Category: Emotional intelligence

Definition of EI

Though being a comparatively recent concept in sociology, emotional intelligence has already been viewed from a variety of perspectives; as a result, the notion under analysis can be defined in several ways, yet each definition revolves around the ability of an individual to recognize and accept their emotions. For instance, Morrison (2007), in his turn, views the concept of EI in a slightly more specific way, emphasizing the motivational properties of EI. Particularly, the researcher explains that EI is a tool for enhancing the metacognitive processes in exploring one’s emotional makeup, developing the ability to stream impulses the right direction, reduce the threat of developing a depressive mind frame, and fostering the skill of empathy (Morrison, 2007, p. 246).

The ability to listen to the respondent, as well as relating to their emotional experiences and empathizing with them is a crucial step in developing EI. Apart from the specified requirement, however, the process of developing and learning to apply it to address the needs of the target population, one must also consider the steps such as the analysis and interpretation of the impacts of non-verbal communication elements (Morrison, 2007). Although often underrated, non-verbal elements of communication serve a set of specific purposes and often turn out to be just as significant as the verbal ones, if not more.

As Poulin (2009) explains, listening is one of the basic tools for building a link between the patient and the social worker and, therefore, contributing to the development of emotional intelligence in the former. Traditionally split into several types, such as focused listening and reflective and addictive empathy correspondingly, the specified tools serve as the basis for establishing a strong emotional connection between a social worker and a patient. Once the specified emotional link is created, the premises for developing EI in the patient are set (Poulin, 2009, p. 112).

Critical Evaluation of EI

As it has been emphasized above, the concept of EI is comparatively young; therefore, it deserves a detailed evaluation. The complexity of the tool under analysis is another reason for the identification of the subject matter and its further application to occur at a relatively slow pace. According to the existing definitions, EI paves the way for a social worker to the complex and delicate world of the patient’s emotions (Morrison, 2007).

One must also bear in mind the fact that the social worker is also prone to the disbalance in the EI rates. Particularly, the issue of workplace burnout needs to be addressed. As the existing studies say, a consistent work with patients, especially children, and the unceasing emotional involvement into the progress of the patients, leads to emotional devastation (Poulin, 2009). Therefore, it is crucial for a social worker to make sure that their essential needs are addressed properly. For instance, Morrison (2007) mentions that “self-awareness about how working with children may affect you emotionally and how to seek help” (254) is a crucial step on the way to personal and professional evolution. Moreover, making sure that the social worker has not developed a workplace burnout yet and is capable of carrying out the basic self-assessments related to EI is an essential part of working in the specified area (Morrison, 2007).

Moreover, the theory under analysis should be credited for getting the very essence of emotions across. As Morrison (2007) explains, a social worker must be aware of the very nature of feelings: “They are deep level signals about information that demands attention, as to whether a situation is to be approached or avoided” (p. 255). Therefore, feelings and emotions are viewed as signals when considered from the tenets of the EI theory and need to be treated as such in the course of communication with the patient. Particularly, the emotions of the latter should inform the social worker to carry out a specific step and define the further course of actions.

Relationships

The significance of strong and trustful relations between a social worker and a patient is truly huge. Indeed, according to the existing studies, the application of the key tenets of EI leads to the development of a very strong bond between the social worker and the person undergoing therapy and the related procedures. As a result, the premises for making the positive change that occurs to the patient permanent emerge (Poulin, 2009). The application of the basic tenets of the EI theory, in its turn, leads to the promotion of trustworthy relations between the client and the social worker: “Solidifying or maintaining the gains made through the helping relationship is another task that needs to be addressed during the disengagement phase” (Poulin, 2009, p. 129).

In other words, EI is a perfect tool for building strong relationships between the patient and the social worker. By introducing both stakeholders to the idea of empathy, the specified tool shows to the patient that experiencing emotions means being able to draw valuable lessons from them; moreover, it will teach the patient to draw valuable lessons from negative emotional experiences as well. As a result, the person, who needs the support of a social worker, will be able to learn by acknowledging their past mistakes and locating new means of carrying out basic communication tasks.

Tolerance

The fact that EI allows for promoting tolerance among the target denizens of the community should be listed among the key reasons for introducing the concept of EI to patients. Implying that a person, who is aware of the emotions experienced in the course of communication, is able to understand and accept the feelings of others, the concept of tolerance creates the basis for EI and serves as the foundation for the social worker and the patient to create strong and trustworthy relationships on (Morrison, 2007).

Additionally, tolerance can be viewed as a shield from outbursts of violence, which the patients may be prone to in the course of their therapy. Herein lies the significance of maintaining a tolerant attitude towards the target population and at the same time promoting tolerance as the basis for the patients to create a link between them and the rest of the world. In order to integrate back into the community successfully, people need to accept nonviolent methods of solving conflicts.

Flexibility

The application of EI allows for a significant flexibility in the choice of the strategies that can be used to approach the problem experienced by the customer. Particularly, the person undergoing therapy will be presented with certain options as far as their emotional responses are concerned, Being aware of the processes that occur when a specific emotional response is produced, the patient will be enabled to make a conscious choice and identify the response that is deemed as socially acceptable as opposed to picking the incorrect pattern of behavior without considering or even acknowledging the rest of the opportunities (Roulin, 2009).

EI, therefore, provides patients with enough room for choosing a particular behavioral pattern. Offering people an opportunity at tracking down the development and production of emotions, EI offers tools for both navigating the emotions under analysis and controlling them. As a result, the person, who is aware of the EI strategies, is provided with a sufficient amount of flexibility for choosing a particular mode of behavior.

Self-Management

By learning the principles of EI, one will be able to develop impressive self-management skills (Roulin, 2009). Seeing that EI allows one to have a better understanding of how one’s emotions emerge and develop, as well as what they grow to become, the very phenomenon of EI is likely to help one realize how these emotions can be controlled. As a result, one will be provided with the tools for managing emotions and, thus, one’s self once the basic principles of EI are absorbed and applied to a practical issue.

Seeing that self-management presupposes the ability to take control over one’s emotions, it will be reasonable to assume that the development of the corresponding EI skills, which, in their turn, allow for understanding the nature of emotions, will contribute to a better self-management. According to the existing studies (Roulin, 2009), the adoption of the key EI strategies creates premises for classifying the emotions that one experiences and, thus, determining their effects, root causes and the factors that either enhance or inhibit them, in a very accurate manner. Once knowing where specific emotions come from, one becomes enabled to control the latter and, therefore, indulge in complete self-management.

