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Emotional
Quotient
Explore - Learn - Grow
Part 1- EQ vs. IQ, the 5
components of EI
Part 3- It is all about (y)our
emotion...
Part 1- EQ versus IQ 2
Typical definition of “intelligence” (IQ)?
* analytic reasoning
* verbal skills
* spatial ability
*...
3
What is Emotional
Intelligence (EI) or
Emotional Quotient
(EQ)?
The capacity for
recognizing our own
feelings and those ...
4
1. Emotional Self-
Awareness
2. Managing one’s own
emotions
3. Using emotions to
maximize intellectual
processing
and de...
5
1. Emotional Self-
Awareness
2. Managing one’s own
emotions
3. Using emotions to
maximize intellectual
processing
and de...
6
1. Emotional Self-
Awareness
2. Managing one’s own
emotions
3. Using emotions to
maximize intellectual
processing
and de...
7
1. Emotional Self-
Awareness
2. Managing one’s own
emotions
3. Using emotions to
maximize intellectual
processing
and de...
8
1. Emotional Self-
Awareness
2. Managing one’s own
emotions
3. Using emotions to
maximize intellectual
processing
and de...
Click on the screen
Part 2- Goleman’s Competency Model 9
Daniel Goeman
* Born in 1946
* Psychiatrist
* Award-winning author
* Among other succ...
Part 2- Goleman’s Competency Model 10
Part 3- It is all about (y)our emotions 11
It all starts with emotions, being aware of them, understanding
them, managing ...
Part 3- It is all about (y)our emotions 12
Awareness: identifying emotions
* Identify how you feel
* Identify how others f...
Part 3- It is all about (y)our emotions 13
Basic
emotions:
Robert
Plutchik's
Wheel of
Emotions
Part 3- It is all about (y)our emotions 14
Understand and analyze emotions
* Recognizes what events are likely to trigger ...
Part 3- It is all about (y)our emotions 15
Manage emotions
* Develop mood regulation skills, productive ways to change moo...
Part 3- It is all about (y)our emotions 16
Critical role of education
EDUCATING THE HEART IS AS IMPORTANT AS EDUCATING
THE...
Part 4- Further Research Material 17
The marshmallow study
Shoda, Mischel & Peake, 1990
* Childhood studies find both gene...
Part 4- Further Research Material 18
* John Mayer and Peter Salovey –researchers
non-cognitive aspects of intelligence; th...
Part 4- Further Research Material 19
* Howard Gardner: Harvard Graduate School in Education developed a
theory of multiple...
Part 4- Further Research Material 20
Marcy Levy Shankman, PhD.
* Instrument developed to assess individual and organizatio...
Part 4- Further Research Material 21
BarOn Model of Emotional Intelligence
Video:Emotional Intelligence & Leadership Summit London 2012 22
Click on the screen
* www.wikipedia.com
* psychology.about.com, emotional intelligence
* www.helpguide.org/mental/eq5_raising_emotional_intell...
In the note section of this slide
Participant Notes 24
Click on "Open speaker notes" in the menu
located at the bottom-lef...
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Emotional quotient

