Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
This document discusses constructivist theory and its implications for research on foreign language methodology. It argues that constructivism provides a framework for linking qualitative, ethnographic research with cognitive research on foreign language acquisition. Constructivism views contexts and mental processes holistically and sees perception as the construction of meaning in educational and cultural contexts. The document advocates for qualitative research methods in addition to quantitative methods to better account for individual learners' interpretations and mental constructions of reality in different contexts. It explores how constructivism can inform research on topics like concept formation, attitudes, and subjective theories.
1447-5123-1-PB National Conference on Undergraduate Research OCGOlivia G Cadwell
This document summarizes a study that examined the effects of reading literary fiction versus popular fiction on social cognitive brain activity and theory of mind skills. College students were randomly assigned to read either a popular or literary short story. They then completed an EEG task measuring neural activity related to theory of mind while viewing facial expressions. Students also completed assessments of theory of mind abilities. The results showed that brain areas involved in theory of mind skills were more active after reading literary fiction compared to popular fiction. This suggests that reading literary fiction may enhance social cognitive skills through increased activation of mirror neurons related to understanding other perspectives.
This case study analyzes the personality and work attitudes of a high-achieving individual through various dimensions. The individual assessed is Mr. Ouple, a 42-year old station house officer in the Punjab Police department in Lahore, Pakistan. The factors analyzed include personality using the Five Factor Model, emotional intelligence, motivation, leadership styles, workplace happiness, self-image, and deviant behaviors. Personality is shaped by experiences and culture/family. High conscientiousness and extraversion predict job performance. Emotional intelligence relates to performance and leadership. Intrinsic and extrinsic motivation impact performance. Path-goal theory describes leadership. Workplace factors like rewards, environment impact happiness. Self-esteem relates to self
This document discusses the history and models of emotional intelligence (EI). It begins by providing definitions of EI from various researchers, including the original conceptualization by Salovey and Mayer in 1990. It then reviews three main models of EI: the ability model by Mayer and Salovey, the competency model by Goleman, and the mixed model by Bar-On. The document concludes by mentioning some common measures used to assess levels of EI.
A presentation that examines the following intelligence theories:
Multiple Intelligences by Gardner
Practical Intelligence by Sternberg
Emotional Intelligence by Goleman
Cultural impact on these theories
This summary provides an overview of the key points from the document in 3 sentences:
The document discusses three cognitive perspectives - cognitive, humanistic, and sociocultural - and how they shed light on understanding behavior. For the cognitive perspective, it examines how biological and thought processes influence behavior. The humanistic perspective views behavior as acquiring knowledge to understand one's environment and make appropriate choices. Finally, the sociocultural perspective sees behavior as observable and influenced by imitating others and following social and cultural norms.
Intelligence theories- This will blow your mindStella Ohaeri
The document discusses several theories of intelligence, including practical intelligence, tacit knowledge, emotional intelligence, and multiple intelligences. Practical intelligence involves abilities used to solve everyday problems and adapt to environments. Tacit knowledge is knowledge gained from experience rather than instruction. Emotional intelligence consists of self-awareness, self-management, social awareness, and relationship management. Howard Gardner's theory of multiple intelligences identifies nine types of intelligence including musical, bodily, logical, linguistic, spatial, interpersonal, intrapersonal, naturalist, and existential. Cultural and cross-cultural perspectives on intelligence are also examined.
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
This document discusses constructivist theory and its implications for research on foreign language methodology. It argues that constructivism provides a framework for linking qualitative, ethnographic research with cognitive research on foreign language acquisition. Constructivism views contexts and mental processes holistically and sees perception as the construction of meaning in educational and cultural contexts. The document advocates for qualitative research methods in addition to quantitative methods to better account for individual learners' interpretations and mental constructions of reality in different contexts. It explores how constructivism can inform research on topics like concept formation, attitudes, and subjective theories.
1447-5123-1-PB National Conference on Undergraduate Research OCGOlivia G Cadwell
This document summarizes a study that examined the effects of reading literary fiction versus popular fiction on social cognitive brain activity and theory of mind skills. College students were randomly assigned to read either a popular or literary short story. They then completed an EEG task measuring neural activity related to theory of mind while viewing facial expressions. Students also completed assessments of theory of mind abilities. The results showed that brain areas involved in theory of mind skills were more active after reading literary fiction compared to popular fiction. This suggests that reading literary fiction may enhance social cognitive skills through increased activation of mirror neurons related to understanding other perspectives.