Particularly, the use of EI means developing the skills of maintaining focus on what is important at present, thus, helping one shift the emphasis from very strong, yet barely positive emotions, to the one that should be taken into account at present. It would be wrong to claim that the specified approach leads to suppressing emotions; the latter phenomenon can hardly be deemed as positive, since it leads to the development of a range of psychosocial issues and is likely to become a hindrance to the further establishment of a strong connection between a patient and a social worker: “Social work is a collaborative practice. It is not enough for social workers to be able to work individually with their service users, if they are unable to make and sustain constructive within and outside their organizations” (Poulin, 2009, p. 257). Instead, EI allows one to navigate in the pool of emotions and switch from experiencing an irrational emotion to its analysis (Morrison, 2007).

Emotional Awareness

The significance of EI skills is also high in developing emotional awareness. Despite the fact that emotions are an integral part of a person’s existence and brain functioning in general, learning the methods of managing the specified emotions is a rather lengthy and complicated process, as it involves a detailed analysis of a variety of factors affecting the production of specific emotions.

Educational

As a learner, I hope to develop the skills that will assist me in my further development; basically, I seek the means to develop self-directed learning skills and engage in the lifelong learning process. Although the specified phenomenon can be considered a mode of life and not a style of learning, it, nevertheless, should be viewed as a goal for a student to strive for, since it provides a plethora of opportunities for further development. Additionally, I hope to learn more about the process of developing EI in patients, as well as the tools for establishing a stronger connection between a patient and a social worker.

Personal

As far as my personal goals are concerned, I look forward to developing communicational skills that will help me not only excel in my career but also succeed in creating trustworthy relationships with other people and conversing successfully. Particularly, the development of nonviolent communication abilities should be brought up. There is no need to stress that proper communication skills are not intrinsic and, therefore, has to be developed with the help of consistent training and regular self-reflections.

Particularly, I believe that I will need to work on my conflict management abilities. There is no need to stress the fact that conflicts are inevitable in interpersonal interactions; however, these conflicts, when underrated, may result in rather drastic outcomes; particularly, certain problems may start brewing until they reach critical mass and lead to a major disaster on a personal or even social scale. Therefore, it is crucial that I should develop the corresponding negotiation skills as a functioning member of the society. To be more exact, I will have to learn to listen carefully to the opinion of the vis-a-vis, as well as identify their needs in a manner as expeditious as possible.

Additionally, I will have to develop the skills that will allow me to be sensitive to the changes in people’s emotions. As Poulin (2009) explains, a social worker must use a minimum number of prompts to retrieve the information that will inform the further actions of the social worker. At this point, the importance of nonverbal elements of conversation also needs to be brought up; the specified details may reveal a plethora of additional information about the client, thus, defining the tools that I as a social worker will have to apply to help the patient deal with a specific issue.

Professional

Currently, my main professional goal concerns developing the skills required to become emotionally intelligent. There is no need to stress that the acquisition of EI skills is crucial for the further process of learning more about the specifics of a social worker’s profession. As it has been stressed above, emotional intelligence is essential for identifying the ways of helping a patient. Therefore, the development of the corresponding abilities is my current concern.

Seeing that enhancing wellbeing of the target population is another key goal of a social worker, I will have to develop the skills that will contribute to the creating an environment, in which the person requiring my help will be able to feel relaxed and which will bring comfort to the target denizens of the population. In other words, as far as the professional skills are concerned, the application of the above-mentioned information regarding EI can be viewed as the primary professional goal to be accomplished. While learning about the specified information is essential to develop a strong theoretical foundation and a framework to apply for solving complex cases, it is the real-life experience that helps understand what a social worker actually has to accomplish to meet the needs of the patient. Indeed, a closer look at the subject matter will show that the existing theoretical statements are rather loose in terms of their practical application; therefore, one may develop the corresponding skills only by carrying out practical tasks.

Herein the need to analyze the lessons learned in the course of communicating with patients lies. As soon as I learn to draw important conclusions from my professional experiences, I will be able to help the patients in a more efficient manner. The ability to learn from both successes and mistakes is an important quality of a social worker, which I will need to foster to become an expert and help the people, who need an assistance of social works. More importantly, the skill of analyzing family experiences will serve as the foundation for developing a unique technique of addressing patients’ needs. As Morrison (2007) notes, there are “a number of areas of social work activity in which relationship-based practice is crucial” (p. 249). In other words, the

Last but definitely not least, the acquisition of skills of dealing with violence deserves to be mentioned as the significant part of a social worker’s professional responsibilities.

At this [point, the significance of interactions between a social worker and a patient needs to be brought up. Since deriving essential knowledge from regular experiences with patients is crucial for me as a social worker, I will also have to enhance the connection between the patient and myself. As Morrison (2007) explained, the significance of interaction-based practices is not to be underestimated; therefore, it is not merely the experience of practicing certain knowledge, but the fact of communicating with the patient that matter is for me as a social worker the most. Particularly, I will have to consider the development of the skills such as the ability to relate to the patients and their culture, beliefs, and values. Studies show that the necessity to provide significance of understanding and sensitivity to the people, who are in need of social workers’ support, is very high, and that, by learning the specified information about the patient, one is likely to attain the corresponding objectives in the patient’s treatment within a relatively shorter amount of time.

More importantly, the above-mentioned values, beliefs, and cultures create the unique environment, in which the patient evolves and which affects the progress of the corresponding issue that they might have. Therefore, by learning the specifics of the clients’ culture, values and worldview, a social worker is likely to acquire the background knowledge that can later on be used for further professional evolution and the creation of the background knowledge that will serve as the foundation for making a contact with the patient successfully.

Finally, as a social worker, I must learn that violence comes in many forms, and that very manifestation thereof must be addressed in a corresponding manner. As it has been explained above, some of the patients may be unwilling to communicate with the social workers; in addition, some people may have communication issues, which are most likely to result in violent outbursts in case conflicts emerge between the social worker and the patient; thus, the necessity for the former to be ready to face enmity and address it in a proper manner should be considered the priority for a social worker. At this point, the need to introduce the patient to the concept of collaborative work should be mentioned. Supported by the key premises of the EI theory, the aforementioned tool will help make sure that the patient realizes the significance of the intervention; therefore, it is the duty of a social worker to deploy the tool in question in a timely and appropriate manner, therefore, either addressing or preventing the instances of violent outbursts and setting the background for the further productive cooperation between the therapist and the patient.

