ОСОБЛИВОСТІ МІЖОСОБИСТІСНОЇ ВЗАЄМОДІЇ ПСИХОЛОГІВ З РІЗНИМ РІВНЕМ СОЦІАЛЬНОГО ІНТЕЛЕКТУ

Should borderline personality disorder be included in the fourth edition of the Chinese classification of mental disorders?

Emotional Styles and Social Intelligence are significant factors in maintaining a healthy well-being and good interpersonal relationships, which contribute to one’s mental health. Due to the changing circumstances, a decline in students’ mental health was evident. This study delves into the correlation between Emotional Styles and the Social Intelligence of university students, providing insights into how emotional well-being influences social relationships. A total of 375 university students participated, providing a diverse sample for a comprehensive investigation into these variables. The analyzed data revealed that the level of Emotional Styles is moderately evident among university students, emphasizing social intuition as the highest. On the other hand, there is a slightly high level of Social Intelligence, particularly the social information processing dimension. Pearson r analysis showed a positive correlation between the variables (p= <0.001; r=0.472). Furthermore, linear regression analysis highlights social intuition (p=0.041; t=2.049) and sensitivity to context (p=0.003; t=2.953) as significant predictors of Social Intelligence, emphasizing the importance of understanding nonverbal cues and contextual sensitivity in interpersonal interactions. With these results, the research recommends exploring additional factors, such as empathy and self-regulation, on the dimensions of Emotional Styles that could significantly influence Social Intelligence. Moreover, this research might consider increasing the sample size to include more diverse representations from the LGBTQ+ community in their demographic profile.

The article deals with the social intelligence of university students. Identification of psychological features of students in achieving personal social success in the future through the study of social intelligence-one of the actual problems at the present stage. The university will occupy an important place in the system of students' professional training and prepare them for their future life. The educational environment is an interconnected and developing together space in which the development of professional competence of the future specialist and internal socially oriented qualities of personality are intertwined. The subject of the study is university students. Empirical base of the study: Almaty Humanitarian and Economic University. The study involved 50 students aged 18 to 21. According to the study, 3% of the subjects had high social intelligence, sociability in a social environment, and interpersonal relationships. Additionally, 6% of subjects showed higher social propensity, an above average level of social intelligence. This is confirmed by statistically established dependencies. The scientific and practical significance of the study lies in the fact that its results suggest that a person with a high level of social intelligence is highly capable of distinguishing between individual and situational determinants.

This study focuses on determining the Impact of the transition to face-to-face on social intelligence among selected students of pulo national high school year 2022-2023. it aims to identify the level of student’s social intelligence in terms of Situational awareness, Presence, Authenticity, Clarity and Empathy and to describe the impact of transition to face-to-face to students’ social intelligence. The researchers chose 40 grade 9 students from Pulo National High School, Simple Random Sampling was used to select the grade 9 student-respondents from pulo national high school. The study employed quantitative research design with descriptive design. It was utilized with the use of validated and reliable selfmade survey questionnaire for the respondent’s response. The research also used descriptive analysis in analyzing and interpreting the data gathered from the survey questionnaires. The study revealed that students have a very high level of social intelligence in terms of situational awareness, presence, authenticity, clarity and empathy. In addition, the data demonstrated that students believed that shifting to face-to-face had a significant impact on their social intelligence, The researchers also proposed interventions that can furthermore promote and improve students’ social intelligence. In conclusion the researchers conclude that there is a positive impact of transitioning to faceto- face class to students’ social intelligence.

