (their emotional intelligence, disposition, previous experience of change, and change and stress outside the workplace); those in the employee’s perceptions of the leaders/managers/agents (their leadership ability, emotional intelligence and trustworthiness); and those in the employee’s perception of the organisation (its culture and change context). Two main research approaches underpinned the thesis. Firstly, cognitive appraisal theory takes the position that emotion derives from cognition as people contemplate the importance of events (such as organisational change) to their wellbeing and consider how they will cope. Secondly, social constructionism was used as a theoretical platform because it combines the individual experience of emotions during change with the social forces that help shape them. Twenty-four interviews were conducted in Auckland, New Zealand. The participants were from a variety of industries, organisations, hierarchical levels, change roles, functional departments and ethnic, gender and age groups. They reported on many different types of change, small and large, with many focussing on some element of organisational restructuring. The study showed that people played different roles in change events - as leaders, managers, agents and recipients - and at times took on a combination of these roles, which did not always depend on hierarchy. The roles they played to some extent influenced their responses. Findings show that all 13 factors in the model produced some responses, but not in all participants. The most prevalent of these, and those that often provoke emotions of the greatest intensity, were personal outcomes and the fairness of change. Two additional factors surfaced, control over the change and support from colleagues and people outside the organisation, and the model was revised to include them. The study confirmed that organisational change is indeed an emotional event, and that these emotions arise from a host of factors that have individual, social and wider contextual origins.