Being a social worker means using the key tenets of the EI theory on a regular basis, as well as being able to make conscious decisions concerning the choice of the adequate tool for managing a specific problem. Moreover, the significance of EI as a means of carrying out a corresponding intervention lies in its properties such as creating an opportunity for a social worker to reach the patient emotionally. Seeing that the adoption of the EI tool promotes the integration of empathy and cooperation into the intervention, as well as allowing the patient to navigate in the world of their personal emotions, it must be viewed as the ultimate weapon of a social worker in reaching out for the patient and helping the latter overcome the emotional barriers that block the therapist’s way to the core problem of the patient in question. Once the relationships based on trust are created with the help of the EI tool, the further healing process may commence.

Reference List

Morrison, T. (2007). Emotional intelligence, emotion and social work: Context, characteristics, complications and characteristics. British Journal of Social Work, 37(2), 245-263.

Poulin, J. (2009). The collaborative model: Tasks, inputs, and practice. In Strengths-based generalist practice: A collaborative approach (3rd ed.). Stamford, Connecticut: Cengage Learning.

The level of drug and alcohol use has fluctuated, but it is now on the rise. Young people aged between 12 and 24 are most likely to use illicit drugs as compared to other age groups (Claros & Sharma, 2012). Such risky behaviors have various negative effects on this population’s physical and emotional state as well as their academic performance and overall development. Alcohol use is common among people aged between 18 and 50 years old. Fox, Bergquist, Casey, Hong, and Sinha (2010) note that emotional intelligence (EI) is closely related to people’s choices associated with the use of drugs. This paper includes a summary of two articles concerned with the link between EI and the use of alcohol and drugs.

One of the articles deals with the association between drug and alcohol use and EI. Claros and Sharma (2012) define emotional intelligence as individuals’ ability to understand, manage, and recognize other people’s emotions and use this information to shape their behaviors and thoughts. The researchers examined the correlation between EI and marijuana and alcohol use among young adults aged between 18 and 20 years old. The study involved 199 college students who completed a number of self-reports. Several tools were used to identify the students’ EI and their habits associated with substance use. These instruments include Schutte Self Report Inventory (SSRI), the Fagerström Test for nicotine dependence (FTND), the alcohol use disorders identification test (AUDIT), and the marijuana use assessment scale (MSI). Claros and Sharma (2012) stress that there is a distinct relationship between EI and marijuana and alcohol use. The researchers assume that people’s inability to recognize and control their and other people’s emotions make them choose substance use as a coping strategy when they face some difficulties.

The other article deals with the relationship between emotional intelligence and cocaine use. Fox et al. (2010) do not simply identify the correlation between EI impairments and cocaine use but identify the elements of emotional intelligence that have an impact on the behavior of people with cocaine addiction. The participants of the study were adults aged between 18 and 50 years old. The researchers recruited cocaine-dependent people who were seeking treatment and people with no drug addiction. The study involved 72 cocaine-dependent individuals and 52 healthy control people. The major assessment tool was Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT). The authors emphasize that participants with cocaine addiction tend to have difficulties with perceived stress and impulse control. Fox et al. (2010) stress that their findings can help in developing effective treatment programs for people with cocaine addiction. It is noted that such components of emotional intelligence as impulse control and stress dysregulation should receive the most attention as cocaine-dependent people need skills to manage stress.

To sum up, it is possible to note that the two articles in question provide helpful insights into the relationship between alcohol and drug use and emotional intelligence. It is clear that EI can have a positive impact on people’s behavior as individuals with impaired EI are more likely to use drugs or alcohol as compared to those who have high scores in EI. These findings can be valuable for those involved in the development of programs and policies aimed at substance use prevention. The information can also be helpful for healthcare professionals and social workers.

References

Claros, E., & Sharma, M. (2012). The relationship between emotional intelligence and abuse of alcohol, marijuana, and tobacco among college students. Journal of Alcohol and Drug Education, 56(1), 8-37. Web.

Fox, H., Bergquist, K., Casey, J., Hong, K., & Sinha, R. (2010). Selective cocaine-related difficulties in emotional intelligence: Relationship to stress and impulse control. The American Journal on Addictions, 20(2), 151-160. Web.

The first major point of the video is centered around defining emotional intelligence. It comprises four key domains: self-awareness, self-management, empathy, and skilled relationship. Self-awareness is important in order for a person to be knowledgeable about his or her inner feelings and emotions by being aware of their presence and impact on the individual psyche. It provides a higher degree of intuition and moral compass in regard to matters involving emotional changes (Big Think, 2012). Self-management refers to one’s ability to handle distressing emotions and harness positive ones in order to facilitate well-being. Empathy is critical for being aware and knowledgeable about emotions experienced by other individuals (Big Think, 2012). A skilled relationship is a combinatory use of all previously described domains in order to facilitate the development of healthy relationship formation.

The second major point of the video addresses the importance of teaching self-awareness, self-management, and social skills among children and students. Doing so indicates that anti-social behaviors are no longer as prevalent as it is currently (Big Think, 2012). For example, teaching emotional intelligence improves pro-social behaviors, such as liking school, and increases by 10% among students (Big Think, 2012). Such changes are beneficial not only for the learners themselves but also for the education process since children with higher emotional intelligence have the ability to learn better and more proactively through engagement.

The third major point is focused on cultural differences in regard to emotional intelligence. It is stated that the concept manifests differently in divergent cultures, but it is universally present (Big Think, 2012). In other words, there is no one culture with superior emotional intelligence to others, but the underlying mechanisms and factorial dynamics can be distinct, which is why the skill has relevance in all cultures.

References

Big Think. (2012). Daniel Goleman introduces emotional intelligence | Big Think [Video]. YouTube. Web.

Annotated Bibliography

Huang, J., Shi, H., & Liu, W. (2018). Emotional intelligence and subjective well-being: Altruistic behavior as a mediator. Social Behavior and Personality, 46(5), 749-758.

