The document discusses emotional intelligence (EQ) and its components. It explains that EQ involves self-awareness of one's own emotions and the emotions of others, self-management of emotions, and social skills. The five main components of EQ are identified as emotional self-awareness, managing emotions, using emotions to maximize thinking, developing empathy, and social skills. Further models and research on EQ are presented, including Goleman's competency model and studies on childhood development and EQ.

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
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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
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
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
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
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
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
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. Click on the screen

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. Part 2- Goleman’s Competency Model 10

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. 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. Part 3- It is all about (y)our emotions 13
Basic
emotions:
Robert
Plutchik's
Wheel of
Emotions

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. 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. 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. 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. 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. 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. 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. Part 4- Further Research Material 21
BarOn Model of Emotional Intelligence

23. Video:Emotional Intelligence & Leadership Summit London 2012 22

24. Click on the screen

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. 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:
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