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Purpose: To examine the relationship between the emotional intelligence and sociotropic‐autonomic personality characteristics of nurses working in psychiatry clinics and their exposure to violence. Design and Methods: In this study, 103 nurses working in a mental health community hospital in Turkey were surveyed. The research data were collected using the Emotional Intelligence Evaluation Scale, the Sociotropy‐Autonomy Scale, and the Personal Information Form. Findings: A statistically significant relationship was determined between the "awareness of emotions" and the frequency of physical violence that was exposed; "management of emotions" and the number of psychological violence that was exposed; sociotropic personality characteristics; and the number of violent incidents. Practical Implications: It may be advisable to include issues such as awareness and management of emotions, the importance of autonomous personality traits in violence prevention education programs. [ABSTRACT FROM AUTHOR]

This study examined the relations between core psychological self-schemas and the subjective well-being (SWB) of Turkish and California (United States) adolescents. The participants were 2,242 high school students (1,123 from Turkey and 1,119 from California). Core psychological self-schemas were measured with the Social and Emotional Health Survey–Secondary (SEHS-S) and SWB was measured by the combination of the Students’ Life Satisfaction Scale (SLSS; cognitive component) and the Positive and Negative Affect Schedule for Children (PANAS-C; affective component). Significant, small effect size differences were found for self-awareness, persistence, family coherence, and behavioral self-control, favoring the Turkish adolescents, and for school support, empathy, and SWB, favoring the California adolescents. Positive associations were found between the social and emotional health self-schemas and SWB for adolescents in both cultures. Multiple regression analyses indicated that self-efficacy, self-awareness, family coherence, and zest were significant predictors of SWB for both the Turkish and California samples. For the California sample only, peer support, gratitude, and optimism were significant predictors. The findings are discussed in the context of individualist and collectivist cultures. [ABSTRACT FROM AUTHOR]

Aims and objectives This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Background Emotional intelligence is 'the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life.' Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. Design We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. Method The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. Results There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. Conclusions These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Relevance to clinical practice Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in emotional intelligence. [ABSTRACT FROM AUTHOR]

Gender differences in bullying behavior among adolescents have been observed, but the reasons for the discrepancy in males’ and females’ bullying experiences has been the focus of few studies. This study examined the role of the cognitive and affective empathy in explaining gender differences in bullying through multiple mediation analysis. The participants of the study were 795 Turkish adolescents (455 females, 340 males) ranging in age from 13- to 18-years-old. The Revised Cyber Bullying Inventory, Traditional Bullying Questionnaire and Basic Empathy Scale were utilized to gather data from participants. Findings revealed that the total effect of cognitive and affective empathy mediated the gender differences in traditional bullying in addition to the unique effect of affective empathy. However, only the combined effect of affective and cognitive empathy mediated the gender differences in cyberbullying. The findings are discussed in the light of the related literature and implications for practice. [ABSTRACT FROM PUBLISHER]

Empathy is one of the fundamental concepts in nursing, and it is an ability that can be learned. Various education models have been tested for improving empathic skills. Research has focused on using oral presentations, videos, modeling, practiced negotiation based on experiences, and psychodrama methods, such as role playing, as ways to improve empathy in participants. This study looked at the use of expressive arts to improve empathic skills of nursing students. The study was conducted with 48 students who were separated into five different groups. All groups lasted for two hours, and met for 12 weeks. Expressive art and psychodrama methods were used in the group studies. The Scale of Empathic Skill was administered to participants before and after the group studies. Before the group study took place, the average score for empathic skill was 127.97 ( SD = 21.26). After the group study, it increased to 138.87 ( SD = 20.40). The average score for empathic skill increased after the group (t = 3.996, p = .000). Results show that expressive methods are easier, more effective, and enjoyable processes in nursing training. [ABSTRACT FROM AUTHOR]

This article examines the potential individual characteristics and environmental protective factors that promote academic resilience among impoverished eighth-grade students in Turkey. Study results revealed that home high expectations, school caring relationships and high expectations, and peer caring relationships were the prominent external protective factors that predicted academic resilience. Considering the internal protective factors, the following were positively linked with the academic resilience of adolescents in poverty: having positive self-perceptions about one's academic abilities, high educational aspirations, empathic understanding, an internal locus of control, and hope for the future. [ABSTRACT FROM AUTHOR]