This case study analyzes the personality and work attitudes of a high-achieving individual through various dimensions. The individual assessed is Mr. Ouple, a 42-year old station house officer in the Punjab Police department in Lahore, Pakistan. The factors analyzed include personality using the Five Factor Model, emotional intelligence, motivation, leadership styles, workplace happiness, self-image, and deviant behaviors. Personality is shaped by experiences and culture/family. High conscientiousness and extraversion predict job performance. Emotional intelligence relates to performance and leadership. Intrinsic and extrinsic motivation impact performance. Path-goal theory describes leadership. Workplace factors like rewards, environment impact happiness. Self-esteem relates to self
This document discusses the history and models of emotional intelligence (EI). It begins by providing definitions of EI from various researchers, including the original conceptualization by Salovey and Mayer in 1990. It then reviews three main models of EI: the ability model by Mayer and Salovey, the competency model by Goleman, and the mixed model by Bar-On. The document concludes by mentioning some common measures used to assess levels of EI.
A presentation that examines the following intelligence theories:
Multiple Intelligences by Gardner
Practical Intelligence by Sternberg
Emotional Intelligence by Goleman
Cultural impact on these theories
This summary provides an overview of the key points from the document in 3 sentences:
The document discusses three cognitive perspectives - cognitive, humanistic, and sociocultural - and how they shed light on understanding behavior. For the cognitive perspective, it examines how biological and thought processes influence behavior. The humanistic perspective views behavior as acquiring knowledge to understand one's environment and make appropriate choices. Finally, the sociocultural perspective sees behavior as observable and influenced by imitating others and following social and cultural norms.
Intelligence theories- This will blow your mindStella Ohaeri
The document discusses several theories of intelligence, including practical intelligence, tacit knowledge, emotional intelligence, and multiple intelligences. Practical intelligence involves abilities used to solve everyday problems and adapt to environments. Tacit knowledge is knowledge gained from experience rather than instruction. Emotional intelligence consists of self-awareness, self-management, social awareness, and relationship management. Howard Gardner's theory of multiple intelligences identifies nine types of intelligence including musical, bodily, logical, linguistic, spatial, interpersonal, intrapersonal, naturalist, and existential. Cultural and cross-cultural perspectives on intelligence are also examined.
Describes the main theories regarding the nature of human intelligence.
Research done by Deangelo Montgomery, Kimberly Gautreaux, Antony Stampp, Lynn Elias and Ana Maria Villar
This document is the presentation slides for a seminar on emotional intelligence presented by Sharath Kumar T.M to the Department of Education at Kuvempu University. The presentation covers the conceptual background, history, nature, concepts, definitions, theories, characteristics, and educational implications of emotional intelligence. It discusses key thinkers in the development of the concept such as Throndike, Payne, Mayer, Salovey, and Goleman. It also outlines the role of teachers in developing students' emotional intelligence and methods for cultivating emotional intelligence through activities, self-awareness, critical thinking, stress management and acting as role models.
This document discusses Howard Gardner's theory of multiple intelligences, which asserts that intelligence consists of various domains. It outlines eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Each person possesses different levels of ability across these intelligences. The document also discusses factors that contribute to intelligence like heredity and environment, theories of motivation including cognitive approaches, emotional intelligence, and different types of reasoning like deductive and inductive.
The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.
This document discusses several theories of intelligence, including:
- Howard Gardner's theory of multiple intelligences which includes logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and linguistic intelligences.
- Practical intelligence which is the ability to apply knowledge to everyday life situations and adapt to one's environment.
- Emotional intelligence which involves perceiving, reasoning with, understanding, and managing emotions.
- Cultural influences on definitions of intelligence and how abilities valued as intelligent can vary across cultures.
The document discusses theories of multiple intelligences and emotional intelligence. It summarizes Gardner's theory that intelligence involves diverse abilities assessed through observation and authentic tasks. Effective assessment identifies strengths and weaknesses to inform instruction and foster competencies. The document also discusses practical intelligence, emotional intelligence involving self-awareness and social skills, and how cultural factors influence definitions of intelligence. Intelligence theories include both universal and culture-relative aspects.
