Browsing by Author "Correia, Ana Almeida"
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- Basic emotions - self-awarenessPublication . Correia, Ana Almeida; Veiga-Branco, AugustaWe start from basic emotions using Paul Ekman’s model (1999): joy, sadness, anger, surprise, disgust, fear and contempt, to study the concepts of Self- Awareness - Knowing our own emotions - (Goleman, 1995), and Emotional Awareness - Ability to become aware of one's own emotions - (Bisquerra, 2001). Objectives: To understand the levels of Emotional Self-awareness/ Emotional awareness of a group of preschool, primary and lower secondary school teachers through the identification and reference to the body areas where the emotion is felt. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted from January to March 2011 to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers aged 22 to 59, within 4 to 30 years of working experience. Each group of interviewees has developed a reflective work indicating the areas of the body where the basic emotions advocated by Paul Ekman were felt. Conclusions: The discursive references of the sample evidenced Selfawareness/ Emotional Awareness skills: every teacher identified the bodily states of these emotions in the study, as shown by the following statements: joy is felt "face: smile, smaller eyes, (...) gesturing, waving"; sadness is experienced with "tightness in the chest, drooping mouth, eyes downcast"; anger is referred to "changes in: heart rate, vision and voice"; surprise is felt "in pulse (heart rate), in voice (running out of words), having no reaction"; disgust is felt "in the stomach (digestive tract), all over the body (sight, smell, taste and touch)"; fear is felt in the "Heart, Skin and Face (eyes/eyebrows) and hands"; and contempt is evidenced through "Facial expression/eyes, Shiver in the chest, Neck, Jaw". These results corroborate the facial expressions argued by Paul Ekman (1999). Keywords: self-awareness, basic emotions
- Contribución de la formación en educación emocional para el bienestar de los profesoresPublication . Correia, Ana Almeida; Veiga-Branco, AugustaResumen. Se parte de la problemática del sentimiento generalizado de mal-estar de los profesores y se asume como propósito del estudio reconocer que la formación en educación emocional potencia las competencias emocionales de los educadores y profesores de la enseñanza básica y secundaria, en el sentido de capacitarlos con más estrategias para enfrentar el malestar y potenciar el bienestar. Fue creada e implantada una formación en educación emocional y mostrada a 75 profesores, entre educadores de infancia y profesores de enseñanza básica y secundaria durante los meses de enero, febrero, marzo y julio de 2001. Fue construido para tales efectos un estudio que pretendía conocer la percepción de los profesores en relación a los efectos de la formación a nivel de las competencias emocionales (Bisquerra & Pérez, 2007) en las vertientes intrapersonales, interpersonales y profesionales. La formación en educación emocional fue considerada una plusvalía a nivel de competencias emocionales en las vertientes intrapersonal, interpersonal y profesional, siendo destacada la vertiente intrapersonal. La competencia emocional de la cual emergieron más unidades discursivas fue la consciencia emocional. La muestra del estudio refirió como contenidos prioritarios a desenvolver en el futuro contenidos relacionados con la competencia social del modelo de competencias emocionales de Bisquerra & Pérez (2007).
- Efeitos da formação em educação emocional nas competências emocionais de professoresPublication . Correia, Ana Almeida; Veiga-Branco, AugustaO presente estudo parte do reconhecimento da simbiose entre os conceitos de Educação Emocional (Bisquerra, 2000; Veiga Branco 2004, 2005, 2007) e da Competência Emocional (Saarni, 1997, 2000; Bisquerra y Pérez, 2007) no sentido de capacitar os sujeitos para o desenvolvimento das suas competências emocionais. Assim, o que aqui se assume como objetivo, é reconhecer os efeitos da formação em Educação Emocional, relativamente a uma amostra de 35 professores do ensino secundário do norte e sul de Portugal, através das unidades discursivas obtidas a partir das respostas a um guião de entrevista (Tuckman, 2000). Os resultados expõem uma árvore categorial com 4 categorias primárias e 10 secundárias que apresentam efeitos intra e interpessoais expressivos das reflexões pós formação, e da consequente preparação pessoal na aplicação das estratégias aprendidas. Em conclusão, verifica-se a corroboração da proposta inicial segundo o modelo aplicado na formação mas não exatamente como é teoricamente formulado.