The authors study the effect that altruistic behavior has on the relationship between emotional intelligence and subjective well-being, which is usually explored in an isolated context. They conduct an experiment using 412 South Chinese undergraduate students from two different universities. The study concludes that both altruistic behavior and emotional intelligence have a positive effect on subjective well-being.

Also, the former of the two independent variables has a partial mediating effect on the relationship, confirming the hypothesis to some degree. However, due to the cross-sectional nature of the study, it may be too early to make causal inferences, and additional longitudinal studies are required.

Kaoun, T. M. (2019). Enhancing leaders’ emotional intelligence: Why mindfulness? Journal of Leadership Education, 18(1); 200-212.

Tarek M. Kaoun is an experienced adult-learning practitioner who believes that mindfulness can help people develop better emotional intelligence skills and, consequently, leadership. To prove the existence of this relationship, he draws on personal experience and conducts a literature review to help support his points and establish a framework of findings. Kaoun concludes that Ehrlich’s Mindful-Leadership Model is accurate in its depiction of the relationship and provides recommendations for adult learners. His indications of further research directions are aimed at expanding the scholarly understanding of mindfulness and the cultivation of emotional intelligence.

Kosonogov, V., Vorobyeva, E., Kovsh, E., & Ermakov, P. (2019). A review of neurophysiological and genetic correlates of emotional intelligence. International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 137-142.

The authors are interested in two physiological factors that affect one’s emotional intelligence development: brain organization and genetic correlates. They conduct a literature review of papers on these two topics to determine if any overarching themes emerge. The neurophysiological studies highlight a correlation between emotional intelligence and left anterior brain excitation as well as the synchronization of some EEG rhythms while also mapping the brain areas related to EI.

The genetic studies identify several genes that are associated with emotional intelligence. The authors suggest studying the prevalence of these genes in various ethnic groups to help explain their emotional intelligence differences.

Research Rationale

Many people who minister to others have not had the opportunity to develop their emotional intelligence. The concept is still new and developing, and it has not yet had time to become an integral part of social work. With that said, people have been performing this task and often succeeding at it for a long time. As such, an investigation of the motives that drive them to do so may be warranted to help understand their current mode of work and its effectiveness. A comparison of their degree of success to people with developed emotional intelligence may reveal its specific benefits.

While the concept of emotional intelligence and specific training that improves it have only emerged recently, the aspects that constitute it have existed for a long time. As such, the social workers who participate in the study will likely have developed it to some degree on their own. When viewed from this position, their experience can prove valuable in the study of the trait’s cultivation. The understanding of the motivations and current capacities of emotional intelligence learners can enable an educator to help them progress substantially faster.

Analyses of different ethnic groups can also help answer the questions of differences in emotional intelligence between them. Any differences in their general motivations found in the study may be explained through genetic and neurological variation between different groups in addition to factors such as culture.

While testing such hypotheses would be beyond the scope of the study, it can provide useful information to future researchers who would be better equipped to undertake the task. Overall, a detailed analysis of people without specialized emotional intelligence training can help resolve some of the limitations of the three studies presented and advance the topic as a whole.

References

Huang, J., Shi, H., & Liu, W. (2018). Emotional intelligence and subjective well-being: Altruistic behavior as a mediator. Social Behavior and Personality, 46(5), 749-758.

Kaoun, T. M. (2019). Enhancing leaders’ emotional intelligence: Why mindfulness? Journal of Leadership Education, 18(1); 200-212.

Kosonogov, V., Vorobyeva, E., Kovsh, E., & Ermakov, P. (2019). A review of neurophysiological and genetic correlates of emotional intelligence. International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 137-142.

“Emotions matter. Americans are becoming ever more aware that the ability to feel is as vital to our well-being as the ability to think.” (Segal, 1997). As science becomes more advanced we learn more and more about how the human body and the human mind work. We now understand that emotions are very important to our bodies as a whole. We are learning that our emotional intelligence is a good indicator of how well we will do in life, at our jobs, in our relationships and dealing with everyday stress.

There are tests to measure emotional intelligence just as there are to measure how well a person’s mind retains information. In this paper we will examine what emotional intelligence is. A test subject, we will call him Erik, took 2 emotional intelligence tests and we will look at his results. Then we will talk about ways to improve emotional intelligence.

“The term emotional intelligence describes four qualities: 1) the ability to perceive emotions in others, 2) the ability to facilitate thought, 3) understanding emotions and 4) maintaining emotions.” (Davis & Paladino, 2007).

We can see that emotions are complicated entities; they involve our own personal feelings and those of others as well. “Recognizing which emotions we are feeling is a key element of emotional intelligence because it helps individuals understand how their thinking can be affected by the emotions they are experiencing.” (Davis & Paladino, 2007).

We have all had days that were totally ruined because we became angry at someone else’s actions, just as we have had good days because people said positive things to us.

The first test asked twenty one questions and Erik scored a 54 which was the highest you could score, apparently Erik is doing just fine and should be able to handle any challenges he will face which is a good thing. The second test asked seventeen questions and then gave you a score.

In Erik’s case his score was 118 on a scale between 50 and 150, he is higher than average. His results say that “his skills will certainly bring long-term benefits such as stronger relationships, better health and personal happiness.” (QueenDom.com, 1996-2009). “According to researcher Daniel Goleman your EQ is a more accurate predictor of your ability to “succeed” in life than your IQ.” (Liebeman, 2008).

What would you do if you received a score that was not so good? It turns out there are a multitude of ways to improve your emotional intelligence. There are many books and papers written on this subject; one of these Raising your Emotional Intelligence: A Practical Guide was written by Jean Segal. This book outlines a 10-Step curriculum for raising your emotional intelligence; these are the ten steps;

“1) Make your body a priority.

2) Search for feeling in your body, not your head.

3) Build emotional muscle everyday by taking time to focus on emotional experience.

4) Be accepting of all that you feel.

5) Open your heart to others.

6) Take action – do things that make you feel useful and relevant.

7) Listen with empathy.

8) Tell them how you feel.

9) Use change as an opportunity to grow.

10) Take a dose of humor with you wherever you go.” (Segal, 1997).

These may seem like simple suggestions, and they are, but your emotions are an important part of the human experience. If you do not have control over your emotions you will have an unhealthy body and that contributes to an all around unhealthy life.

