Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: An exploratory study

L.J.M. Zijlmans, P.J.C.M. Embregts, A.M.T. Bosman

Research output: Contribution to journalArticleScientificpeer-review

6 Citations (Scopus)

Abstract

Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach.
Keywords; Staff, Challenging behavior, Emotions, Feelings, Emotional intelligence
Original languageEnglish
Pages (from-to)3916-3923
JournalResearch in Developmental Disabilities
Volume34
Issue number11
DOIs
Publication statusPublished - 2013

Fingerprint Dive into the research topics of 'Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: An exploratory study'. Together they form a unique fingerprint.

Cite this