what is emotional intelligence. how to overcome it and what to do in the operating room.

1. ARE YOU EMOTIONALLY
INTELLIGENT?
YOU STILL THINK (not feel) THAT IQ MATTERS MORE THAN EQ
OR
KP Gourav
Senior Resident
PGIMER, Chandigarh

2. Emotions are important because if we did not have
them, nothing else would matter...
Emotions are the stuff of life…The most important
bond that links us together.
(Elster as cited in Fineman, 2003, p. 8.)
2

3. 3
Emotions And Their Blends:
• Anger: fury, outrage, resentment, annoyance, hostility.
• Love: acceptance, friendliness, trust, kindness, infatuation.
• Shame: guilt, remorse, humiliation, regret.
• Fear: anxiety, nervousness, apprehension, terror.
• Happiness: Enjoyment, joy, relief, contentment, pleasure.
• Sadness: Grief, sorrow, cheerlessness, gloom.
• Surprise: Shock, astonishment, amazement wonder.
www.schoolofeducators.com

4. WHAT ARE EMOTIONS ?
‘Emotion’ is a complex state of human mind directly affect our day-to-day
life.
TWO dimensions of emotions:
Physiological side: bodily changes such as breathing, pounding heart,
flushed face, sweating palms, pulse rate, gland secretions, etc.
Psychological side, a state of excitement or upset marked by strong feelings.

5. Examples of Use Of Emotions:
 She is too sensitive.
 He takes everything too personally.
 He is jealous of his colleagues.
 My boss is always in a hostile mood.
 She does not understand the feelings of others.
 He is always nagging others.
 Nobody understands/listens to me.
 The management is way out of touch with employee’s emotions.
 Why does it happen with me only in life.
 I am always nice with the people around me.
The above statements refer to various emotions we experience in our day to day life.

6. Limbic System: Emotions
Hippocampus: emotions & memory
Amygdala: emotional control & fight and fear
control
Gate keeper of the brain, judging each new sensation to be a threat or safe.
When senses danger, sends out an alarm putting the entire body on alert.
Hypothalamus: regulates fear & aggression

7. Emotional Hijacking
We feel before we think
(everything that we sense has already been filtered through our emotional brain)
When danger is sensed, we react emotionally first
before the information has reached any part of the cerebral
cortex that allows us to process and think rationally

8. Withstanding the Hijack
allow the information to reach the rest of the brain.
• We can do this by becoming aware of our emotional triggers
and learning to take a moment before reacting.

9. We typically deal with emotions one of four
ways:
1) exaggerating the emotion and lose control;
2) accepting the emotion and not try to regain control;
3) substituting the emotion with something more
comfortable like distractions; or
4) managing the emotion through self-awareness.

10. EQ = Emotional Intelligence

11. EQIQ
THE PERSONALITY
The
HEAD
The
HEART

12. - Annu Rev Psychol. 2008; 59:507-36.

13. www.schoolofeducators.com 13
GETS YOU
HIRED
GETS YOU
FIRED/PROMOTED
THE PROFESSIONAL SUCCESS

14. IQ v/s EQ
(Intelligence Quotient v/s Emotional Quotient)
• The research shows that
• IQ can help you to be
successful to the extent of
20 percent only
• The rest of 80 percent
success depends on your EQ
80%
EQ
20%
IQ

16. WHAT IS “SUCCESS”
• Is it your IQ: Exams passed, competitions cleared, percentage of marks
in schools and colleges,academic qualifications etc
• Earning fat salary, top positions in workplace, being rich, powerful,
dominating etc
• relative term
• Living a healthy and happy life - EQ

17. What Exactly Is EQ??
Emotional intelligence or Emotional Quotient
is simply defined as:
• Daniel Goleman Definition: “the capacity for
recognizing our own feelings and those of others, for
motivating ourselves and for managing emotions in
ourselves and others”

18. Signs of “HIGH” Emotional Intelligence
1. You are curious about people 9. You know where you need to grow
2. You are a good judge of character 10. You apologize when you are wrong
3. You think about your reactions 11. You are difficult to offend
4. You can modify your emotions 12. You don’t hold grudges
5. You let go of mistakes 13. You neutralize toxic people
6. You can put yourself in other people’s
shoes
14. You know how to say no (to yourself
and others)
7. You handle criticism without denial,
blame, excuses or anxiety
15. You stop negative self-talk in its tracks
8. You are a good listener 16. You Embrace Change