We have learned what emotional intelligence is; it is the way that we deal with our emotions and relate to others. We learned that emotional intelligence is an important factor in how successful we are in life. We found that our test subject Erik has a high emotional intelligence and that he is well suited to life in general and that he should have a good chance at success.

We also learned that there are at least ten ways in which emotional intelligence can be raised. Emotional intelligence is not something we think about consciously everyday but it is with us all the time, we constantly have to deal with how we feel about people, places and things around us, the better we are able to deal with these feelings the easier life will be.

References

Davis, F. & Paladino, J. (2007). Psychology. New Jersey. Pearson Education.

Liebeman, B. (2008). How to Create Emotional Health. Web.

QueenDom.Com. (1996-2009). Emotional IQ Test – Abridged. Web.

Segal, J. (1997). Raising your Emotional Intelligence: A Practical Guide. New York. MacMillan Publishing.

What is intelligence?

In all cultures, intelligence refers to the ability to use one’s knowledge to adjust to new surroundings, resolve issues, and discover from experiences.

This also entails an individual’s ability to reason and understand abstract concepts. Definitions of intelligence are many and varied because they originate from different scholars. The most important aspect is one’s ability to interact with the environment and manipulate it. In this context, the environment covers physical areas, surroundings, and social relations like families, colleagues, and friends among others.

Contemporary developments in neuroscience have led to issues of locating and measuring intelligence in the brain. In addition, other questions whether intelligence consists of ability or abilities. Overall, they concur that intelligence consist of aspects like intellectual speed, ingenuity, recall, problem-solving skills, broad knowledge, and concrete thinking. All these factors have significant roles in measuring intelligence. Thus, it is a broad concept that accounts for most mental abilities. There are also cases of extreme intelligence like that of Sho Yano.

How to measure intelligence has also attracted controversy just like the definition. Most scales have developed various methods of measuring intelligence. However, the most common and widely used approach is the measure of one’s intelligence quotient (IQ).

A number of tests, which have focused on various abilities like reasoning, arithmetical, oral, and recall, have shown that intelligence assumes the typical ‘bell-shape’ distribution. Such results have originated from a representative samples. Hence, one can conclude that majorities have average intelligence, but there are extreme cases at both ends of the curve. These could result from extreme mental retardation or extreme intelligence.

What is Emotional Intelligence?

Over the recent few years, the concept of emotional intelligence has gained a great recognition. It reflects the ability to understand and control one’s own emotions and others’ emotions too. It is useful for adaptation and survival. Emotional intelligence focuses on non-cognitive elements.

Researchers in this field have believed that the concept of intelligence cannot be complete without understanding other non-intelligence factors. Consequently, there are a number of intelligence models, which include social intelligence, interpersonal relations, assessing one’s own emotions, fears, and motivations.

People should learn how to perceive, understand, manage, and use their emotions. Despite criticisms of various definitions of emotional intelligence, emotions have become important elements for understanding people’s social environments. In addition, people have various ways of demonstrating competencies in the core components of emotional intelligence.

Is our ability to empathize with others and manage our emotions a form of intelligence?

In most cases, we fail to understand situations, feelings, and emotions of others. Research has shown that empathy has become an important skill for success in life. In this context, emotional intelligence is more important than intelligence. People who have attained emotional intelligence have also created effective communications in families, workplaces, and with friends. They can relate with other people without the fear of subjectivity or captivity in a situation.

Such people also allow others to express their feelings, express themselves, and they can engage in mutual negotiations and avoid any attempts of negative expressions or emotions. In fact, empathy has gained recognition in most professions, and communication as served an important tool in facilitating emotional intelligence.

Therefore, empathy and emotional intelligence are other forms of intelligence, which could be important than intelligence alone because they may influence success in one’s life.

Introduction

Emotional intelligence (EI) refers to the possession of qualities such as empathy for the feelings of other people, extensive comprehension of one’s emotions and ability to manage them. Emotions are important in life because they determine the actions taken and the decisions made. In addition, they determine the quality of interpersonal communication.

Self-awareness, self-management, social awareness and relationship management are the four main areas associated with emotional intelligence that determine the quality of life. Among the four areas of EI, the self-awareness area needs personal improvement.

Discussion

Self-awareness involves the knowledge of experienced emotions and the causative factors. In addition, it involves making a connection between feelings and appropriate ways to act on them. Personal improvement is needed in this area because of the frequent loss of confidence and self-esteem in the process of acting on my emotions.

I often lose focus because of diminished self-worth and belief in personal capabilities. Precisely, poor understanding of my emotions leads to confusion because of failure to know why I act and behave in certain ways. This leads to unhappy days at work and distress.

Emotional awareness, a core factor in self-awareness, gives individuals the confidence to express themselves because they understand their feelings and are not afraid to express them.

I do things that I hate because of failure to express my feelings. I experience difficulties expressing myself most of the times for fear of hurting other people or seeming insensitive to their needs. At other times, expressing my feelings leads to disagreements and disputes. Improvement in this area will guarantee higher productivity, more happiness and better relationships.

A major factor in the process of self-awareness is an examination of personal strengths, weaknesses, goals, values ad capabilities. I am partially aware of my strengths, weaknesses and capabilities. That is why I turn down many opportunities and challenges for fear of failure. If I fully understood my weaknesses, I could work on them to leverage my strengths.

Understanding my capabilities would guarantee a happier life and higher output because I would do what I like, and avoid what is not in my field of interest. I would also embrace new challenges and opportunities. Understanding one’s capabilities creates an inward confidence and power that pushes one to exploit the innate potential to achieve life goals and objectives.

Furthermore, there is for the development of skills for coping with certain emotions. Sometimes I get so emotional that I end up doing things that land me in trouble. Such skills would include methods to relax and control myself when my emotions explode and ways to move on when feeling down.

Another important skill I need is the disposition to be honest with myself regarding my emotions. I usually fail to acknowledge my negative feelings, and as such end up acting inappropriately. This has the effect of reducing my happiness and productivity by straining my relationships. Improving this area will aid in the establishment of effective interactions that will lead to a positive outlook on life, excellent interpersonal skills and effective communication.

Conclusion

An understanding of one’s emotions is vital for a happy and productive life. In addition, acknowledging one’s emotions and responding to them in the best way is the most important aspect in self-awareness. I need to improve my self-awareness to create more happiness and improve the quality of my life.

