Academic context dissertation

Academic context dissertation

Publish your text with the expert for academic publishing. Quick and easy access. Your connection to universities worldwide. whether it be a simple text or a dissertation. It couldn't be easier! The early benefit assessment in the context of the Act on the Reform of A thesis, or dissertation (abbreviated diss.), is a document submitted in support of candidature for an academic degree or professional qualification presenting the author's research and findings. In some contexts, the word "thesis" or a cognate is used for part of a bachelor's or master's course, while "dissertation" is normally applied to a doctorate.. This is the typical arrangement in Sep 14,  · Like any other academic paper, a dissertation literature review will comprise a basic introduction, body, and conclusion. The introduction of a literature review should be clear, short and focused. It should outline the focus of the review – in other

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It is suggested that this is the missing ingredient that separates average from academic context dissertation management or performance. However, despite its potential relevance for social work practice, there has been little investigation and few reports about its application in social work settings.

This paper seeks to stimulate debate about the role of Academic context dissertation in social work practice by considering its development, definitions and problematics. Whilst the empirical evidence supporting the existence of a separate and measurable EI is ambiguous and emergent, the role of emotion in the organization of human behaviour is more firmly established.

The paper examines the role of EI and emotion in relation to five core social work tasks: engagement of users; assessment and observation; decision making; collaboration and co-operation; dealing with stress. The paper situates itself in the rapidly changing context of social work: the merger of social services departments with larger more powerful bureaucracies; the movement towards integrated service delivery; and the new social work degree.

Given the centrality of emotions and power relationships in the social work task, the exponential growth of academic and popular literature about EI suggests that the need for a discussion of the potential relevance of EI academic context dissertation social work is overdue. Additional impetus for this discussion arises from two sources.

The framework stresses the intra and inter-personal skills required of practitioners, including:. self-awareness about how working with children may affect you emotionally and how to seek help. This paper seeks to stimulate and inform debate at all levels about the role and contribution of emotion in general, and EI in particular, within the practice of social work.

To date, academic context dissertation, the voice of social work, which, in theory at least, has extensive experience of working intelligently with emotions has been largely silent. The intention of this paper is thus to begin to identify the potential applications of EI for social work. The contention of this paper is that EI is, alongside professional values, academic context dissertation, one of the cornerstones for effective social work, which current social work teaching, practice, academic context dissertation, management and research can ill afford to ignore.

Following a brief reflection on the rationale and stimulus for writing this paper, the opening section provides a description academic context dissertation the origins and characteristics of EI models. The complications and limitations of existing models which have, to date, been largely American and corporate in nature academic context dissertation be discussed.

The paper goes on to explore the relevance of EI to five core social work activities. The paper concludes with some cautionary notes about possible pitfalls that should be avoided. These include uncertainties about its professional identity; relocation of social work services within integrated service delivery systems Ehrle et al. It is therefore hoped that readers operating in other service contexts or jurisdictions, academic context dissertation, and indeed in other social or health care contexts, academic context dissertation, will find much in the paper to which they can relate.

Indeed, my own experience of teaching EI principles to practitioners and managers as far apart as Canada and New Zealand confirms the universality of much that is contained within this paper. It is often the case that interest and conviction about the relevance of a theory come alive when a connection is made with lived experience.

Indeed, it would be somewhat incongruent to write a paper on the relevance of EI without some individual reflection. As a social work trainer, mentor and external examiner who has been following the emergence of EI over recent years, three situations provide compelling evidence about the relevance of EI in social work.

As an external examiner for a masters-level advanced social work course, it has become clear that the best dissertations describing, evidencing, explaining and reflecting upon effective social work interventions in complex care settings are characterized by candidates who display a congruence of professional, academic and academic context dissertation mindfulness that sets them apart from their competent academic context dissertation. These candidates, whilst highly conscientious and well organized, also bring a level of unconscious competence, expertise academic context dissertation effortlessness that sets them apart.

Moreover, these candidates frequently refer to the role of EI in their practice. By contrast, candidates at the borderline levels of advanced competence find individual reflection difficult, and often fail to take into sufficient account the views, wishes or feelings of users and colleagues. Interestingly, whilst some of these may have also have struggled academically, this is not always the case.

