Psychology
Eduquo articles under this heading are related to an academic and applied discipline involving the scientific study of mental functions and behavior. There are three board subtopics as follow:
  • Counseling Psychology. This subheading encompasses articles seeking to facilitate personal and interpersonal functioning across the lifespan with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns.
  • Educational Psychology. The second subheading contains articles covers the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations.
  • Others. Articles in this subheading will be related to psychology which do not classify under the two above mentioned subheadings.
Method: Intrapersonal and Organizational Factors Associated

This is part 2 from Intrapersonal and Organizational Factors Associated With Burnout Among School Counselors

 

Participants

Participants were drawn from the full membership list of a school counseling organization in the northeastern United States (N= 611). We used a systematic random sample with a random start. The membership list, organized across 10 different regions, yielded a proportionally representative sample of school counselors (N= 202) from each region. Ninety-four surveys were returned, resulting in an overall response rate of 47%. Sixteen of the 94 respondents had either retired or were currently employed in other positions (e.g., counselor education, social work) and hence were excluded from the data analysis stage. The final sample comprised 22 men (28%) and 56 women (72%) (n = 78) representing a 39% response rate.
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Intrapersonal and Organizational Factors Associated With Burnout Among School Counselors I


This study investigated the demographic, intrapersonal, and organizational factors associated with burnout among a population of school counselors in the northeastern United States (n = 78). Three hierarchical regression analyses were completed to determine the amount of variance that each cluster contributed to the 3 subscales on the Maslach Burnout Inventory-Educators Survey (MBI-ES; C. M. Maslach, S. E. Jackson, & M. P. Leiter, 1996): Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The final models accounted for 45%, 30%, and 42% of the overall variation on each subscale, respectively.
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Conclusion of The Importance of Interpersonal Skills in Consultee-Centered Consultation

Conclusion

Being viewed as a facilitative consultant is based on a variety of factors, including the aggregated use of verbal and nonverbal communication skills. It is interesting to note that the research literature is generally quite supportive of the importance of facilitative characteristics such as empathy, congruence, and positive regard in the consulting process. Most of the research that looked at the importance of facilitative characteristics used consultee satisfaction as the primary dependent variable. Mait-land. Fine, and Tracy (1985) did use consultees' perceptions of client behavior change as an outcome measure, but ratings of this variable may have been influenced by a halo effect related to perceptions of the consultants. On the other hand, Bergan and Tombari (1976) did not look at consultee satisfaction; instead, they chose to look at identification and resolution of the client's problem as their outcome measures. Otherwise, we have little evidence that supports the idea that either relationship variables or verbal skills influence client outcomes. Since only one study has focused on nonverbal consultant behavior, it would be premature to draw even tentative conclusions in this area.
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The Importance of Interpersonal Skills in Consultee-Centered Consultation:G. Evette Horton And Duane Brown


This review explores the empirical research on the importance of interpersonal communication skills in consultation. Studies have 'found consultants' facilitative characteristics, along with an appropriate use of verbal and nonverbal skills, to be important in the consultation process. Because of the state of the research literature, however, the need for more studies on verbal and nonverbal communication skills is suggested.
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Motivation Theory and Research


In this section we examine the role of theory in the study of motivation. Throughout this text we integrate theoretical principles and show how they relate to research and practice. We believe that a good theoretical understanding of motivation and knowledge of different types of research paradigms are necessary to appreciate the role of motivation in settings involving teaching and learning.

 
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Unveiling a New Science IV

Acting Wisely

Way back in 1920, just after the first burst of enthusiasm about then-new IQ tests, psychologist Edward Thorndike created the original formulation of "social intelligence." One way he defined it was as "the ability to understand and manage men and women," skills we all need to live well in the world.

But that definition by itself also allows pure manipulation to be considered a mark of interpersonal talent.16 Even now some descriptions of social intelligence offer no distinctions between the callow aptitudes of a con man and the genuinely caring acts that enrich healthy relationships. In my view, simply being manipulative-valuing only what works for one person at the expense of the other—should not be seen as socially intelligent.
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Unveiling a New Science III

Social Neuroscience

This unveils eye-opening findings from the emerging field of social neuroscience. Yet when I started research for this book, I did not know that that field existed. Initially my eye was caught by a scholarly article here, a news clip there, all pointing to a sharper scientific understanding of the neural dynamics of human relationships:
  • A newly discovered class of neuron, the spindle cell, acts the most rapidly of any, guiding snap social decisions for us—and has proven to be more plentiful in the human brain than in any other species.
  • A different variety of brain cells, mirror neurons, sense both the move another person is about to make and their feelings, and instantaneously prepare us to imitate that movement and feel with them.
  • When the eyes of a woman that a man finds attractive look directly at him, his brain secretes the pleasure-inducing chemical dopamine—but not when she looks elsewhere.
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