3. Session Overview
Define emotional intelligence
Identify characteristics of Gen Y students
Determine what emotional intelligence skills can
be taught in a massage classroom
Discuss best practices for building emotional
intelligence in students
Explore two emotional intelligence building
activities
4. An area of psychological research
popularized by Daniel Goldman’s 1995
bestseller, Emotional Intelligence: Why it
Can Matter More Than IQ
Emotional Intelligence (EI)
5. Emotional Intelligence
Characteristics
The ability to assess and supervise
one’s emotions, thoughts, and self.
To be aware of the emotions of others
and of groups.
To discriminate among emotions and
thoughts and use this information to
guide future thinking and actions.
7. GEN Y STUDENTS
BORN
BETWEEN
1982 AND
1994
COULD
COMPRISE
UP TO 2/3
OF YOUR
STUDENTS
Interpersonal skills less developed
Computer skills strong
Skeptical and desensitized
Multi-task – enjoy multiple stimuli
Feel comfortable challenging others
Hold high expectations selves/others
Negotiate everything
8. What Employers Say
A sense of entitlement
Bright, but deficient in initiative and energy
Will not sacrifice outside activities for job advancement
Quality of personal life more important than
advancement
Low tolerance for “meaningless work” even if well-paid
Unlikely to volunteer, even for good cause
Strongly connected to peer group and pack mentality
Cynical about job security
9. Massage Students = Massage
Professionals
MASSAGE
THERAPISTS
MUST HAVE VERY
HIGH EMOTIONAL
INTELLIGENCE
10. Massage Students = Massage
Professionals
Work with all people
Establish a therapeutic relationship
Provide safe, informed touch
Set clear boundaries
Plan a treatment
Adapt to client needs
Interact with other health care
providers
11. Emotional Intelligence Skills
Self-awareness
Self-assessment
Self-empowerment
Crisis management
Problem solving
Positive thinking
Communication
Tolerance for others
12. Activities to build emotional intelligence
would benefit students academically and
when they enter the profession.
Time for a Poll!
14. Understand negative thought processes
Recognize relationship between
thoughts, feelings, and actions
Teach students a process to interrupt
negative thinking
Self-Awareness
15. Identify limiting beliefs
Teach students a process for soothing
themselves and stepping back from a
situation
Use goal setting and follow up to
demonstrate power to change destiny
Self-Empowerment
16. Understanding others
Paying attention to body language cues
Learning models of good communication
like the use of “I” statements
Recognizing communication blockers
Practicing active communication
Communication Skills
17. Learn to be a leader
Learn to be a follower
Value contributions of all participants
Recognize emotional triggers
Follow through on commitments
Group Interaction
18. Step out of the emotional spiral
Understand the factors at play in a
conflict
Identify wants and needs
Manage emotions
Seek an equitable resolution
Conflict Resolution
19. Simple Ideas to Promote EI
Teach Processes
Any adopted process must be used consistently
by all
Assess Grading Procedures
Shift some of the emphasis of grading points to
personal development activities and group
interaction
Identify and Value Differences
Myers-Briggs & Learning Styles for example
Share Feelings
Process activities
21. Are We Progressing
Breaks stuck patterns of interaction
Positive way to voice concerns about group
dynamics
Builds accountability for how the group functions
Important: Use this activity consistently
After each discussion
One time a week
At pre-determined intervals
At least one time a month
22.
23. Are We Progressing?
DIRECTIONS
Pass out handout
Students do not place name on handout
Students complete handout
Hold General Discussion
How is our team progressing?
What is improving?
What is stagnant?
What is declining?
24. Are We Progressing
DIRECTIONS CONTINUED
Ask Each Student:
What can our team do to make one of your scores
increase?
What can you do on a personal level to make one of your
scores increase?
Collect the handouts
Calculate the averages
Enter the averages on a chart
Post the chart
Continue to add averages to the chart over time
27. Mood Check
Develops awareness of mood
How it effects academic performance
How it effects learning environment
How it effects others
How to refocus and regain
a more positive attitude
28.
29. Mood Check
DIRECTIONS
Make laminated chart
Post by classroom door
Ask students to make a dot by those words that
best describe their moods
Process the findings before classes
Many Uses
Before activity
After activity
Any time motivation is low
30. As we look at the board and where people have placed
their dots, what patterns do we see?
How might these emotional patterns affect the
classroom experience today?
How aware of your mood were you when you walked
through the classroom door?
How aware of the moods of your fellow classmates were
you when you walked through the door?
Did anyone in the class influence your mood when you
walked through the door? How?
What can we do to change the classroom mood to make
it more productive? OR How can we capitalize on the
classroom mood to get the most out of today’s class?
Processing Responses to the Mood Check
31. NEXT STEPS
Class dynamics early
Add emotional intelligence content to classes
Give points for emotional intelligence
Plan personal growth activities with a point
value
Plan group activities where students take
clearly defined rolls
32. Resources
ABMP’s Student Success Curriculum
(www.abmp.com / School Alliance Section)
Daniel Goldman: Emotional Intelligence: Why it
Can Matter More Than IQ
Applying Emotional Intelligence in the
Classroom
33. Conclusions
Defined emotional intelligence
Identified the characteristics of emotional
intelligence
Discussed Gen Y students
Recognized EI skills that can be taught
Identified some EI building activities