Second, as a mentor for managers and supervisors dealing with difficult staff management situations, academic context dissertation, it is increasingly apparent clear that the most troubling and intractable situations exist when performance difficulties occur in the context of staff who lack accurate empathy, self-awareness and self-management skills.

This lack of emotional competence renders the specific performance problems, such as poor recording practice, all but unmanageable. It was such situations that stimulated a link between the EI literature Goleman, academic context dissertation, ; Bar-On, academic context dissertation, ; Cherniss and Goleman, ; Caruso and Salovey, ; and social work practice. This research was conducted during the mids at a point of crisis in US nursing services.

Shortages in nursing staff and the need to train new nurses quickly resulted in the development of technical competences against which nurses could be trained and easily measured—a context wholly familiar academic context dissertation contemporary British social work.

This is borne out by other research in which it was found that cardiac patients nursed by staff with depressed mood had a mortality rate four times higher than expected Goleman et al.

It is clear, then, academic context dissertation, that the handling of emotion and the process of care are inextricably connected. Yelloly and Henkel strike a similar vein academic context dissertation the nature of the best social work practice using a musical analogy to academic context dissertation the art of social work: There are laws of harmony which the musician must follow. But the act of musical creation is in no way determined by these laws, and at times they clearly do not apply, and a new musical language may be introduced.

It is likely that the effective worker, like the accomplished musician, combines an informed understanding of principles and theories with an intuitive gift which enables her to tune in to the experience of troubled people Yelloly and Henkel,p. However, Benner argues that unless such expert or intuitive practice can be described and articulated, it will be lost in the context of the pursuit of a purely technical set of competences in which such expertise is neither described nor valued: Narrative accounts of nursing practice reveal major aspect of the nursing role that cannot be captured in formal descriptions of techniques and procedures or task analysis approaches to job descriptions Benner,academic context dissertation, p.

Similar unease has been expressed about the adoption of competency based models in social work training, academic context dissertation. As far back asacademic context dissertation, Howe observed that the competence movement was in danger of developing practitioner technicians:. confined to performing surface responses according to pre-coded procedures.

Practice no longer responds to the inherent meaning of the case. Rather meaning is imposed according to the skills, resources and interests of the organization. Relationships between social workers and their clients change from inter-personal to economic, from therapeutic to transactional, academic context dissertation nurturing and supportive to contractual and service oriented.

The personal relationship once a central feature of social work practice is striped of its social, academic context dissertation, cultural, emotional and inter-personal dimension Howe,p. Gregson and Holloway echo previous voices e. Banks, in identifying the trend from a professional towards a managerial culture and language in social work, driven by the public policy imperatives of risk prediction, public protection, academic context dissertation, consumerism and care management.

It is not surprising in such a context that many social workers no longer believe or see themselves as change-agents for their users Academic context dissertation, Despite these trends, writers such as Trevithick maintain that relationship-based practices remain at the heart of social work.

Gregson and Holloway place the conversation between worker and user at the core of social work practice, and the essential tool for the formation of a relationship within which any movement or change can take place. The healing power of such relationships is recognized by Foshap. Trevithick identifies a number of areas of social work activity in which relationship- based practice is relevant.

These include: assessment; help and care for people experiencing difficulties relating to self and others; advocacy and mediation for people experiencing discrimination; holding and containing anxiety in times of transition or crisis; and creating a foundation for capacity building.

But the importance of relationship skills extends beyond practitioner—user interactions, to working with other colleagues, disciplines and systems. Relationship competence is equally important for supervisors, administrators, leaders and managers.

Indeed, evidence from the emerging science of quantum physics identifies relationships as the basic building blocks to all life. Such thinking is being increasingly adopted by organizational theorists such as Margaret Wheatly in writing about leadership. It might be suggested that the future health of social work rests, in part, on restoring a sense of dynamic connectedness with both its task and those whom social workers seek to assist.

It is therefore precisely at a time of professional and occupational turbulence that an understanding of relationship-based practice and the contribution of EI to social work can make their most important contribution. In the next section, the origins, nature and emerging schools of EI are explored.

The notion that there are forms of intelligence, not captured by IQ and which are important in life skills and life chances, has long been established.

Wechsler proposed that the non-intellectual abilities were essential for predicting the ability to succeed in life. More recently, Gardner developed the idea that humans possess multiple intelligences, including inter-personal, intra-personal, physical, visual, special, artistic, environmental and kinesthetic in addition to cognitive intelligence. He argued that inter- and intra-personal intelligences were as important as IQ.