19. Signs of “LOW” Emotional Intelligence
1. You get stressed easily 7. You have difficulty asserting yourself
2. You get in a lot of arguments 8. You don’t know your triggers
3. You don’t understand how others feel 9. You often feel misunderstood
4. You make assumptions quickly and
defend them vehemently
10. You blame other people for how they
make you feel
5. You don’t let go of mistakes 11. You blame others for mistakes
6. You hold grudges 12. You are easily offended

20. How to increase EQ from
low EQ to high EQ?

21. Goleman’s EQ Model

22. Self-Awareness
it’s a fundamental
“Self-awareness means having a deep understanding of
one’s emotions…how their feelings affect them, other
people and their job performance…”
Daniel Goleman
10-15% of people
actually possess
the skill
95% of people
think they have good
self-awareness

23. • If we are not aware of our mood then we r at the mercy of
those feelings.
• Be aware of the experience rather than completely
immersing in it.
• By self awareness - Any emotion – neocortex (language area)
observe and name the emotion → can skip from amagdala
→ ↓ lose control

24. Without Self-awareness
• don’t know what you know and what you don’t know
• don’t know when your emotions are interfering with your
thinking
• don’t know how your behavior is impacting others
• don’t know your strengths and weaknesses

25. Actions to Build Self-Awareness
• Learn the truth about yourself
• Examine how you make appraisals – your personal filter
• Develop habit of self-observation
• knowing one’s strengths and limits (even if failure come they will not feel bad as
they already know that)
• Keep a daily record
• Ask for feedback (Find “loving critics” – Reality advisors)
Consider the following:
 Cultural influences
 Gender
 Age
 Educational backgrounds
 Unknown personality traits

26. Goleman’s EQ Model

27. Self-Management
Self management - Ability to handle emotions (not to suppress selectively
or not to numb ( its not possible to do that ex – somebody did it wrong – criticize in a right way rather than
bursting)
have emotions appropriate to the circumstances
- Aristotle
Example –
Coaching institute
Person A & B

28. 1. Impulse control
2. Anger management
3. Stress management
4. Managing sadness
5. Problem-solving

29. Impulse Control
• responding instead of reacting
• recognizing the trigger and the physiological reaction and then finding a way
to control your response

30. Anger Management
• Ventilation fallacy - Concept is wrong
• Venting when u r angry prolongs mood rather
than end it
• Ex – Cab driver – person in between – shout
• Prolongs and amplifies your anger – emotional brain arousal
• venting your sad - good
• Managing anger
• relaxation techniques, or using an awareness of triggers as a cue to walk away.
• Go for a walk
• Deep breathing exercises
reframe the thoughts ( may be he is in hurry)

31. Stress Management
• Indicators of stress include: neck and back pain, headaches, overreaction, and
change in sleep or appetite.
• Worrying plays a part in stress and anxiety. It can create a cycle of negative
thinking.
• Ways of coping with stress, relaxation techniques, proper nutrition, exercise and
sleep.

32. Depressive Thinking
• Sadness - emotion that people try to avoid the most.
• often isolate themselves when sad, which disconnects them from
supports.
• Venting
• Distract yourself - (funny movie/sport) or small success, reframe the
situation ( bad thought in a more positive way ex – exam fail – paper
was tough – learn from it – read more, help others – dec negativity)

33. Goleman’s EQ Model

34. Self-Motivation
(People who possess self-motivation skills) are driven to achieve
beyond expectations
Daniel Goleman
• able to use our emotions in order to get the goal we desire is crutial
• Emotions out of control ( especially negative) - difficult to manage
but we can motivate ourself.
• Enthusiastic even when the things are not going in your way.

35. Components of Self-Motivation
• Achievement drive
• Commitment
• Initiative
• Optimism
Eye On the
Goal

37. Goleman’s EQ Model

38. Empathy
“recognition emotions in others”
Components of Empathy
• Understanding others
• Developing others
• Serving others

39. How to increase empathy
Listen better
Try to identify what the other person is saying and feeling

40. Goleman’s EQ Model
Empathy

41. Components of Managing Relationships
•Influence
•Communication
•Conflict management
•Leadership
•Collaboration and cooperation

42. Key Strategy
Let’s agree to disagree, agreeably.
Handle Conflict

43. Criticize in right way
Scewing up? (no chance to respond, no suggestion how to do things
better, ignores persons feelings, helpless and angry.
Right way –
1. Be specific
2. Offer a solution
3. Do it face to face
4. show empathy

