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Emotional Intelligence

The document discusses emotional intelligence (EI), defining it as the ability to perceive, understand, and manage emotions in oneself and others, which can predict success in personal and professional relationships. It outlines the history of the concept, the four branches of EI—emotional perception, facilitation of thought, understanding, and management—and methods for measuring and enhancing EI through educational and workplace interventions. The document emphasizes the importance of emotional intelligence in guiding cognitive activities and improving interpersonal dynamics.

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6 views17 pages

Emotional Intelligence

The document discusses emotional intelligence (EI), defining it as the ability to perceive, understand, and manage emotions in oneself and others, which can predict success in personal and professional relationships. It outlines the history of the concept, the four branches of EI—emotional perception, facilitation of thought, understanding, and management—and methods for measuring and enhancing EI through educational and workplace interventions. The document emphasizes the importance of emotional intelligence in guiding cognitive activities and improving interpersonal dynamics.

Uploaded by

ms3342666405
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EMOTIONAL INTELLIGENCE

MS. ZAINAB BIBI


QUOTE

• Out of the marriage of reason with affect there issues clarity with
passion. Reason without affect would be impotent, affect without
reason would be blind.
S. S. Tomkins, Affect, Imagery, and Consciousness.
DEFINING EMOTIONAL INTELLIGENCE

• Emotional intelligence represents the ability to perceive, appraise, and


express emotion accurately and adaptively.
• The ability to understand emotion and emotional knowledge.
• The ability to access and/or generate feelings when they facilitate
cognitive activities and adaptive action.
• The ability to regulate emotions in oneself and other.
• Emotional intelligence refers to the ability to process emotion-laden
information competently and to use it to guide cognitive activities like
problem solving and to focus energy on required behaviors.
CONT.….

• The term suggested to some that there might be other ways of being
intelligent than those emphasized by standard IQ tests, that one might
be able to develop these abilities, and that an emotional intelligence
could be an important predictor of success in personal relationships,
family functioning, and the workplace. The term is one that instills hope
and suggests promise, at least as compared with traditional notions of
crystallized intelligence.
HISTORY OF THE CONCEPT

• Mowrer (1960) famously concluded that “the emotions . . . do not at all


deserve being put into opposition with ‘intelligence’... they are, it
seems, themselves a high order of intelligence”.
• Payne (1983/1986) used the term in an unpublished dissertation.
• The Stoic philosophers of ancient Greece viewed emotion as too
individualistic and self-absorbed to be a reliable guide for insight and
wisdom. Later, the Romantic movement in late-18th-century and early-
19thcentury Europe stressed how emotion-rooted intuition and
empathy could provide insights that were unavailable through logic
alone.
CONT.….

• Sternberg (1985) challenged mental abilities researchers to pay more attention to creative
and practical aspects of intelligence, and Gardner (1983/1993) even defined an intrapersonal
intelligence that concerns access to one’s feeling life, the capacity to represent feelings, and
the ability to draw upon them as a means of understanding and a guide for behavior.
• The Bell Curve book by Herrnstein and Murray (1994):instead of crystallizing support for the
genetic intelligence position, the effect of The Bell Curve was to energize many educators,
investigators, and journalists to question whether the traditional view of intelligence was
conceptualized too narrowly and to embrace the notion that there might be other ways to be
smart and succeed in the world.
• The ability to understand feelings in the self and others, and to use these feelings as
informational guides for thinking and action (Salovey & Mayer, 1990). At that time, we
described three core components of emotional intelligence—appraisal and expression,
regulation, and utilization.
ABILITY THEORY OF EMOTIONAL INTELLIGENCE

• Emotional intelligence is consisted of four branches.


1) Emotional perception and expression: involves recognizing and inputting verbal
and nonverbal information from the emotion system.
2) Emotional facilitation of thought: refers to using emotions as part of cognitive
processes such as creativity and problem solving.
3) Emotional understanding: involves cognitive processing of emotion, that is,
insight and knowledge brought to bear upon one’s feelings or the feelings of others.
4) Emotional management: concerns the regulation of emotions in oneself and in
other people.
Emotional perception and expression

• The first branch of emotional intelligence begins with the capacity to


perceive and to express feelings. Emotional intelligence is impossible
without the competencies involved in this branch (see also Saarni,
1990, 1999). If each time unpleasant feelings emerged, people turned
their attentions away, they would learn very little about feelings.
Emotional perception involves registering, attending to, and
deciphering emotional messages as they are expressed in facial
expressions, voice tone, or cultural artifacts. A person who sees the
fleeting expression of fear in the face of another understands much
more about that person’s emotions and thoughts than someone who
misses such a signal.
Emotional facilitation of thought