Social and emotional intelligence moderate the relationship between psychopathy traits and social perception

Objective: To identify the social intelligence of medical educationists, and the coping strategies used to deal with workplace challenges. Method: The mixed-method study with an explanatory sequential design was conducted from March 15 to July 30, 2021, after approval from the ethics review committee of Riphah International University, Rawalpindi, Pakistan, and comprised medical educationists working in medical and dental colleges and institutions across the country. Data was collected using Tromso social intelligence scale in the quantitative phase. The socially intelligent educationists were identified, and were interviewed. Qualitative data was subjected to thematic analysis to identify predominant themes explaining the coping strategies used. Results: In the quantitative phase, there were 80 participants; 51(63.7%) females and 29(36.3%) males, with 24(30%) having >10 years of professional experience. Of them, 11(13.8%) scored low, 54(67.5%) moderate and 15(18.8%) high on the social intelligence scale. In the qualitative phase, there were 13 subjects; 9(69.2%) females and 4(30.8%) males. There were 4 themes identified as coping strategies; inspire respect and trust, bringing readiness before a change, a collaborative and inclusive approach, and soft skills. Conclusion: Variation was seen in the levels of social intelligence among medical educationists working in academic institutions. Those with high levels of social intelligence used their non-cognitive soft skills to manage workplace challenges. Key Words: Social intelligence, Medical education, Workplace, Coping strategies, Coping skills.

Serotonin 2A receptor gene is associated with personality traits, but not to disorder, in patients with borderline personality disorder

The article examines the cultural foundations of students’ social intelligence. It is noted that social intelligence is rooted in culture. In this sense, it is also considered as a socio-psychological phenomenon with a complex structure. Because a person engaged in social activities regularly encounters the influence of these and similar situations on social intelligence. In this sense, human activity in life has a social character in all areas. On the one hand, these areas demonstrate intellectual skills, knowledge and the ability to work on and master them. On the other hand, the ability to build relationships with other people in various social situations, character traits and behavior manifested in communication with acquaintances or strangers, in situations encountered in professional activities, determine the development of social intelligence. Therefore, everyone who wants to be in a social environment and is forced to act in it needs to enter into social relationships, comply with the requirements and norms of the social environment, acquire social skills and habits of role behavior in this area. It is noted that for many this process is a voluntary process of self-development, self-organization and socialization. As a result, such people can effectively develop their social intelligence. For this reason, the development of social intelligence among students preparing for professional activities is becoming in demand. The science of social psychology finds out how this process occurs, what needs to be done, and shows how to apply it. The article describes the progress of experiments carried out in this direction. The essence of the influence on the social intelligence of students at three levels is clarified - cognitive, emotional and behavioral. The results showed that among the participants in the experiment, the culturally determined formation of the behavioral component of social intelligence predominated. The results of the emotional component were lower than those of the behavioral component. Compared to them, the indicators of the cognitive component are significantly lower.

The articlepresents the results of the theoretical analysis of the problem of emotional intelligence as a resource for the competitiveness of athletes in sports gaming activities. The relevance of the study is determined by the fact that modern elite sport is characterized by high physical and psychological stress, focus on achieving the highest possible results, and fierce competition of rivals. Emotional intelligence is considered as a psychological phenomenon, studied with the help of different ideas, theories, concepts, categories: emotions, feelings and experiences, emotional state, emotional-volitional regulation, emotional maturity of the individual (F. Vаsilyuk, V. Vіlyunas, К. Іzard, E. Іl’in, G. Оrme, О. Sannikova, О. Chebykin, P. Екman); emotional intelligence,emotional and social intelligence, emotional competence (R. Bar-on,D. Goleman, J. Mayer,P. Salovey);emotional stability, arrogance, regulation, which ensure the competitiveness of athletes in the process of improvement (R. Agavelyan, G. Gorska, N. Ilyasova, S. Kasyanova, V. Pirozhkova).The purposeof the article is to analyze modern psychological statements about the nature of emotional intelligence as a resource of competitiveness in sports game activity. Research methods: analysis, comparison, systematization, generalization of modern scientific sources and the results of the empirical studies of the psychological content of the problem under study. The resultsof the study showed the importance of the developing the emotional intelligence of athletesto ensure their competitiveness in competitive activities, however, given the heterogeneity of the results of theoretical and empirical studies, there is a need for further scientific research on this problem. The conclusionsare that the specificity of sports gaming activity requires the development of emotional intelligence and all its components to reduce the situational anxiety of athletes before competitions, as well as increase their competitiveness.