What is emotional intelligence?

Emotional intelligence refers to the personal skills and competencies that allow one to manage his or her emotions, perceptions, and feelings and those of other individuals. The situation needs one to have the capability of coping up with other people, situations, and any environment of existence (Zeidner, Matthews & Roberts, 2012).

It relates to the ability to adjust to the environment where one exists and ability to cope up with other people within the same environment. This phenomenon is mostly evident in the workplace where employees tend to have different opinions, cultures, races, ages, and other provisions that render them different. Compassion relates to the understanding of one’s self and those of other individuals.

People with considerable emotional intelligence tend to get along with others efficiently and usually possess a considerable understanding of other people’s demands. Having such virtues have allowed numerous individuals and organizations to prosper. Emotional intelligence is beyond personal management and individual interest.

The aspects of mutual understanding amidst the workforce are considerable in this context. Successful managers have demonstrated higher levels of emotional intelligence indicating how they work efficiently with other stakeholders within the concerned organization (Matthews, Zeidner & Roberts, 2011).

This promotes the aspects of teamwork and mutual cooperation for comprehensive organizational gains. Ability to manage one’s emotions rationally contributes massively to this phenomenon. It prevents the aspects of prejudicial acts and other discriminatory moves evident among individuals.

How the concept of emotional intelligence relate to an individual’s personality

An individual’s personality is a constituent of numerous factors. Ability to control ones emotions and those of other individuals is a prospective component of viable personality. From this argument it is right to claim that the virtues of emotional intelligence contribute greatly to the aspects of personality and other individualistic provisions (Chapman & Hailstone, 2011).

Additionally emotional intelligence allows one to recognize and nurture his or her emotions with respect to situations. This is a massive contribution to the aspects of personality as indicated earlier. Ability to understand one’s self with respect to his or her emotions is a considerable provision. It relates perfectly with the aspects of personality, which is discussed coherently in this paper.

Additionally, individuals with stronger and comprehensive personality usually demonstrate considerable levels of emotional intelligence as argued by numerous sources. Substantial personality contains all the aspects of perfect emotional intelligence and considers all its stipulations in understanding one’s self and coping up with other individuals.

It is from this context that the relationships between the two concepts emerge. Additionally, it is appropriate to consider all the stipulations and virtues that guide the two provisions in the realms of their relationships (Blell, 2011).

It is the mandate of various individuals, employees, managers, and other groups to uphold the provisions of emotional intelligence and realize a remarkable personality. Evidently, there is no substantial personality minus prominent emotional intelligence.

Additionally, management of relationships is another evident element that shows how the concepts of emotional intelligence relate to the aspects of individual’s personality. It is critical to consider that viable relationships within the workforce or any other place require the aspects of emotional intelligence (Arora et al, 2010).

Consequently, it is through substantial relationships with others that an individual is recorgnized as having considerable personality. Hence, if the alleged relationship emerges from viable personality and the mentioned emotional intelligence confers personality; thus, the two factions relate and complement each other extensively.

Precisely, emotional intelligence allows one to relate perfectly with others and develop a perfect personality within the environment of existence. It is crucial to understand various provisions of this phenomenon (Stein, 2009).

It is important to reason out with emotions and provide the best environment where viable relationships can be established, ratified, and nurtured for constructive personal and organizational growth. Emotional intelligence allows one to manage relationships effectively and uphold the virtues that characterize good relations. This contributes massively to the aspects of personality advocated in this quest.

Concurrently, emotional intelligence confers the aspects of self awareness as indicated previously. Anybody with viable personality must possess the aspects of self awareness following its merits and contribution to viable personality within one’s self. Evidently, people with emotional intelligence do not allow their emotions to rule their destiny and how they relate to others people (Lindebaum & Cassell, 2012).

They are able to trust themselves with every situation since they cannot let themselves go off the hook. Such aspects have proved quite considerable, applicable, and embraceable by masses. Good personality relates to the aspects of being honest with one’s self, a fact conferred by emotional intelligence. It is from this concept that numerous individuals find themselves quite useful within an organization.

This is due to self realization, the aspects of honesty, and ability to commit to what favors other colleagues. Additionally, having self regulation is a concept conferred by emotional intelligence (Chakraborty, 2008). Equally, individuals with viable self personality have shown remarkable virtues of self regulation. This obviously indicates how the two phenomena relate to each other lucratively.

An individual’s personality is established and nurtured by emotional intelligence e as indicated before. Conclusively, other aspects of emotional intelligence that relates to individual’s personality incorporate empathy, motivation, and social skill among others.

Explaining the links between emotional intelligence and job-related outcomes

Emotional intelligence and job-related outcome relate perfectly in various aspects. Firstly, the fact that emotional intelligence promotes the aspects of motivation within the workforce is enough to augment the job –related results. Motivated employees are quite productive, innovative, persistent, and committed to their duties thus recording remarkable results in their jobs (O’Boyle et al., 2011).

Performance of an individual increases with the aspects of motivation and other advantageous factors that are worthwhile in this context. Additionally, the fact that emotional intelligence confers the aspects of self-awareness is enough to make an employee to realize his or her potentials and weaknesses hence capable of deciding on what he or she can do best with limited challenges.

This will increase productivity, self-motivation, and job satisfaction (Wharam, 2009). Ability to understand one’s self is a critical phenomenon in this context. It relates perfectly with occupational issues.

Another viable concept in this context is the ability to understand and manage the emotions of other employees in the same caliber and beyond. Since emotional intelligence promotes this phenomenon, it contributes massively to the job-related outcomes discussed in this quest. A well-regulated team with mutual understanding, emotional regulation, work spirit, and tolerance is able to accomplish a lot in their duties.

Work relationship is a vital provision, which must be considered by every employee. Concurrently, since managers assume decisive roles in the operations and well-being of employees, their ability to uphold the virtues of emotional intelligence will affect the concerned groups significantly in the realm of job-related outcomes (Chakraborty, 2008).

Additionally, emotional intelligence improves the provisions of social skills. This is crucial amidst the workforce since it determines the level of interactions, cooperation, and teamwork, which consequently affect the mentioned outcomes.

References

Arora, S. et al. (2010). Emotional intelligence in medicine: a systematic review through the context of the ACGME competencies. Medical Education. Vol. 44: 749–764.