- Emoções positivas, bem-estar e saúde: um estudo com professoresPublication . Correia, Ana Almeida; Veiga-Branco, Augusta; Nogueira, JoãoParte-se do conceito de emoção positiva, vivenciada em contextos, cuja experiência subjetiva é autopercebida como bem-estar (Seligman & Csikszentmihalyi, 2000), razão porque é considerada aqui como promotora de Saúde. Assim, este estudo de carácter qualitativo organiza, com uma “teoria fundamentada nos dados”, as entrevistas semi-estruturadas, numa amostra intencional de 60 professores. Os conteúdos discursivos obtidos foram submetidos a análise de conteúdo, de onde emergiu uma “árvore categorial“ com 3 gerações, em torno das atividades proporcionadoras de emoções positivas. As atividades identificadas como proporcionadoras de emoções positivas agregam uma árvore de 13 categorias, que serão apresentadas por ordem decrescente de unidades discursivas: “Amor”, “Amigos” “Sentir a Natureza”, “Família”, “Fare Niente”, “Pé Fora da Porta”, “Musicalidade”, “Dormir”, “Leituras”, “Trabalhar no que se gosta”, “Conviver”, “Banho” e finalmente, a categoria “Ter Dinheiro”. Conclui-se que seria possível proporcionar o desenvolvimento de atividades em ambiente laboral, no sentido de vivenciar o bem-estar subjetivo.
- Evaluación de formación en educación emocional – un estudio en profesionales de saludPublication . Veiga-Branco, Augusta; Correia, Ana Almeida; Marques, AlexandraSe asume que los conceptos de Psicología Positiva y la formación en Educación Emocional (E.E.) pueden converger en el sentido de reforzar en los profesionales de salud, su nivel de Competencia Emocional (C.E.). El clima emocional en esos contextos necesita la autoconciencia y la capacidad de gestión – en sí propio y en los otros - de las frustraciones y angustias tanto para las interacciones con pacientes como con los compañeros de trabajo. Así, ¿será que la Educación Emocional puede contribuir para el desarrollo de la Competencia Emocional, en profesionales?, ¿será que los conceptos de psicología positiva y de E.E. encuentran una unidad que los refuerce entre sí? El objetivo es evaluar y reconocer los efectos de la formación en E.E., en una muestra de 22 profesionales de la salud del norte de Portugal. Para eso, se desarrolló una metodología del tipo investigación-acción, de carácter cuantitativo descriptivo, con aplicación de una formación y la posterior evaluación a largo plazo (un año), a través de las respuestas a un cuestionario, construido para tal efecto, con preguntas de naturaleza cuantitativa y descriptiva. Los resultados presentan efectos interpersonales expresivos tras la formación, y del consecuente desarrollo personal a través de las estrategias de regulación emocional aprendidas. En conclusión, se verifica no solamente que estos resultados corroboran en general, los anteriores estudios de evaluación, como también se selecciona un conjunto de metodologías que deben ser utilizadas en el futuro.
- Flow state – a potential of emotional intelligencePublication . Correia, Ana Almeida; Veiga-Branco, AugustaThis study sets off from the construct of "flow activity or experience" (Csikszentmihalyi, 1982, 1990, 2000), or "optimal experience" to know the living activities that can provide this state. According to the author, they occur when the energy of an individual is focused on experience: thoughts and mixed feelings disappear, one loses track of time and space. He also argues that work can trigger the flow, a phenomenon confirmed by (Veiga Branco, 2004 a, b; 2007, 2010 Agostinho, 2009), although it can be achieved by any activity. Objective: To understand the activities leading to "flow state" (Csikszentmihalyi, 1982, 1990, 2000), according to the perception of a sample of preschool, primary and lower secondary school teachers. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted from January to March 2011 in a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers, aged 22 to 59, within 4 to 30 years of working experience. The obtained discursive contents were subjected to a content analysis, generating a "categorical tree" with 3 generations, built around the activities that provide the "flow state" (Csikszentmihalyi, 1982, 1990, 2000). Conclusions: The study of the "flow state" includes a tree of 13 categories, which will be presented in descending order according to the number of discursive units: "Love" composed of 97 discursive units; "Friends" (93); "Experiencing Nature" (84); "Family" (63); "Fare Niente" (59); "Travels" (53); "Musicality" (46); "Sleep" (35); "Reading" (32); "Loving your job" (27); "Socialising" and "Having a Bath" (23); and finally "Having Money" consisting of 22 discursive units.