The social and emotional intelligence of children, although it also assumes an innate component, is mainly formed in the family context, this being shaped by the behaviour of the parents and the parenting style. This aspect is relevant for a better understanding of how parents and the family can contribute to the development of this ability among children, which has proven to be vital in many areas of their quality of life. The purpose of the current study is to investigate the relationship between the social and emotional intelligence of parents and that of children, both at a general level and differentiated by gender, respectively of mothers and fathers. The research sample consisted of 575 subjects, respectively 214 mothers, 166 fathers and 195 children. We used the IPIP social-emotional intelligence scale for adults and Bar-On Youth Social-Emotional Intelligence Inventory for children. The results indicate a negative correlation (r=-0.01), but insignificant, between the level of socio-emotional intelligence of parents and children, but a positive and significant correlation between the level of socio-emotional intelligence of mothers and that of children (r=0.52, and p=0.002). As for fathers, we obtained a positive, but insignificant correlation between the two variables (r=0.21, p=0.30>0.002).Article’s history: Received 21st of October, 2023; Received in revised form 15th of November, 2023; Accepted 21st of November, 2023; Published as article in Volume I, Issue 1, 2023. Copyright© 2023 The Author(s). This article is distributed under the terms of the license CC-BY 4.0., which permits any further distribution in any medium, provided the original work is properly cited.Keywords: social intelligence, emotional intelligence, parent-child relationship, gender differences, family context, psychosocial development.

Objectives Borderline personality disorder is the most well‐studied personality disorder in psychiatry. Despite its great influence in the study of these conditions, it has not been properly recognized that borderline personality disorder is atypical.Design A critical analysis of the differences between borderline and other personality disorders is made.Method A comparison is made between borderline personality disorder and other personality disorders with respect to diagnostic criteria, relationship to normal personality variation and treatment options.Results Analysis of the operational criteria for borderline and schizotypal personality disorders shows that these are the only personality disorders that are dominated by discrete symptoms rather than traits. Cluster analysis of a data set of personality traits obtained between 1976 and 1978 (before borderline personality disorder became fashionable in the UK) could find no profile that supports the existence of a borderline personality disorder grouping, and the study of published papers on treatment in personality disorder shows a 3 : 1 ratio for borderline personality disorder compared with all other personality disorders combined, approaching 9 : 1 when unspecified (probably mainly borderline) conditions are taken into account.Conclusions Borderline personality disorder is incorrectly classified as a personality disorder and does an injustice to those who suffer from it. It is better classified as a condition of recurrent unstable mood and behaviour, or fluxithymia, which is better placed with the mood disorders than in odd isolation as a personality disorder. Copyright © 2009 John Wiley & Sons, Ltd.

In this chapter, we argue that emotional (EI) and social intelligence (SI) are core competencies for language teachers. EI and SI refer to an individual’s abilities in understanding and managing their own emotions as well as their interpersonal relationships. Both competencies are especially important for language teachers given the inherently interpersonal and communicative nature of contemporary foreign language learning and teaching. Nevertheless, they are rarely addressed in teacher training programmes and are notably absent from the research landscape with respect to SLA. We report on the results of a survey on the EI and SI of 890 EFL teachers from across the globe. The survey consisted of items which measured both trait and educational-context-specific EI and SI. The results revealed a strong positive correlation between trait EI and SI and educational-context-specific EI and SI. Female teachers were found to score slightly higher on both constructs than male teachers. In addition, a significant positive correlation was found between levels of EI and SI and teaching experience. Multiple regression analyses also showed that gender and teaching experience made the greatest contribution to teachers’ trait EI and SI. We conclude our chapter by reflecting on the practical implications suggesting that EI and SI are skills that should be incorporated into pre-service and in-service teacher training courses.