1) The document discusses three major theories of intelligence: Charles Spearman's theory of general intelligence ("g") and specific abilities ("s"), Howard Gardner's theory of multiple intelligences consisting of eight components, and Robert Sternberg's triarchic theory of three types of intelligence - analytical, creative, and practical.
2) The author identifies most with Gardner's theory, noting strengths in intrapersonal, body-kinesthetic, and linguistic intelligences.
3) All three theories suggest intelligence is complex with multiple components, though they differ on the specific nature and number of those components.
This document discusses emotions and their connection to learning. It begins by noting that emotions are key to possibilities and barriers in learning. It then explores the roots of human emotions and different approaches to understanding emotional responses to experiences. It discusses how learning is an emotional experience as much as an intellectual one. Several sections then delve into topics like fast and slow thinking in the brain, communicating feelings, emotion and experiential learning, emotional intelligence, anxiety/fear/stress, different emotions, moods, overcoming fear, and using humor. The overall message is that emotions are deeply tied to the learning process but have often been neglected, and understanding emotions can help improve learning outcomes.
This document discusses several theories of intelligence including Howard Gardner's theory of multiple intelligences, practical intelligence, and emotional intelligence. Gardner's theory proposes that there are eight types of intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Practical intelligence relates to common sense and adapting based on experience. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and social skills. The document also discusses how culture can impact the development and expression of the different types of intelligences.
The document discusses several theories of intelligence developed by Howard Gardner, Robert Sternberg, and Daniel Goleman. Gardner proposed the theory of multiple intelligences which identifies different types of intelligence including logical-mathematical, interpersonal, intrapersonal, musical, bodily-kinesthetic, naturalist, existential, and spatial. Sternberg identified analytical, practical, and creative intelligences. Goleman's theory of emotional intelligence includes self-awareness, self-management, social awareness, and relationship management. Culture can influence how intelligence is defined and valued across different domains. The document concludes that there are varying ways to define and learn intelligence based on individual experiences and cultural influences.
The document discusses several theories of intelligence proposed by prominent psychologists. Engel, Terman, and Thurston viewed intelligence as the ability to adapt to one's environment and solve problems. Thurston proposed a multi-factor theory where intelligence consists of several primary mental abilities, including verbal ability, spatial ability, memory, and reasoning. Spearman's two-factor theory posited that intelligence results from a general intellectual factor and specific factors related to particular abilities. Thorndike viewed intelligence as composed of separate and independent mental abilities in specific domains like arithmetic and vocabulary.
The concept of intelligence and its role in lifelong learning and successaliceproject
The document discusses various theories of intelligence and their role in lifelong learning. It describes Sternberg's view of intelligence as the ability to adapt to one's environment and learn from experiences. It also discusses emotional intelligence, social intelligence, practical intelligence, multiple intelligence theory, and successful intelligence. The conclusion states that intelligence is required to understand what needs to be changed to adapt to one's environment and that learning from emotional and multiple intelligences helps gain education and use successful intelligence.
Emotional intelligence (EI) is best developed through real-time, creative interactions with other people, in which genuine emotions can be examined and explored. Improvisation cultivates the skills, self-awareness, emotional competencies and adaptability that are so essential to success in these times of uncertainty and creative possibility. There are many natural points of connection between EI and the skills involved with improvisation, which are immediately useful in real-life situations.
This document discusses several theories of intelligence, including Gardner's theory of multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's theory of emotional intelligence. It also explores cultural influences on concepts of intelligence from Asian, African, and Western perspectives. The document emphasizes applying understanding of diverse intelligence theories and cultural concepts to better meet the needs of a culturally diverse group of adult learners through incorporating various methods and embracing multiple perspectives on intelligence.
Howard Gardner originally proposed a theory of multiple intelligences consisting of seven types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Since then, other potential intelligences have been discussed, such as naturalist, spiritual, existential, and moral. A separate triarchic theory identifies analytical, creative, and practical intelligences.
