University of Pittsburgh, School of Social Work, United States.
University of Pittsburgh, School of Social Work, United States.
Child Abuse Negl. 2020 Dec;110(Pt 3):104438. doi: 10.1016/j.chiabu.2020.104438. Epub 2020 Mar 10.
Emotional intelligence (EI) refers to the ability to recognize and appropriately respond to emotions in oneself and others; these competencies include, but are not limited to, empathy, emotion regulation, reflective ability, self-awareness, and psychological flexibility. Such abilities are crucial to meaningful and effective child welfare work. Further, they are part of resilience and healthy coping mechanisms, which are important for those working in child welfare if compassion fatigue and burnout are to be combated. However, little is known about how to cultivate these competencies in child welfare professionals. The present study had two goals: 1) To conduct a systematic scoping review of the literature on interventions purporting to develop and/or enhance EI-related competencies in this population, whether those interventions be at the caseworker, supervisor, or organizational level; 2) To consider future directions for the teaching and enhancement of EI competencies for child welfare professionals. A total of 18 studies met inclusion criteria, with the majority focused on developing mindfulness and/or empathy skills. However, no studies focused on child welfare professionals, and instead focused on social work students or professionals, with a few including other helping professionals. Additionally, none were focused on a supervisory or organizational level. Future directions for research are discussed, including the use of experiential or simulation-based training in order to elicit emotions within a safe and supportive learning context, the use of reflective supervision to help develop self-reflection and emotion regulation skills, and system-wide interventions that enhance the development of emotional intelligence competencies in public child welfare organizations.
情绪智力（EI）是指识别和恰当地应对自身和他人情绪的能力；这些能力包括但不限于同理心、情绪调节、反思能力、自我意识和心理灵活性。这些能力对于有意义和有效的儿童福利工作至关重要。此外，它们是韧性和健康应对机制的一部分，如果要对抗同情心疲劳和倦怠，对于在儿童福利机构工作的人来说是很重要的。然而，人们对如何培养儿童福利专业人员的这些能力知之甚少。本研究有两个目标：1）对旨在发展和/或增强该人群与 EI 相关能力的干预措施进行系统的文献综述，无论是针对个案工作者、主管还是组织层面的干预措施；2）考虑未来为儿童福利专业人员教授和增强 EI 能力的方向。共有 18 项研究符合纳入标准，其中大多数侧重于培养正念和/或同理心技能。然而，没有一项研究关注儿童福利专业人员，而是关注社会工作学生或专业人员，其中一些研究包括其他援助专业人员。此外，没有一项研究关注主管或组织层面。讨论了未来的研究方向，包括在安全和支持性的学习环境中使用体验式或基于模拟的培训来引发情绪，使用反思性监督来帮助发展自我反思和情绪调节技能，以及在整个系统范围内干预，以增强公共儿童福利组织中情绪智力能力的发展。
