Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Abstract Background: Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. Methods: The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one's own emotions and others' emotions, identifying and understanding the impact one's own feelings in adopting decisions, expressing one's own emotions and the stress experienced, and managing both one's own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. Results: The results showed a significant improvement in the EI of students in the experimental group compared with the control group. Conclusions: This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. Trial registration: The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html.

Intervention Efficacy of Mother Training on Social Reciprocity for Children with Autism / 아동간호학회지

PURPOSE: This study examined the efficacy of parent training interventions to facilitate social reciprocity and language development in children with autism. METHODS: The social interaction behaviors of mothers and children over time were compared using single subject design experimentation methodology. Five children who were diagnosed with autism and their mothers participated in the study. The participants were recruited from U city, Korea. The mothers were trained using training videotapes and demonstrations on how to facilitate social interaction with their children as well as promoting language development. Following the training, data were collected three times per week by video taping mother-child interaction in their homes. RESULTS: Four of the five mothers demonstrated increases in the use of imitation with animation and expectant waiting after the intervention compared to the baseline sessions; the children demonstrated noticeable increases in the use of initiation of interaction, vocalizations, and verbal production after their mothers received the training intervention. CONCLUSION: Results of this study demonstrate the efficacy of mother training to improve social interactions of children with autism. Additional important information can be gained by replicating this study with more participants and comparing intervention and control groups. Clearly, this intervention shows promise and has implications for clinical practice.

The effect of different exercise modes on biological and biochemical parameters of the female with type 2 diabetes mellitus and hypertension / 中华物理医学与康复杂志

Objective To compare of the effect of community dancing and trot walking on biological and biochemical parameters in female patients with type 2 diabetes mellitus and hypertension so as to discuss the best exercise mode for treating type 2 diabetes mellitus complicated with hypertension. Methods A nonrandom sample of 46 female cases of type 2 diabetes mellitus and hypertension, matching the baseline standard, were divided into a community dancing group and a trot walking group, each with 23 patients. Exercise training was performed once daily for 1.5 hours, 5 to 7 times per week, for a total of 6 months. Such data as the body weight, body mass index, systolic and diastolic pressure and fasting blood-glucose, 2 hours blood-glucose after breakfast, glycohemoglobin, total cholesterol, triacylglycerol, high density lipoprotein cholesterol, low density lipoprotein cholesterol were collected. Results After exercise training, the collected data regarding all the biological and biochemical parameters except body mass index in the community dancing group showed significant improvement as compared with those pre-exercise (P0.05). Conclusion Both community dancing and trot walking can improve the biological and blood biochemical parameters in female patients with type 2 diabetes mellitus and hypertension. However, community dancing might be better than trot walking.

The Effect of Stress Management Training of Primary School Teachers / 中国心理卫生杂志

Objective: to study the effect of stress management training for mental health of teachers in primary school. Method: 35 teachers and 39 teachers were used as the intervention group and the control group respectively. The teachers of intervention group got stress management training for 6 times in 12 weeks. The intervention included the knowledge of stress, cognitive restructure, coping strategies etc, and SCL-90 Scale was used for effect evaluation. Result: although the scores of SCL-90 all raised, the control group raised higher than the intervention group, and there were significant differences in factors of somatization, interpersonal sensitivity and anxiety. Conclusion: stress management training can alleviate the teacher's stress.