Improving Negotiation Effectiveness with Skills of Emotional Competence

Saarni, Carolyn

doi:10.1007/978-3-319-10687-8_13

Cited by 52 publications

(86 citation statements)

References 14 publications

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“…Four studies to date have investigated the ability to recognize facial emotional expressions in preterm born individuals. Recognizing facial emotional expressions is fundamental for developing effective social interactions and social adjustment (Saarni, 1999 ), and deficits in emotional understanding are associated with socio-emotional problems and psychiatric disorders (Denham et al, 2003 ; Dunn, 2010 ). Difficulties in emotion recognition were described in preterm children: Witt et al ( 2014 ) reported less accurate naming of facial expressions of emotions in a sample of 42 months old VPT children compared to controls, while Potharst et al ( 2013 ) reported similar finding in VPT children aged 5.…”

Section: Pathways To Psychopathologymentioning

confidence: 99%

Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology

2016

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Very preterm birth (VPT; < 32 weeks of gestation) has been associated with an increased risk to develop cognitive and socio-emotional problems, as well as with increased vulnerability to psychiatric disorder, both with childhood and adult onset. Socio-emotional impairments that have been described in VPT individuals include diminished social competence and self-esteem, emotional dysregulation, shyness and timidity. However, the etiology of socio-emotional problems in VPT samples and their underlying mechanisms are far from understood. To date, research has focused on the investigation of both biological and environmental risk factors associated with socio-emotional problems, including structural and functional alterations in brain areas involved in processing emotions and social stimuli, perinatal stress and pain and parenting strategies. Considering the complex interplay of the aforementioned variables, the review attempts to elucidate the mechanisms underlying the association between very preterm birth, socio-emotional vulnerability and psychopathology. After a comprehensive overview of the socio-emotional impairments associated with VPT birth, three main models of socio-emotional development are presented and discussed. These focus on biological vulnerability, early life adversities and parenting, respectively. To conclude, a developmental framework is used to consider different pathways linking VPT birth to psychopathology, taking into account the interaction between medical, biological, and psychosocial factors.

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Section: Pathways To Psychopathologymentioning

confidence: 99%

Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology

2016

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“…Children whose parents discussed emotions more when children were 36 months old also had better emotion understanding at 6 years of age ( Dunn et al, 1991 ). Parents’ explanations of internal states and attributes (such as “hungry,” “sad,” or “nice”) are thus thought to scaffold children’s own abilities to identify and describe the same experiences in themselves and others ( Saarni, 1999 ; Yehuda, 2005 ), perhaps because word use is helping children acquire complex embodied information about a given emotion category.…”

Section: Words Help Humans Acquire Emotion Concepts: Lessons From Earmentioning

confidence: 99%

The role of language in emotion: predictions from psychological constructionism

2015

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Common sense suggests that emotions are physical types that have little to do with the words we use to label them. Yet recent psychological constructionist accounts reveal that language is a fundamental element in emotion that is constitutive of both emotion experiences and perceptions. According to the psychological constructionist Conceptual Act Theory (CAT), an instance of emotion occurs when information from one’s body or other people’s bodies is made meaningful in light of the present situation using concept knowledge about emotion. The CAT suggests that language plays a role in emotion because language supports the conceptual knowledge used to make meaning of sensations from the body and world in a given context. In the present paper, we review evidence from developmental and cognitive science to reveal that language scaffolds concept knowledge in humans, helping humans to acquire abstract concepts such as emotion categories across the lifespan. Critically, language later helps individuals use concepts to make meaning of on-going sensory perceptions. Building on this evidence, we outline predictions from a psychological constructionist model of emotion in which language serves as the “glue” for emotion concept knowledge, binding concepts to embodied experiences and in turn shaping the ongoing processing of sensory information from the body and world to create emotional experiences and perceptions.

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“…For example, promoting adaptive career development by increasing their confidence in their emotional skills, which would impact their expectation of social support (Fabio and Kenny, 2012). Thus, it would be expected that emotional intelligence would allow young people to establish and maintain closer social relationships as well as obtain higher levels of social support (Saarni, 1999). In fact, studies using different procedures of evaluating emotional abilities have found similar results; that is, emotional intelligence is related to social support (Ciarrochi et al, 2001, 2002b) and to the quality of interpersonal relationships (Lopes et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Social Support and Emotional Intelligence as Protective Resources for Well-Being in Moroccan Adolescents

et al. 2019

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This study aimed to test a structural model to examine the protective role of psychosocial variables, such as social support, emotional intelligence and their interaction, on the cognitive dimension of subjective positive well-being (life satisfaction) and negative well-being (depression) in Moroccan adolescents. The participants consisted of 1277 students (571 men, 694 women and 12 missing values) with a mean age of 16.15 years ( SD = 2.22; range = 9 to 23) who attended 26 public schools in different territories of Morocco. These students were in secondary education ( n = 893) and high school ( n = 378) (6 missing values). The scales for measuring the variables of interest had to be adapted and validated as a previous step for the further proposal of a model of relations. Statistical analyses were conducted using structural equation modeling (SEM) to test the proposed model. The model that optimally adjusted the data confirmed the protective role of social support in the well-being of Moroccan adolescents. Consistent with previous studies, social support was directly related to well-being. However, it also modulated levels of satisfaction with life. Likewise, the inclusion of emotional intelligence as an additional protective factor contributed to the explanation of the well-being mechanisms in adolescents. In addition to direct associations with the levels of social support, satisfaction with life and depression (negative in the latter case), emotional intelligence participated in a complex chain affecting life satisfaction and life satisfaction affecting depression. Moreover, the interaction of emotional intelligence with social support was confirmed to determine levels of life satisfaction in adolescents. Specifically, social support multiplied the effects of the relationship between satisfaction with life and emotional intelligence in cases of moderate and high levels in Moroccan adolescents. This study fills a gap in the literature by adapting and further analyzing several scales with Moroccan samples of adolescents and by proposing and verifying a relational model that can help researchers and teachers to more precisely clarify these relations according to their context. The enhancement of protective factors, such as social support and emotional intelligence, will promote healthy youth development, thus creating healthier societies in the future.

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Improving Negotiation Effectiveness with Skills of Emotional Competence

Cited by 52 publications

References 14 publications

Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology

Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology

The role of language in emotion: predictions from psychological constructionism

Social Support and Emotional Intelligence as Protective Resources for Well-Being in Moroccan Adolescents

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