44. Emotional intelligence in the
perioperative period

45. Why EI in Cardiac Care?
Medical care in
- Acad Emerg Med.2011;18:255-260.

46. WHY IS THE ERROR RATE IN THE
PRACTICE OF MEDICINE SO HIGH?
• Lack of awareness of the severity of the problem
• Great deal of difficulty in dealing with human error when it does
occur
• Cover up mistakes rather than to admit them
• Blaming others
• Physicians are emotionally devastated by serious mistakes that harm
or kill patients
• Realities of the malpractice threat provide strong incentives against
disclosure or investigation of mistakes.
Fear of embarrassment by colleagues, fear of patient reaction and fear of litigation

47. Know your emotions and attitudes
and manage them
• first step - emotional self-awareness then management
aware of their extreme
emotions (anger etc)
think about the possible
reasons and triggers
emotionally support their
students by staying calm,
(anxiety will disturb learning)

48. Increase rapport
• communication between teachers and students highly influences teaching-
learning
learners new to place - manifest a stereotypical behaviour -
misunderstanding each other's behaviors - conflicts
emotionally competent senior succeeds in -
• initiation and management of an efficient communication and
welcomes the junior etc
• choose proper words to start communication and refers with names.
• listens to them and monitors their nonverbal language to understand
juniors state their concerns freely through verbal and
nonverbal forms of communication,
feel free to ask questions. .

49. Design a motivational environment
• A high EQ person will recognize the emotional
dimension of learning and work to improve learning.
JR/SR/STAFF coming to ACC
NEW
at their level of abilities
helpful for their future career,
positive emotions in learning.

50. Be transparent
• Seniors with a high EI has transparency (compliance with ethics,
principles, and values) -
• positive role model for the students by having characteristics such as
communicating properly with others, optimism, self-esteem, flexibility,
and patience.
• influences others by presenting an appropriate behavior and gaining their
respect.

51. Teach creatively
• Creative seniors create a
• joyful and satisfactory experience for themselves and for their
learners.
• more active attendance
• more attention paid to them.
• apply methods such as puzzles, team work, drawing a map or
diagram, designing a play, role play, and a creatively written
text instead of giving a lecture give the learners a joyful
experience.

52. Pay attention to social and emotional
learning
• Promotion of students’ social and emotional competencies increases
their academic performance; by
• forming a community of students who support and take care of one another
• reduce disruptive behavior.
• foundation for educating professionalism and moral sensitivity and are in
direct relationship with interpersonal and communication skills, leading to increased trust in clinical
interactions.
• teacher should design team learning activities and encourage the
students to work together

53. Create a supportive environment
• student has a question, - If the teacher answer well -
positively affect the learners’ motivation and emotional
environment.
• At cognitive level - enhances students’ understanding
• at emotional level -influence their enthusiasm and self-
confidence.
• Ex –
• New student - fear to insert CVC - teacher with high EI is
aware of their fears and designs a supportive environment
to practice new skills and to develop self-confidence.

54. Give interactive feedback
• person with high EI
• detects others’ talents and gives them effective feedback.
• best time and place. in a nonthreatening and respectful
atmosphere while being aware of learners’ thoughts and feelings,
(which reduces learners’ resistance against feedback messages)
• orients students to what is expected from feedback and shows
her/his concern about their improvement.
EX- CVC

55. Evaluate your teaching
• a high EQ - judges her/his efficacy, adequacy in knowledge,
performance and beliefs, and detects strengths and
weaknesses.
• does not get defensive on receiving feedback and even asks
colleagues to honestly express their viewpoints about clinical
teaching.
• students also find it easier to accept their teacher's feedback.

56. BE AVAILABLE
• service orientation - capability high EI (eager to help and
serve people)
• person with high EI always makes himself/herself available
to the learners and spends much time in answersing their
questions, and holds discussions with them to observe
students performance (examinations etc).
• plan her/his teaching based on learners’ needs
• Ex CVC

57. SOME MYTHS/FACTS ABOUT EQ
• Being EI does not mean a weak, submissive or defensive
personality.
• Being highly EI does not mean being extra nice, polite or sugar
coating your language
• There is no direct evidence to prove that EQ is dependent upon
heredity.
• environment does seem to influence the EQ.
• We are not negating the IQ. In fact a combination of high EQ and
high IQ would be a most ideal personality. It would be a win win
situation.

58. An Equation for Success
People
Skills
SUCCESS
YOU CONTROL
YOU INFLUENCE
Your Visibility and
 Peoples
 Positive
 Promotable
 Perception
. . . of you
Academic
Technical
(Hard Skills)
Self-
Management
Skills

59. “Anyone can be angry—that is easy. But to be angry with
the right person, to the right degree, at the right time, for
the right purpose, and in the right way — that is not
easy.”
THANK YOU