Blell, D. (2011). Emotional intelligence: For the authentic and diverse workplace. London: Iuniverse Inc.

Chakraborty, A. (2008). Emotional intelligence. Berlin: Springer.

Chapman, M., & Hailstone, P. (2011). The emotional intelligence pocketbook. Alresford: Management Pocketbooks.

Lindebaum, D. & Cassell, C. (2012). A Contradiction in Terms? Making Sense of Emotional Intelligence in a Construction Management Environment. British Journal of Management. Vol. 23: 65–79.

Matthews, G., Zeidner, M. & Roberts, R. (2011). Emotional intelligence: A promise unfulfilled?. Japanese Psychological Research. Vol. 1: 1-34.

O’Boyle, E. et al. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Organizational Behavior. Vol. 32: 788–818.

Stein, S. (2009). Emotional intelligence for dummies. New Jersey, NJ: John Wiley & Sons.

Wharam, J. (2009). Emotional intelligence: Journey to the centre of yourself. Winchester: O Books.

Zeidner, M., Matthews, G. & Roberts, R. (2012). The Emotional Intelligence, Health, and Well-Being Nexus: What Have We Learned and What Have We Missed?. Applied Psychology: Health and Well-Being. Vol. 4: 1–30.

Introduction: Interest in EI

Emotional intelligence (EI) has been discussed for two decades so far. Stough et al. (2009) note that the interest in EI has increased recently and the concept of EI has been applied to a variety of fields including workplace, psychiatry, neuroscience, education, health, cross-culture and sport. For instance, Cassady and Boseck (2008) consider a variety of ways to apply the concept in psychology.

Brackett et al. (2011) also stress that researchers exploit the concept of EI in various areas and this usability has created a need in defining the concept. Notably, there are different approaches to defining EI as each definition addresses peculiarities of a particular field. Researchers also focus on different characteristics of EI. Remarkably, the most heated debate is concerned with use of EI in different areas.

Defining the Concept

In the first place, it is necessary to note that the definitions provided by the researchers share the idea that EI is associated with people’s cognition and intelligence. Thus, Caruso (2008, p. 2) claims that, in terms of the ability model, EI is “a standard intelligence”, while according to Mayer-Salovey approach it is a form of the intelligence as “reasoning and thinking operate on emotional information”.

Gardenswartz et al. (2010) provide a more complete definition which addresses the issues concerning diversity. The researchers claim that EI is “the ability to feel, understand, articulate, manage, and apply the power of emotions to interactions across lines of difference” (Gardenswartz et al., 2010, p. 76).

Clearly, the definitions focus on the same characteristic of EI, i.e. the ability to perceive certain kind of information. The major distinctive feature of EI is that it is concerned with emotions, unlike the intelligence which is associated with processing facts and stimuli.

Major Components of EI

Researchers claim that EI is complex and consists of a number of components. Wharam (2009) stresses that acceptance and awareness are some of the major parts of EI. The researcher emphasises that it is crucial to be able to recognise and accept one’s emotions to be able to control them. Hughes et al. (2011) also point out that acceptance is essential, but the researchers bring to the fore fifteen ‘competencies’ of EI.

Thus, the researchers claim that EI is impossible without self-regard, emotional self-awareness, assertiveness, independence, self-actualisation, empathy, social responsibility, interpersonal relationships, stress tolerance, impulse control, reality testing, flexibility, problem solving, optimism and happiness (Hughes et al., 2011).

Cleraly, Hughes et al. (2011) and Wharam (2009) share the opinion that awareness and acceptance are central to EI. However, the former provide a more complete set of EI components.

EI in Different Fields

As has been mentioned above, EI is rather well-defined and researched. It has also been considered in terms of its usability in various settings. For instance, Barbey et al. (2012) focus on the use of EI in neuroscience. The researchers argue that EI can be measured and studied as any other type of intelligence, e.g. with the help of tests similar to IQ tests. Cassady and Boseck (2008) note that the concept of EI has a variety of implications in psychology.

Numerous researchers focus on development of certain strategies to develop EI in patients. Importantly, the use of EI in education has become a topic of a lasting debate. Thus, Waterhouse (2006) stresses that the theory of EI is still only yet to be researched properly and it can be harmful to implement it in education. The researcher claims that educators are not ready to teach children emotional intelligence as even the theory has far too many gaps.

At the same time, Colverd and Hodgkin (2011) are optimistic about EI and provide a number of strategies to develop emotional intelligence in primary school students. The researchers stress that children should be taught to cope with various situations and well-developed EI will help them do it. The researchers also claim that children should start being aware of their emotions at an early age.

Hughes et al. (2011) also believe that people can and should be taught to develop their EI. The researchers also provide particular strategies to help people develop EI. Notably, the researchers help people apply their skills in a variety of settings (every-day life, workplace, etc.). Brackett et al. (2011) consider the application of EI in workplace and social life. Admittedly, development of EI is now regarded as one of the ways to become a successful member of the society.

Conclusion

On balance, it is possible to state that emotional intelligence is one of the most disputed issues in the academic world. Researchers are trying to define, describe and apply EI in various settings. Notably, there are opponents to the extensive use of the theory of EI as some researchers argue that there are too many gaps yet to be filled.

Nonetheless, it is clear that there is already certain understanding of what emotional intelligence is and how to use it in different settings. Admittedly, further research is needed to be sure that the strategies which are being worked out are effective.

Reference List

Barbey, A.k., Colom, R., and Grafman, J. (2012). Distributed neural system for emotional intelligence revealed by lesion mapping. Web.

Brackett, M.A., Rivers, S.E., and Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103.

Caruso, D.R. (2008). Emotions and the ability model of emotional intelligence. In Emmerling, R.J., Shanwal, V.K., and Mandal, M.K. (Eds.). Emotional intelligence: Theoretical and cultural perspectives (pp. 1-16). New York, NY: Nova Publishers.

Cassady, J.C., and Boseck, J.J. (2008). Educational psychology and emotional intelligence: Toward a functional model for emotional information processing in schools. In Cassady, J.C., and Eissa, M.A. (Eds.). Emotional intelligence: Perspectives from educational and positive psychology (pp. 3-25). New York, NY: Peter Lang.

Colverd, S., & Hodgkin, B. (2011). Developing emotional intelligence in the primary school. Oxon, UK: Taylor & Francis.

