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|Título: ||Managing emotions - an ability of emotional intelligence.|
|Autor: ||Correia, Ana Almeida|
|Palavras-chave: ||Managing emotions|
Errors of thought
|Issue Date: ||2011|
|Editora: ||Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka|
|Citação: ||Almeida Correia, Ana; Veiga-Branco, Augusta (2011) - Managing emotions - an ability of emotional intelligence. Center for Crosscultural Research and Development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka. ISBN 978-953-6104-79-6, p. 66|
|Resumo: ||This 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
|Arbitragem científica: ||yes|
|Versão do Editor: ||http://www.icei2011.org/pdf/ICEI2011-Book_of_Abstracts.pdf|
|Appears in Collections:||CSG - Resumos em Proceedings Não Indexados ao ISI/Scopus|
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