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Emotional quotient

  1. 1. Emotional Quotient Explore - Learn - Grow Part 1- EQ vs. IQ, the 5 components of EI Part 3- It is all about (y)our emotions Part 2- Goleman’s Competency Model Part 4- Further models and research Do you know your Happiness Score? Get your Life Satisfaction Report. Free, no registration required. I Contact
  2. 2. Part 1- EQ versus IQ 2 Typical definition of “intelligence” (IQ)? * analytic reasoning * verbal skills * spatial ability * attention * memory * judgement * logical reasoning * synthetical skills In summary: the ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought
  3. 3. 3 What is Emotional Intelligence (EI) or Emotional Quotient (EQ)? The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. Part 1- EQ versus IQ
  4. 4. 4 1. Emotional Self- Awareness 2. Managing one’s own emotions 3. Using emotions to maximize intellectual processing and decision-making 4. Developing empathy 5. The art of social relationships Part 1- The 5 components of EI * The inability to notice our true feelings leaves us at their mercy. * People with greater certainty about their feelings are better pilots of their lives and have a surer sense about how they feel about personal decisions. How to improve? * recognize appropriate body cues and emotions to label cues and emotions accurately * stay open to unpleasant as well as pleasant emotions * includes the capacity for experiencing and recognizing multiple and conflicting emotions
  5. 5. 5 1. Emotional Self- Awareness 2. Managing one’s own emotions 3. Using emotions to maximize intellectual processing and decision-making 4. Developing empathy 5. The art of social relationships Part 1- The 5 components of EI * EI is like a smoke alarm--we’re not good at influencing whether a particular emotion will arise. EI tells us something is arising. * We do have tremendous individual variability in the degree to which we can consciously limit the duration of unpleasant emotions and the degree of influence over the behaviors which may arise. How to improve? * Develop strategies and plans to recognize your emotions, learn how to label them * Develop your social skills
  6. 6. 6 1. Emotional Self- Awareness 2. Managing one’s own emotions 3. Using emotions to maximize intellectual processing and decision-making 4. Developing empathy 5. The art of social relationships Part 1- The 5 components of EI * As a person matures, emotions begin to shape and improve thinking by directing a person’s attention to important changes How to improve? * Learn to interpret your “gut feeling” to effectively guide decisions - a neurological understanding of how unconscious and conscious gut feelings guide decisions * Harness your emotions to promote or hinder motivation
  7. 7. 7 1. Emotional Self- Awareness 2. Managing one’s own emotions 3. Using emotions to maximize intellectual processing and decision-making 4. Developing empathy 5. The art of social relationships Part 1- The 5 components of EI * Empathy is the ability to recognize another’ s emotional state, which is very similar to what you are experiencing. In research on married couples, empathy appears to include matching the physiological changes of the other person. How to improve? * Reinforce your emotional stability and interpersonal sensitivity
  8. 8. 8 1. Emotional Self- Awareness 2. Managing one’s own emotions 3. Using emotions to maximize intellectual processing and decision-making 4. Developing empathy 5. The art of social relationships Part 1- The 5 components of EI * To excel at people skills means having and using the competencies to be an effective friend, negotiator, and leader. * One should be able to guide an interaction, inspire others, make others comfortable in social situations, and influence and persuade others. How to improve? * stay attuned to others’ emotions * Promote comfort in others through the proper use of display rules * Use own emotional display to establish a sense of rapport
  9. 9. Click on the screen
  10. 10. Part 2- Goleman’s Competency Model 9 Daniel Goeman * Born in 1946 * Psychiatrist * Award-winning author * Among other successful books: Emotional Intelligence (1995, Bantam Books)
  11. 11. Part 2- Goleman’s Competency Model 10
  12. 12. Part 3- It is all about (y)our emotions 11 It all starts with emotions, being aware of them, understanding them, managing them...
  13. 13. Part 3- It is all about (y)our emotions 12 Awareness: identifying emotions * Identify how you feel * Identify how others feel * Sense emotions in music * Sense emotions in art *Detect real vs fake emotions
  14. 14. Part 3- It is all about (y)our emotions 13 Basic emotions: Robert Plutchik's Wheel of Emotions
  15. 15. Part 3- It is all about (y)our emotions 14 Understand and analyze emotions * Recognizes what events are likely to trigger different emotions * Knows that emotions can combine to form complex blends of feelings * Realizes that emotions can progress over time and transition from one to another *Provides a rich emotional vocabulary for greater precision in describing feelings and blends of feelings
  16. 16. Part 3- It is all about (y)our emotions 15 Manage emotions * Develop mood regulation skills, productive ways to change mood. * Avoid over and under regulation. * Seek natural means rather than alcohol, tobacco or other drugs. * Apply stress coping strategies. * Use optimistic explanatory style.
  17. 17. Part 3- It is all about (y)our emotions 16 Critical role of education EDUCATING THE HEART IS AS IMPORTANT AS EDUCATING THE MIND! * EACH MORNING HAVE A COMMUNITY/FEELING CIRCLE-how do you feel and why? * READ STORIES TO EMPHASIZE THE TOOLS * TELL YOUR OWN STORIES TO ENHANCE THE TOOLS * CHILDREN ROLE PLAY CHARACTERS IN THE STORIES
  18. 18. Part 4- Further Research Material 17 The marshmallow study Shoda, Mischel & Peake, 1990 * Childhood studies find both genetic and environmental components of EQ (temperament, social competence) and IQ. * Emotional, social and cognitive processes constantly influence each other during development. * Both impulse control & verbal ability contributed to later SAT and grades (Shoda, Mischel & Peake, 1990)
  19. 19. Part 4- Further Research Material 18 * John Mayer and Peter Salovey –researchers non-cognitive aspects of intelligence; they defined emotional intelligence in 1990 * David Wechsler : “The global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Intelligence was comprised of “non-intellective” and “intellective” elements.” 1943, he proposed that “non-intellective” elements were crucial for predicting a person’s ability to succeed in life * Edward Thorndike was a psychologist who developed an important distinction between three broad classes of intellectual functioning in the late 1930’s: abstract intelligence, mechanical intelligence, social intelligence
  20. 20. Part 4- Further Research Material 19 * Howard Gardner: Harvard Graduate School in Education developed a theory of multiple intelligences. He found seven types of intelligence that include: logical, linguistic, musical, spatial, kinaesthetic, intrapersonal, and interpersonal (Last 2 types fit the EI model) * Wayne Payne – 1985 doctoral student coined the term “emotional intelligence”in the title of his dissertation. A Study of Emotion: Developing Emotional Intelligence; Self-Integration; Relating to Fear, Pain, and Desire * Reuven Bar-On developed the term “EQ,” or emotional quotient in 1985 to describe his approach to estimating social and emotional competence part of numerous research projects
  21. 21. Part 4- Further Research Material 20 Marcy Levy Shankman, PhD. * Instrument developed to assess individual and organizational emotional intelligence * 57 questions to help you understand your current skills and create a plan to advance skills in areas of deficiency * Learn your strengths, areas of improvement, and create a plan for success * Identify four overall areas consisting of various personal and social competencies: self-awareness, self-management, social awareness, relationship management
  22. 22. Part 4- Further Research Material 21 BarOn Model of Emotional Intelligence
  23. 23. Video:Emotional Intelligence & Leadership Summit London 2012 22
  24. 24. Click on the screen
  25. 25. * www.wikipedia.com * psychology.about.com, emotional intelligence * www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm * www.mindtools.com › Career Skills * www.unh.edu/emotional_intelligence * psychology.about.com › Education › Psychology › Personality, by Kendra Cherry, What exactly is emotional intelligence? * rationalwiki.org/wiki/Emotional_intelligence * ABMP’s Student Success Curriculum (www.abmp.com / School Alliance Section) * Goldman, D Emotional Intelligence: Why it Can Matter More Than IQ * Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books * Mattiuzzi, P.G. Emotional Intelligence? I'm not feeling it.everydaypsychology. com * Eysenck, H.J. (2000). Intelligence: A New Look. Sources and References 23
  26. 26. In the note section of this slide Participant Notes 24 Click on "Open speaker notes" in the menu located at the bottom-left of this screen: 1 2

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