The document discusses four types of extra-sensory perception: telepathy, which is thought transmission from one mind to another; clairvoyance, which is extrasensory awareness of objects; precognition, which is foreknowledge of specific events without rational means; and psychokinesis, which includes mental operations that can influence physical objects or energy systems through concentration alone.
The document discusses several theories of intelligence, including:
- Spearman's two-factor theory which proposes intelligence consists of a general factor ("g") and specific factors ("s").
- Thurstone's theory that intelligence comprises seven primary mental abilities rather than a single general factor.
- Gardner's theory of multiple intelligences which defines eight distinct types of intelligence including visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
- Sternberg's triarchic theory that defines three types of intelligence: analytical, creative, and practical.
Emotional intelligence is defined as the ability to understand and manage your own emotions, as well as recognize and influence the emotions of those around you. The term was first coined in 1990 by researchers John Mayer and Peter Salovey, but was later popularized by psychologist Daniel Goleman
This chapter discusses various theories of intelligence, including:
1. General intelligence as proposed by Charles Spearman, which refers to a general cognitive ability measured by performance across different cognitive tests.
2. Multiple intelligences theory by Howard Gardner, which proposes there are different types of intelligences like musical, bodily, interpersonal, and more.
3. Triarchic theory of intelligence by Robert Sternberg, which defines intelligence through analytical, creative, and practical abilities for adaptation.
4. Emotional intelligence conceptualized by Mayer, Salovey, and Goleman as skills in perceiving, understanding, and managing emotions.
This document discusses the relationship between attachment processes and the development of reflective function, which is the ability to envision mental states in oneself and others.
The authors propose that reflective function, or the capacity to represent behavior in terms of mental states and intentionality, is key to self-organization and is developed in the context of early social relationships. Evidence is reviewed that links the quality of attachment relationships to reflective function in parents and children.
A model is presented where caregivers' ability to communicate understanding of a child's intentional stance is at the core of developing self-organization. Consequences of impaired reflective function such as due to maltreatment are explored.
The document discusses emotional intelligence, including its history and models. It describes Salovey and Mayer's initial definition of emotional intelligence as monitoring emotions in oneself and others to guide thinking and actions. Three main models are discussed: ability, trait, and mixed. The ability model focuses on cognitive skills while trait and mixed models incorporate personality factors. Key components of emotional intelligence include self-awareness, self-regulation, motivation, empathy, and social skills. High emotional intelligence is important for leadership, performance, and relationships.
Describes the main theories regarding the nature of human intelligence.
Research done by Deangelo Montgomery, Kimberly Gautreaux, Antony Stampp, Lynn Elias and Ana Maria Villar
This document is the presentation slides for a seminar on emotional intelligence presented by Sharath Kumar T.M to the Department of Education at Kuvempu University. The presentation covers the conceptual background, history, nature, concepts, definitions, theories, characteristics, and educational implications of emotional intelligence. It discusses key thinkers in the development of the concept such as Throndike, Payne, Mayer, Salovey, and Goleman. It also outlines the role of teachers in developing students' emotional intelligence and methods for cultivating emotional intelligence through activities, self-awareness, critical thinking, stress management and acting as role models.
This document discusses Howard Gardner's theory of multiple intelligences, which asserts that intelligence consists of various domains. It outlines eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Each person possesses different levels of ability across these intelligences. The document also discusses factors that contribute to intelligence like heredity and environment, theories of motivation including cognitive approaches, emotional intelligence, and different types of reasoning like deductive and inductive.
The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.
This document discusses several theories of intelligence, including:
- Howard Gardner's theory of multiple intelligences which includes logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and linguistic intelligences.
- Practical intelligence which is the ability to apply knowledge to everyday life situations and adapt to one's environment.
- Emotional intelligence which involves perceiving, reasoning with, understanding, and managing emotions.
- Cultural influences on definitions of intelligence and how abilities valued as intelligent can vary across cultures.
The document discusses theories of multiple intelligences and emotional intelligence. It summarizes Gardner's theory that intelligence involves diverse abilities assessed through observation and authentic tasks. Effective assessment identifies strengths and weaknesses to inform instruction and foster competencies. The document also discusses practical intelligence, emotional intelligence involving self-awareness and social skills, and how cultural factors influence definitions of intelligence. Intelligence theories include both universal and culture-relative aspects.
