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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
An Analysis Of The Impact And Efficacy Of An Online Mindfulness-Based Intervention As A Support For First-Year University Students, Wyndham Chalmers, Aiden Carthy, Maria Kenneally, Niamh Bruce, Colm Mcguinness, Philip Owende
An Analysis Of The Impact And Efficacy Of An Online Mindfulness-Based Intervention As A Support For First-Year University Students, Wyndham Chalmers, Aiden Carthy, Maria Kenneally, Niamh Bruce, Colm Mcguinness, Philip Owende
Articles
As a result of the COVID-19 pandemic, many university courses transitioned to online delivery, therefore, educators and students faced new challenges associated with the delivery of modules and the provision of necessary student supports. Given the scale of this transition, it is likely that many universities will continue to teach remotely far beyond the reach of any pandemic specific restrictions. This study sought to explore the impact and efficacy of a five-week online mindfulness course to a cohort of first year university students (n = 25) at Technological University Dublin (TU Dublin), Ireland. Results demonstrated that participation in the course …
An Analysis Of The Impact And Efficacy Of Online Emotional Intelligence Coaching As A Support Mechanism For University Students, Aiden Carthy, Wyndham Chalmers, Eoghan Guiry, Philip Owende
An Analysis Of The Impact And Efficacy Of Online Emotional Intelligence Coaching As A Support Mechanism For University Students, Aiden Carthy, Wyndham Chalmers, Eoghan Guiry, Philip Owende
Articles
As a consequence of the COVID-19 pandemic, many college courses have pivoted to complete online delivery and colleges are also tasked with providing student supports online. It is likely this transition will last beyond any COVID-19 specific restrictions, therefore this small-scale, exploratory study examined the efficacy and impact of the provision of a 5 week online emotional intelligence (EI) coaching programme to a cohort of Irish university students (n = 19) studying at Technological University Dublin (TU Dublin). Results revealed that the average overall level of EI increased for participants following the coaching programme. Students reported that they believed …
Thinking Outside The Box: Promoting Learning Through Emotional And Social Skills Development, Aiden Carthy, Sinead Mcgilloway
Thinking Outside The Box: Promoting Learning Through Emotional And Social Skills Development, Aiden Carthy, Sinead Mcgilloway
Articles
The European Qualifications Framework provides a useful insight into the kinds of outcomes and abiliti es that are promotedacross the EU. However, beyond arguably vague references to concepts such as ‘integrity’ and ‘autonomy’, this frameworkmakes no reference to the development of students’social and emotional competencies. Based on initial research findings inan Irish context, and when considered against the backdrop of a convincing literature on the importance of emotionalintelligence in academic attainment, there would appear to be considerable scope to modify this framework in order to accommodate more specific reference to the development of emotional and social skills. This paper addresses …
Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness
Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness
Articles
This paper considers the potential merits of emotional competency coaching for undergraduate students. We outline the findings from our previous work which showed, for example, that a sample of First Year undergraduate students failed to engage with coaching primarily because it was not a mandatory aspect of the curricula. An analysis of the National Framework of Qualifications (NFQ) - which details the specific learning outcomes that must be achieved by all Irish academic syllabi found that this framework makes scant reference to the development of social and emotional skills. Therefore, a revised working model of the NFQ is proposed, which …