Gardenswartz, L., Cherbosque, J., and Rowe, A. (2010). Emotional intelligence and diversity: A model for differences in the workplace. Journal of Psychological Issues in Organizational Culture, 1(1), 74-84.

Hughes, M., Pattreson, L.B., and Terrell, J.B. (2011). Emotional intelligence in action: Training and coaching activities for leaders and managers. San Francisco, CA: John Wiley & Sons.

Stough, C., Parker, J.D.A., and Saklofske, D.H. (2009). Assessing emotional intelligence: Theory, research, and applications. Hawthorn, Victoria: Springer.

Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.

Wharam, J. (2009). Emotional intelligence: Journey to the centre of yourself. Ropley, UK: John Hunt Publishing.

Introduction

Taking some time to assess one’s Emotional Intelligence using the free EQ Quiz is exceptionally healthy. Emotional intelligence is a term that refers to a person’s ability to assess, identify, and control emotions. According to some researchers, it is possible to strengthen and learn emotional intelligence. On the contrary, some researchers consent that emotional intelligence is inborn.

Assessing the EQ

A self EQ assessment resulted in the outlined conclusions. I neither disagree nor agree that I always embrace change. I neither disagree nor agree that my decisions are always consistent with my values. I agree that accepting feedback is always a challenge and I somewhat agree that criticism makes me defensive. I agree that it is always hard to accept that I am wrong and disagree that I see challenges positively. I agree that I am always able to recognize other people’s moods and disagree that I fulfill all my promises. I disagree that I possess a high degree of passion and somewhat disagree that I find it difficult to handle multiple demands.

Regarding a recent pressure circumstance I faced recently, I had several assignments that needed to be completed within a limited period. Failure to deliver the assignments within the allocated period would lead to fines or even worse, cancellations. This situation made me feel pressured since I had to work extra harder for prolonged periods or seek the services of other people. Considering that employing other people to assist me to complete the assignments could result in mistakes, I decided to work on my own (Kotter & Cohen, 2002).

When under pressure, trying to persuade other people to assist me never solves the situation. It makes me and the situation worse. In the first place, trying to persuade someone takes time that could be used in solving the situation. Second, a person may promise to try assisting you after luring him. As a result of the person trying to impress you, he may end up doing substandard work. Consequently, you may be forced to repeat the whole assignment. I am a female who lives in Benin and was born in 1988. I am a trained and qualified nutritionist and my job is at the entry-level.

Critique the agreement or disagreement with the results

While the results obtained after assessing one’s emotional intelligence using the free EQ Quiz are extremely interesting, it is worth pointing out that the most appropriate way of ensuring accurate assessment is through acquiring free feedback from significant people that surround us. Therefore, this leads to the ‘360’ feedback where an individual is not comfortable with a personal assessment but welcomes critique from the people around. Usually, self-assessments are hindered by the absence of awareness.

The absence of self-awareness implies that an individual is not aware of his self-management and personal presence. For instance, the emotional regulation, innovation, stress management, mental capability of handling quick and constant transformations, role identification, and creativity may be exceptionally poor in an individual. However, this person may not be aware that these skills require improvement. Other important people who surround him focus on ensuring that this person improves and, therefore, advises him accordingly (Bolman & Deal, 2008).

As mentioned earlier, a majority of people lack self-awareness. Therefore, conducting a self-assessment as far as emotional intelligence tests are concerning results to limitations. A person may end up with answers based on what he thinks he is but is not. If a friend took the test on his behalf, he would end up with different answers. Some of the factors that result in flaws in self emotional intelligence assessments include lack of self-awareness, biased self-assessments, and lack of knowledge regarding capabilities and self-worth.

Analysis of the feedback from the people around

Including the feedback from people surrounding us leads to the ‘360’ feedback. Consequently, an accurate assessment is guaranteed since important people around us are impartial and aim at ensuring improvement. These people are always aware of our facial expressions. On the same note, facial expressions are acknowledged as universal emotion language that conveys fear, anger, sadness, and happiness instantly. Comprehending these expressions is vital since it implies the level of empathy and compassion in an individual (Anonymous, 2009).

Feedback from important people around us is essential in ensuring that we manage our impulses effectively. This is attributable to the fact that they are aware of our weaknesses and are in a better position to correct us accordingly. Also, these people know the level of our communication skills, how well we can manage change, problem-solving skills, and how we utilize humor when creating rapport. These skills are extremely essential in ensuring peaceful coexistence with others. In the absence of these skills, a person may end up leading a solitary life. Therefore, it is imperative that people who surround us are concerned about making us better people.

Significance to a Change Agent

The EQ is extremely essential to change agents. For instance, present leaders utilize emotional intelligence while solving the wide array of challenges they experience daily. Leaders consider emotional intelligence to be exceptionally useful in challenging leadership roles. Furthermore, developing leaders derive a competitive edge from it. Emotional intelligence is increasingly being used in leadership. For instance, organizations should promote evolving leadership that is equal to the high level of sovereignty and egalitarianism in various workforces. Employees also have a huge number of varying choices and options as opposed to the past.

Besides, organizational leaders are against the autocratic form of leadership that was more common in the past. Considering these facts, it is evident that emotional intelligence is very vital for change agents in organizations (Bolman & Deal, 2008).

Presently, leaders should focus on leading and managing a workforce that is exceptionally empowered. Besides, leaders should look beyond the current democratic, co-operative, and consultative forms of leadership. Emotional intelligence enables leaders to identify challenges, effective ways of solving them, and the available chances for growth. Employees also possess the feeling that leaders should give them personal acknowledgment and recognition. This implies that leaders should possess the ability to know more about the employees to guide them appropriately.

For leaders to achieve this effectively, they should use emotional intelligence questionnaires and models. Leaders should promote self-assessments to ensure that employees develop self-awareness and innovation (Kotter & Cohen, 2002). However, while conducting self-assessments, employees should allow other people to participate to avoid bias. The 360 feedback procedures promote comprehensive and effective ways through which employees can realize their weaknesses and strengths.

References

Anonymous. (2009). Institute for Health and Human Potential: Emotional intelligence test. Web.

Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.

Kotter, J. P., & Cohen, D. S. (2002). The heart of change: Real-life stories of how people change their organizations. Boston, MA: Harvard Business School Press.