- Managing emotions - an ability of emotional intelligence.Publication . Correia, Ana Almeida; Veiga-Branco, AugustaThis study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary school teachers to confront negative emotions by using selfregulatory strategies (identifying errors of thought and changing negative emotions/thoughts to positive thoughts/emotions). Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers, aged 22 to 59, from January to March 2011. To operationalise the Emotions Management concept the proposed work consisted of two activities: firstly, to identify the nine most common errors of thought (Bimbela-Pedrola, 2008), namely: Mental filter, Labelling, Overgeneralisation, Overreacting, Catastrophism, Mind reading, Error of control in excess, Error of control by default, Use of "should"; secondly, the completion of an Emotional Fitness chart where they had to identify: 1. The precise stressful situation; 2. First emotions; 3. First thoughts; 4. Errors of Thought; 5. New thoughts; 6. New emotions. Conclusions: The most frequently mentioned causes of negative emotion were: traffic on the road, bad student behaviour and rudeness of parents. The errors indicated as the most frequent were: Overgeneralisation (Using the words "always, all, never, no, never, impossible"), Labelling (Putting labels. e.g.: He is lazy.) and Overreacting (Using excessive adjectives e.g. : This is unacceptable!).
- Managing emotions in situations of suffering – how do we manage negative emotions when they are triggered by our personal decision?Publication . Veiga-Branco, Augusta; Correia, Ana AlmeidaManaging Emotions as an Emotional Intelligence capacity (Mayer-Salovey, 1997) has presented a significant correlation with Emotional Competence (r=.679; α=.68) and (r=.69.5; α=.80) (Veiga-Branco, 2004; 2007) in previous quantitative studies. This study contribute to explain how Managing of Negative Emotions occurs, but, only caused by personal decisions. Aim: To acknowledge the causes and consequences of Negative Emotions Management when triggered by personal decisions. Method: Qualitative cross-retrospective study using the "grounded theory“ methodology, conducted with semi-structured interviews in a 58 teachers sample from primary and secondary education, aged 26 to 59 years. We then proceeded to a Categorical Analysis, where the respective discursive content was analyzed. From this, a categorical tree emerged, revealing the subjects' decisions in quite negative life contexts, their Emotional Experiences and Emotional Management Strategies. Conclusions/Results: Categorical analysis, presents several situations of life, rather violent and painful decisions, with strong negative emotions. The general category: "Fracture of Life Context" expressed as: "...this cut my journey of life..." or "this happened ... and turned my life upside down," generated three sub-categories: 1. Obliged to take the decision to "...amputate a body part of someone (a relative)" in the contexts of surgery. Emotional Experiences: violent feelings of guilt, shame, deep and oppressive anguish. Emotional Management Strategies: rational self-concentration in trying to maintain life. 2. Forced to take the decision to "abandon the family" to have a better job/salary. Emotional Experiences: Feeling of guilt, insomnia, daily irritability, revolt. Emotional Management Strategies: Focus on quality instead of quantity time and enjoy all the family moments. 3. Decide to "...freeze the last embryo, after 4 years of unsuccessful fertilization procedures" Emotional Experiences: permanent expectation, anxiety, tachycardia, anorexia. Emotional Management Strategies: Control of deep breathing, rationally working on one’s personal calmness, keeping hope.
- Teacher skills – emotional intelligence skills profilePublication . Correia, Ana Almeida; Veiga-Branco, AugustaThe current situation of education has changed: the social, economic and personal circumstances of the population require a more complex and demanding teacher than a few years ago (Hernández, 2007). Objective: To know the variables assigned to the competent teacher – through the perception of a sample of teachers - in order to create a profile in terms of effective teaching practice, for the present day. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers aged 22 to 59, within 4 to 30 years of working experience. The discursive contents obtained were subjected to a content analysis, from which a "categorical tree" emerged defining the profile of the ideal teacher. Conclusions: The skills profile obtained shows three main categories: "Emotional Competence", "Personality Traits" and "Scientific and Teaching Competence". - The first, "Emotional Competence" with 226 discursive references (knowing how to read nonverbal language; paying attention, managing emotions/relationships; learning how to put oneself in the shoes of the student, being assertive; respectful, being positive; being creative…); - The second main category, "Personality Traits" with 115 discursive references (duteous; rigorous…); - The third main category refers to "Scientific and Teaching Skills" with 45 discursive references (updated scientific knowledge, appropriateness of strategies…).