• The second branch of emotional intelligence concerns emotional facilitation of


cognitive activities. Emotions are complex organizations of the various psychological
subsystems—physiological, experiential, cognitive, and motivational. Emotions enter
the cognitive system both as cognized feelings, as is the case when someone thinks,
“I am a little sad now,” and as altered cognitions, as when a sad person thinks, “I am
no good.” The emotional facilitation of thought focuses on how emotion affects the
cognitive system and, as such, can be harnessed for more effective problem solving,
reasoning, decision making, and creative endeavors. Of course, cognition can be
disrupted by emotions, such as anxiety and fear, but emotions also can prioritize the
cognitive system to attend to what is important and even to focus on what it does
best in a given mood.
Emotional Understanding

• The third branch involves understanding emotion. Emotions form a rich and complexly
interrelated symbol set. The most fundamental competency at this level concerns the
ability to label emotions with words and to recognize the relationships among exemplars
of the affective lexicon. The emotionally intelligent individual is able to recognize that
the terms used to describe emotions are arranged into families and that groups of
emotion terms form fuzzy sets (Ortony, Clore, & Collins, 1988). Perhaps more important,
the relations among these terms are deduced—that annoyance and irritation can lead to
rage if the provocative stimulus is not eliminated, or that envy often is experienced in
contexts that also evoke jealousy (Salovey & Rodin, 1986, 1989). The person who is able
to understand emotions—their meanings, how they blend together, how they progress
over time— is truly blessed with the capacity to understand important aspects of human
nature and interpersonal relationships.
Emotional Management
• As a consequence of various popularizations, and partly as a consequence of societal
pressures to regulate emotions, many people primarily identify emotional intelligence
with its fourth branch, emotional management (sometimes referred to as emotional
regulation). Emotional intelligence is a way of getting rid of troublesome emotions or
emotional leakages into human relations and rather, to control emotions. Individuals
use a broad range of techniques to regulate their moods believe that physical
exercise is the single most effective strategy for changing a bad mood, among those
under one’s own control. Other commonly reported mood regulation strategies
include listening to music, social interaction, and cognitive self-management (e.g.,
giving oneself a “pep talk”). Pleasant distractions (hobbies, fun activities, shopping,
reading, and writing) also are effective.
MEASURING EMOTIONAL INTELLIGENCE

• Task based ability measures


• Self-reports measures
TASK BASED ABILITY MEASURES

1. Levels of Emotional Awareness Scale (LEAS), respondents are asked to


describe their feelings about various stimuli, and then these protocols
are coded according to differentiations in the feeling language used.
2. Averill and Nunley’s (1992; see also Averill, 1999) test of emotional
creativity, in which participants are asked to write about situations in
which they experience three different emotions simultaneously. Various
measures of nonverbal emotional sending and receiving ability also
have been explored over the years.
3) The first comprehensive, theory-based battery for assessing emotional intelligence as a
set of abilities was the Multifactor Emotional Intelligence Scale (MEIS), which can be
administered through interaction with a computer program or via pencil and paper.
• The MEIS comprises 12 ability measures that are divided into four branches.
• Branch 1 tasks measure emotional perception in Faces, Music, Designs, and Stories.
• Branch 2 measures Synesthesia Judgments (e.g., “How hot is anger?”) and Feeling
Biases (translating felt emotions into judgments about people).
• Branch 3’s four tasks examine the understanding of emotion. Sample questions include
“Optimism most closely combines which two emotions?” A participant should choose
“pleasure and anticipation” over less specific alternatives such as “pleasure and joy.”
• Branch 4’s two tests measure Emotion Management in the Self and in Others. These
tasks ask participants to read scenarios and then rate four reactions to them according
to how effective they are as emotion management strategies focused on the self or on
others.
INTERVENTIONS FOR ENHANCING EMOTIONAL
INTELLIGENCE

>Interventions in Education
• School-based programs
• Guidebook for developing emotional intelligence curricula for elementary school
students.
• Units on self-awareness, managing feelings, decision making, managing stress,
personal responsibility, self-concept, empathy, communication, group dynamics,
and conflict resolution.
• The school-based interventions designed to promote emotional intelligence are
better classified under the more general label Social and Emotional Learning (SEL)
programs.
>INTERVENTION IN WORKPLACE

• Possible interventions to increase emotional intelligence also can be found in


the workplace .
• The workplace programs includes training sessions on human relations,
achievement motivation, stress management, and conflict resolution.
• Experiences designed to promote initiative, flexibility, achievement drive,
empathy, self-confidence, persuasiveness, networking, self-control, and group
management. Communication and emotion-related skills.
• Emotional Competency Training Program: This training focuses on the role of
emotion in the workplace and gaining an awareness of how one’s own
emotional reactions and the emotions of others affect management practices.
THANK YOU

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