Negotiation is the main mean of conflict resolution. Despite its capital importance, little is known about influencing variables or effective interventions. Mindfulness has shown to improve subjects' performance in different settings but until now, no study has shown its impact in negotiation. The aim of this study is to analyze which variables are associated with effectiveness and to determine if meditators are more effective in negotiation. A cross-sectional descriptive study was carried out. The study variables were: socio-demographic variables, negotiation effectiveness (Negotiation Effectiveness Questionnaire), mindfulness (Five Facets of Mindfulness Questionnaire), emotional intelligence (Trait Meta-Mood Scale Questionnaire), personality (NEO-FFI personality inventory), motivation (McClelland Questionnaire), and negotiation style (Rahim Organizational Conflict Inventory-II). A correlational study and a multivariate model were developed. Negotiation effectiveness was associated with age, mindfulness, emotional intelligence, extraversion, openness, conscientiousness, achievement motivation, integrating, dominating, and compromising negotiation styles and inversely correlated toward neuroticism. The effectiveness of the negotiation is explained by the variables clarity, age, conscientiousness, dominating, and compromising style. Meditators were found to be more effective than non-meditators.
Se ha postulado que la tendencia a experimentar las sensaciones somáticas de un modo intenso y perturbador es un elemento característico de la hipocondría y forma parte de un hipotético estilo perceptivo amplificador, si bien su presencia no se restringe a esta entidad y constituye un síntoma inespecífico de otros trastornos mentales que cursan con sintomatología física. El objetivo del presente estudio ha sido examinar la presencia de dicho estilo amplificador en la población general mediante la aplicación a una muestra de 457 sujetos sanos, de la Escala de Amplificación Somatosensorial (SAS). Los sujetos cumplimentaron además la subescala de Conciencia Corporal Privada del Cuestionario de Conciencia Corporal, el índice Witheley, la Escala de Preocupación por la Enfermedad, la escala de Hipocondría del MMPI, el Inventario de Ansiedad Estado-Rasgo, STAI, y el Inventario de Depresión de Beck. Los resultados obtenidos indican que la SAS posee niveles satisfactorios de consistencia interna, validez de contenido y validez concurrente. Además, puntuaciones superiores a 21 identifican con razonable seguridad personas amplificadoras entre la población normal.Palabras clave: Hipocondría, amplificación somato-sensorial, auto-consciencia corporal, sensaciones corporales. Bodily sensitivity and hypochondríasisThe propensity to experience the somatic sensations as disturbing and noxious has been postulated as being a pathogenic factor in hypochondríasis. This somatic amplification style may also be a non-specific characteristic of some mental disorders with physical symptomatology. The aim of the current study has been to examine the somatic amplification style in the normal population. With this purpose 457 subjects completed the following instruments: Somatosensory Amplification Scale (SAS); Prívate Body Consciousness scale (Body Consciousness Questionnaire); MMPI Hypochondriasis scale; State-TVait Anxiety Inventory, and Beck Depression Inventory. Our results showed a satisfactory internal consistency, contení validity and concurrent validity of the SAS. Moreover, total scores greater than 21 on this scale could be considered as a reliable cut-off point to identify persons who tend to amplify their somatic sensations.
In recent years, research has pointed to the value of positive youth development programmes through physical education. The influence of this type of programme, specifically the Teaching Personal and Social Responsibility programme, on the empathy and emotional intelligence of students is a field to be explored. The study’s aims were: (1) to investigate the effects of a Teaching Personal and Social Responsibility-based programme on empathy and perceived emotional intelligence in physical education; and (2) to compare the scores between lower-middle and upper-middle socioeconomic context schools. Participants were 210 students (ages 10-12). A quasi-experimental design with two analyses of covariance were completed. The programme improved the students’ feelings of sadness (p < .05). More pronounced improvements were found on the feelings of sadness (p = .016) in the lower-middle socioeconomic context group. The intervention was more effective on understanding feelings (p < .001) in the upper-middle context group. Improvements were found in emotional intelligence (p = .017), attention (p < .05) and repair (p < .026) factors in the lower-middle context group compared to the upper-middle context group. We found that the programme has been especially useful for improving emotional intelligence in depressed socioeconomic contexts. Resumen. En los últimos años, la investigación ha señalado el valor de los programas de desarrollo positivo adolescente a través de la educación física. La influencia de este tipo de programas, en concreto del programa de Enseñanza de la Responsabilidad Personal y Social, sobre la empatía y la inteligencia emocional de los alumnos es un campo por explorar. Los objetivos del estudio fueron: (1) investigar los efectos de un programa basado en el modelo de Enseñanza de Responsabilidad Personal y Social sobre la empatía y la inteligencia emocional percibida en educación física; y (2) comparar los resultados entre los colegios de contexto socioeconómico medio-bajo y medio-alto. Los participantes fueron 210 alumnos (de 10 a 12 años). Se realizó un diseño cuasi-experimental con dos análisis de covarianza. El programa mejoró los sentimientos de tristeza de los estudiantes (p <.05). Se encontraron mejoras más pronunciadas en los sentimientos de tristeza (p = .016) en el grupo de contexto socioeconómico medio-bajo. La intervención fue más efectiva en la comprensión de sentimientos (p <.001) en el grupo de contexto medio-alto. Se encontraron mejoras en los factores de inteligencia emocional (p = .017), atención (p <.05) y reparación (p <.026) en el grupo de contexto medio-bajo en comparación con el grupo de contexto medio-alto. Encontramos que el programa ha sido especialmente útil para mejorar la inteligencia emocional en contextos socioeconómicos vulnerables.
This study is based on the need to explore the different strategies and interventions that seek to develop psychological well-being (PW) in scholars (children and adolescents aged 9–19 years) through physical education and school sports by bearing in mind other variables that can extensively facilitate PW in these students. This study analyzed 504 research works published between 2010 and 2020, and 23 were selected for this review because they met the inclusion criteria. The results showed that the most studied variables were: motivation, academic performance, teaching climate in physical education (PE) teaching styles, parents’ relationships and school environment. The literature review carried out in this study reveals the need to consider PW with other relevant variables, and the importance of doing so from a community approach, in which all systems (parents, school and government) are active participants, and contribute to generate a positive environment for all. Finally, school professionals should be aware of the need to stimulate their students’ PW because government organizations should be interested in promoting such a policy in this population.
La tartamudez se define como un trastorno de la fluidez del habla que afecta a la comunicación. Este trastorno, resulta complejo y puede suponer un importante desafío para muchos logopedas y otros profesionales. Hasta el momento, no abundan las investigaciones focalizadas acerca de cómo evaluar e intervenir en la tartamudez desde la perspectiva de los profesionales en logopedia. Precisamente por ello, el objetivo del presente estudio es conocer cuáles son los principales métodos de evaluación e intervención para la tartamudez que utilizan los logopedas en el contexto español y la satisfacción que tienen con éstos. Para ello, se administró una encuesta en la que participaron un total de 123 logopedas y, posteriormente, se efectuó un análisis cuantitativo de los datos obtenidos. Los resultados permitieron conocer los diferentes métodos de evaluación e intervención más ampliamente utilizados en el tratamiento de la tartamudez, aunque se han observado ciertas dificultades para alcanzar un consenso en la utilización de los mismos. Además, los logopedas reclaman la necesidad de confeccionar nuevos instrumentos de evaluación y de una mayor colaboración por parte de los centros escolares. Por tanto, resultaría primordial adoptar un enfoque holístico tratando de enseñar a los sujetos con tartamudez estrategias para afrontar la fluidez y, a la vez, aprender a convivir y manejar el trastorno.
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