The last three decades have witnessed significant advances in psychotherapy. Numerous scholarly articles and books have been devoted to pertinent topics in the field, making it difficult for the practicing clinician to keep up with this rapidly growing area. The purpose of this article is to provide some guidelines on how to evaluate the empirical literature in psychotherapy and then to explore three key areas: evidence-based psychotherapies for patients with psychiatric disorders, individual variables that predict differential outcome to treatment, and the therapeutic alliance. Finally, two case examples will be presented to illustrate how knowledge of the empirical literature can facilitate an evidence-based approach to the daily practice of psychotherapy in general psychiatry.

The previous study showed that borderline personality disorder was strongly associated with childhood trauma and developed personality traits into adolescence that could lead to borderline personality disorder. Research also indicated a cultural difference in the psychopathology and diagnosis of borderline personality disorder in both adults and adolescents. A borderline personality disorder is a type of personality disorder that has symptoms around unstable emotions, dissociation and fear of being abandoned. Although having deviant behaviour was a significant risk factor in detecting borderline personality disorder, it could be less potent in non-western cultures like China and India. Merging cultural differences and the criteria of borderline personality disorder could accurately detect borderline personality disorder in adolescence. It helped people intervene and treat it earlier to slow the progression of borderline personality disorder. This study focused on reviewing previous research on cultural differences, detection, prevention, and intervention in adolescents with borderline personality disorder. Cultural differences like different social norms or traditions influence individual identity and interpersonal relationships, which are non-negligible components of the period of adolescence that could induce borderline personality disorder if adolescents have issues with those parts. People need to be aware of the symptoms to intervene in borderline personality disorder in adolescents through multiple treatments with an appropriate plan and management, which should focus on psychotherapy, like dialectic behavioural therapy, supportive psychotherapy, and Mentalization-based therapy.

The definition of «Emotional Intelligence» today is not just a modern concept in pedagogy and psychology. In today's realities, the idea of emotional intelligence is rapidly gaining popularity, because it is the subject of scientific research and observations. However, people have not always perceived emotional intelligence in a modern interpretation. Scientific sources indicate that reflections on the connection between emotions and reason date back to antiquity and, having gone through a certain path of evolution, have reached the modern understanding of emotional intelligence. The modern system of higher education in Ukraine sets itself the task not only of transferring academic knowledge, but also of forming a personality ready for self-realization and competitiveness in the labor market. This requires the development of not only «hard» (skills), but also «soft» (soft skills). Among the key «soft» (soft skills) skills necessary for higher education applicants include emotional and social intelligence, empathy, motivation, sociability, flexibility, etc. The purpose of the article is to study the evolution of scientific approaches to the study of emotional intelligence, which will allow us to trace its formation as an important scientific concept. The definition of the concept of «emotional intelligence» was carried out through the analysis and synthesis of scientific sources, which made it possible to systematize existing approaches. The historical method helped to trace the evolution of ideas, and the logical method - to reveal their current state and internal connections. In addition, the comparative-typological method allowed to identify common features and differences between different concepts. In the scientific article, the author traces the stages of evolution of scientific approaches to the study of emotional intelligence. Also, it is considered how emotions and intelligence were related in different historical periods. Analysis of the works of philosophers and scientists of different eras, from Aristotle to Daniel Goleman, demonstrates that the idea of the connection between emotions and intelligence has deep historical roots. It is proven that the study of emotional intelligence is a relevant vector for modern education and professional activity, since its formation has a positive impact on mental health, interpersonal relationships, self-development and success. The results of this research demonstrate the history of the emergence of the concept of emotional intelligence, what I understand by emotional intelligence, and also that emotional intelligence is critically important for success in almost all areas of life. It has a positive impact on: mental health, interpersonal relationships, professional activities, etc. Emotional intelligence is a relevant vector for modern education and professional development. Studying this topic allows better understandment of yourself, your emotions and the emotions of others, which opens the way to personal growth and greater success in life.