you need to reply to this student post by thier name Hi Sccott___________ .please try to add depth to the discussion and not just agreeing .also you have to have reference page for your reply.
Thanks.
Here is the students post:
Scott
RE: Discussion – Week 4
COLLAPSE
Main Question Post
In the article, “The Effect of an Expressive-Writing Intervention for Employees on Emotional Self-Efficacy, Emotional Intelligence, Affect, and Workplace Incivility,” Kirk et al. (2011) attempt to combine facets of self-efficacy and emotional intelligence theory via the effects of a writing intervention. The concept of self-efficacy is rooted in Bandura’s (1986; 1997) social cognitive theory, while emotional intelligence theory was spawned by Salovey and Mayer (1990). Kirk et al. (2011) show that emotional intelligence is at the same time an ability and subset of traits, by using four distinct facets of self-efficacy as measures. This added to the body of knowledge in new ways, suggesting that there is at least overlap between the two main theories. To wit, the existence and functioning of the newly coined term, “emotional self-efficacy” (2011, p. 191), represents new directions for research and a potentially new theoretical premise.
The intervention can potentially help workers in a plethora of environments. Kirk et al. (2011) were able to show that the extremely low-cost program improved emotional self-efficacy, emotional intelligence in general, and lowered the incidents of perceived negative encounters with coworkers. However, participants who reported high incidents of negative encounters in the pretest did not report the reduction of said variable in the posttest; nor was the variable of negative affect reportedly reduced. Therefore, before the intervention can be scaled effectively, confounding variables need to be identified and researched. This is the very first step in upscaling any program (Lodzinski et al., 2017; Milat et al., 2016). However, the need to further explore confounding variables does not overshadow the effects witnessed in the study. Expressive-writing was definitely shown to improve distinct facets of emotional intelligence and emotional self-efficacy (2011). This simple causal relationship could be adapted to almost any professional environment.
Overall, the intervention was conducted very ethically. As a field experiment, which included writing sensitive accounts that may have mentioned coworkers, the authors made sure to inform participants that their writings would remain private (Kirk et al., 2011). Such information was not even collected. This was paramount to making subjects feel that their privacy was being respected (Kimmel, 2008). One potential ethical concern regards maleficence. Psychologists are to uphold the highest standards of refraining from harming study participants (APA, 2017; Ogden, 2019). Asking such individuals to write for 20 minutes about interpersonal situations could lead to distress. Kirk et al. (2011) make no mention of providing resources for participants, should their experience with the writing exercise produce serious emotional problems. Future research or use of the intervention should thus include briefings that make counseling available throughout the process.
References
American Psychological Association. (2017). Ethical principles of psychologists and code of ethics. https://www.apa.org/ethics/code/index
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Co.
Kimmel, A. J. (2008). Ethical issues in social psychology research. In C. Sansone, C. C. Morf, & A. T. Panter (Eds.), The SAGE handbook of methods in social psychology (pp. 45-70). SAGE Publications. http://dx.doi.org/10.4135/9781412976190.n3
Kirk, B. A., Schutte, N. S., & Hine, D. W. (2011). The effect of an expressive-writing intervention for employees on emotional self-efficacy, emotional intelligence, affect, and workplace incivility. Journal of Applied Social Psychology, 41(1), 179. https://doi.org/10.1111/j.1559-1816.2010.00708.x
Lodzinski, A., Motomura, M. S., & Schneider, F. W. (2017). Intervention and evaluation. In J. A. Gruman, F. W. Schneider, & L. M. Coutts (Eds.), Applied social psychology: Understanding and addressing social and practical problems (pp. 69-93). SAGE Publications.
Milat, A. J., Newson, R., King, L., Rissel, C., Wolfenden, L., Bauman, A., … & Giffin, M. (2016). A guide to scaling up population health interventions. Public Health Research & Practice, 26(1), 1-5. http://dx.doi.org/10.17061/phrp2611604
Ogden, J. (2019). Do no harm: Balancing the costs and benefits of patient outcomes in health psychology research and practice. Journal of Health Psychology, 24(1), 25–37. https://doi-org/10.1177/1359105316648760
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211.
