Emotional intelligence refers to both traits like optimism and self-esteem, as well as cognitive abilities. People with higher emotional intelligence tend to have better social skills and relationships. They are also viewed as more sensitive. Studies show teenagers and others with lower emotional intelligence are more likely to engage in risky behaviors like drug and alcohol abuse. Mayer and Salovey's model of emotional intelligence outlines four branches - perceiving, facilitating, understanding, and managing emotions - that develop with increasing maturity. Gender stereotypes suggest women express and experience emotions more than men, and research generally finds this is accurate based on self-reports and observations of emotional behavior.

1. Emotional Intelligence

2. WHAT IS EMOTIONAL
INTELLIGENCE?
 Unresolved Argument:
 Ability (a skill) vs traits (such as happiness, self-
esteem, optimism, and self-management, rather
than as ability based)
 Higher levels of emotional intelligence, both
measured as a trait and as an ability, have been
found to be associated with various positive
outcomes, and especially with indices of
subjective well-being such as positive affect and
life satisfaction

3. Benefits
 Research on EI indicates that people with high EI
tend to be more socially competent, to have better
quality relationships, and to be viewed as more
interpersonally sensitive than those lower in EI
 Teenagers < EI were rated as > aggressive than
others and tended to engage in >conflictual behavior
than their higher EI peers in two small-sample studies
(Mayer, Perkins, Caruso, &Salovey, 2001; Rubin,
1999).
 < EI also predicted > drug and alcohol abuse. For
example, levels of drug and alcohol use are related to
< EI among males (Brackett, Mayer, & Warner, 2004).
Inner-city adolescents' smoking is also related to their
EI (Trinidad & Johnson, 2002).

4. Mayer and Salovey's (1997) Model of
Emotional Intelligence
 Proposed that:
 EI was a cognitive ability which is separate but
also associated to, general intelligence.
 EI can be broken down into four subdimensions:
emotion perception, emotion understanding,
emotion facilitation, and emotion regulation
(Mayer &Salovey, 1997).
 These branches are ordered from basic to higher-
order abilities which develop as an individual
matures

5. Perception of emotion
 Emotion perception is the ability to perceive
emotions in yourself and others.
 It also includes perceiving non - verbal signals,
and emotion in stimuli such as landscapes and
art (Mayer &Salovey, 2003).

6. Emotional Facilitation
 Emotional facilitation isthe ability to generate
emotion, and then reason with this emotion in
three ways;
 1) by signaling important environmental changes,
 2) changing mood helping individuals to see a
situation in several different ways,
 3) facilitation assists different types of reasoning

7. Understanding emotions
 Understanding emotions involves knowledge of
emotions; emotional vocabulary; and how they
blend to create other emotions which change
overtime

8. Managing Emotions
 the ability which allows the management and
regulation of emotion in oneself and others, such
as knowing how to calm down after feeling angry
or being able to empathise with and alleviate the
anxiety of another person.

9. Mayer-Salovey- Caruso Emotional
Intelligence Test (MSCEIT)
 The MSCEIT is an ability measure of EI based on
Mayer and Salovey's (1997) model consisting of 141
items.
 It measures the four branches.
 Emotion perception is measured with the use of a
faces and a picture task.
 Whereas using emotions is measured through a
sensations task and facilitation task.
 Understanding emotions is measured through an
emotion changes task and a blend task.
 Managing emotions is measured through emotional
management tasks for individuals and others;
(Linely& Joseph, 2004).

10. E.G.

14. Gender differences in emotional
responses

15. Stereotypes… or are they?
 Consistent with gender stereotypes, empirical
studies that measure emotional behaviour find that
women show more emotional behaviour than men
(Becht&Vingerhoets, 2002; Bradley,Codispoti, Sabatinelli, & Lang, 2001;
Buck et al., 1974; Dimberg& Lundquist, 1990; Halberstadt, Hayes, & Pike,
1988; Hall et al., 2000; LaFrance & Hecht, 2000; Vingerhoets&Scheiers,
2000).

16. Studies..
 For example, one study found that during conversations about their
emotional experiences, women smiled more than men (Halberstadt et
al., 1988)
 Studies that ask participants to describe their own facial
behaviours(Becht&Vingerhoets, 2002; Vingerhoets&Scheiers, 2000) find that women
report expressing their emotions more than men do (Fischer
&Manstead, 2000; Grossman and Wood, 1993), suggesting that they are somewhat
aware of these differences
 During a variety of emotion-eliciting tasks, women report
experiencing emotions more frequently and more intensely than
do men (Bradley et al., 2001; Brody, 1997; Grossman & Wood, 1993;
Schimmack, Oishi, &Diener, 2002).
 Women also report experiencing emotions more frequently and
more intensely in retrospect than do men (Fischer &Manstead, 2000;
Grossman & Wood, 1993; Hess et al., 2000).
 The one exception to this pattern of findings is a study in which
participants viewed film clips that elicited sadness, disgust, fear,
anger, and happiness and in which no gender differences in self-
reports of emotion were observed (Kring& Gordon, 1998).
 Interestingly, this study did observe gender differences in emotional
behaviour across all films, suggesting that even when men and