These writers were among a growing group of researchers who were becoming concerned with the inability of traditional tests of academic context dissertation intelligence to predict performance, whether in life or in jobs. Hunter academic context dissertation Hunter estimated that, academic context dissertation, at best, IQ accounts for about 25 per cent of the variance.

Others such as Sternberg suggested that whilst studies vary, academic context dissertation, 10 per cent may be a more realistic estimate. An example of the limits of IQ as a predictor of life academic context dissertation is a forty-year longitudinal investigation of academic context dissertation who grew up in Sommerville, Massachusetts Snarey and Vaillant, Two-thirds of the boys were from welfare families, academic context dissertation, and one-third had an IQ below However, IQ bore little relation to how well they did at work or in the rest of their lives.

What made the biggest difference were childhood abilities, such as being able to handle frustration, control emotions and get along with other people. Thus, empathy is particularly important in contributing to occupational success.

Goleman claimed that Academic context dissertation was twice as predictive of the best leaders as IQ or technical knowledge. The basic EI paradigm within which all the main schools mentioned below broadly fit comprise four domains, which are visually represented by Figure 1.

The arrows indicate the interrelationships that exist between all four domains. The arrows indicate the interrelatedness across the four domains, particularly between self-awareness and empathy for others as a basis for managing self and relationships.

Shulmanp. A decade later, three broad schools, each with its own assessment instrument, have emerged. These are Goleman and the ECI: Emotional Competence Inventory Goleman, ; Bar-On and the EQ-i and the MSCEIT Mayer Salovey and Caruso Emotional Intelligence Scale These abilities are assessed using the Emotional Competence Inventory, which is a degree instrument in which colleagues are asked score the individual on a range of EI measures, following which a composite EI profile is constructed.

One other framework deserves mention. Schutte et al. It will be noted that all of the above define EI as an individual phenomenon. An interesting departure from this is found in the work of an organization called Antidote, which has been using EI principles in work with troubled schools. Antidote offers a collective definition of EI: EL is the practice of thinking individually and collectively about how emotions shape our actions and of using emotional understanding to enrich our thinking.

EL involves using whatever relationships are available to help transform feelings that incapacitate to feelings that empower Antidote,p. Significantly, this definition places emotions alongside thinking and action.

In other words, EI is not an end in itself; it is means to enrich thinking, action, service delivery and outcomes. In summary, the main differences between these EI approaches and their respective measures lie in whether EI is seen as a personality-type trait or an ability; the range of human functioning narrow versus broad covered by the definition; whether it describes individual or collective phenomena; and the degree to which EI is claimed as a distinct type of intelligence.

The question as to whether EI is a measurable and separate form of intelligence has been subject of a robust critique by Matthews et al. Nonetheless, academic context dissertation their reservations about the concept of EI, they conclude: There is a growing realisation that psychological processes considered to be purely cognitive or intellectual in fact depend on a synergy between cognition and emotion. Whether or not programmes are actually fostering EI competence, various useful skills are learned, academic context dissertation.

These include: labelling and describing emotions, appraising basic emotions in oneself and others, conflict management, taking perspective of others, decision making and problem solving techniques, effective peer relation trainings p.

Petrides et al, academic context dissertation. However, regardless of the degree to which a separate and measurable EI exists, research on the role of emotion, rather than EI, in human behaviour is compelling. Panksepp describes emotion as a central organizing system responsible for the co-ordination of behavioural, physiological, affective and cognitive responses to major adaptive problems.

The emerging concept of EI has been presented as a potential framework around which emotional competence can be articulated, enhanced and assessed.

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Mar 04,  · While most of the research conducted to date has been cross-sectional, a few longitudinal studies offer particularly powerful evidence that parental expectations are a causal determinant of student expectations and academic outcomes (Rutchick et al. ; Trusty et al. ).Additionally, two meta-analyses have found that parental expectations are the strongest family-level predictor of Publish your text with the expert for academic publishing. Quick and easy access. Your connection to universities worldwide. whether it be a simple text or a dissertation. It couldn't be easier! The early benefit assessment in the context of the Act on the Reform of The dos and don'ts of academic writing. Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays, research papers, and dissertation in academic style.. Academic writing follows the same writing process as other types of texts, but it has