1) The document discusses three major theories of intelligence: Charles Spearman's theory of general intelligence ("g") and specific abilities ("s"), Howard Gardner's theory of multiple intelligences consisting of eight components, and Robert Sternberg's triarchic theory of three types of intelligence - analytical, creative, and practical.
2) The author identifies most with Gardner's theory, noting strengths in intrapersonal, body-kinesthetic, and linguistic intelligences.
3) All three theories suggest intelligence is complex with multiple components, though they differ on the specific nature and number of those components.
This document discusses emotions and their connection to learning. It begins by noting that emotions are key to possibilities and barriers in learning. It then explores the roots of human emotions and different approaches to understanding emotional responses to experiences. It discusses how learning is an emotional experience as much as an intellectual one. Several sections then delve into topics like fast and slow thinking in the brain, communicating feelings, emotion and experiential learning, emotional intelligence, anxiety/fear/stress, different emotions, moods, overcoming fear, and using humor. The overall message is that emotions are deeply tied to the learning process but have often been neglected, and understanding emotions can help improve learning outcomes.
This document discusses several theories of intelligence including Howard Gardner's theory of multiple intelligences, practical intelligence, and emotional intelligence. Gardner's theory proposes that there are eight types of intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Practical intelligence relates to common sense and adapting based on experience. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and social skills. The document also discusses how culture can impact the development and expression of the different types of intelligences.
The document discusses several theories of intelligence developed by Howard Gardner, Robert Sternberg, and Daniel Goleman. Gardner proposed the theory of multiple intelligences which identifies different types of intelligence including logical-mathematical, interpersonal, intrapersonal, musical, bodily-kinesthetic, naturalist, existential, and spatial. Sternberg identified analytical, practical, and creative intelligences. Goleman's theory of emotional intelligence includes self-awareness, self-management, social awareness, and relationship management. Culture can influence how intelligence is defined and valued across different domains. The document concludes that there are varying ways to define and learn intelligence based on individual experiences and cultural influences.
The document discusses several theories of intelligence proposed by prominent psychologists. Engel, Terman, and Thurston viewed intelligence as the ability to adapt to one's environment and solve problems. Thurston proposed a multi-factor theory where intelligence consists of several primary mental abilities, including verbal ability, spatial ability, memory, and reasoning. Spearman's two-factor theory posited that intelligence results from a general intellectual factor and specific factors related to particular abilities. Thorndike viewed intelligence as composed of separate and independent mental abilities in specific domains like arithmetic and vocabulary.
The concept of intelligence and its role in lifelong learning and successaliceproject
The document discusses various theories of intelligence and their role in lifelong learning. It describes Sternberg's view of intelligence as the ability to adapt to one's environment and learn from experiences. It also discusses emotional intelligence, social intelligence, practical intelligence, multiple intelligence theory, and successful intelligence. The conclusion states that intelligence is required to understand what needs to be changed to adapt to one's environment and that learning from emotional and multiple intelligences helps gain education and use successful intelligence.
Emotional intelligence (EI) is best developed through real-time, creative interactions with other people, in which genuine emotions can be examined and explored. Improvisation cultivates the skills, self-awareness, emotional competencies and adaptability that are so essential to success in these times of uncertainty and creative possibility. There are many natural points of connection between EI and the skills involved with improvisation, which are immediately useful in real-life situations.
This document discusses several theories of intelligence, including Gardner's theory of multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's theory of emotional intelligence. It also explores cultural influences on concepts of intelligence from Asian, African, and Western perspectives. The document emphasizes applying understanding of diverse intelligence theories and cultural concepts to better meet the needs of a culturally diverse group of adult learners through incorporating various methods and embracing multiple perspectives on intelligence.
Howard Gardner originally proposed a theory of multiple intelligences consisting of seven types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Since then, other potential intelligences have been discussed, such as naturalist, spiritual, existential, and moral. A separate triarchic theory identifies analytical, creative, and practical intelligences.
The document discusses four types of extra-sensory perception: telepathy, which is thought transmission from one mind to another; clairvoyance, which is extrasensory awareness of objects; precognition, which is foreknowledge of specific events without rational means; and psychokinesis, which includes mental operations that can influence physical objects or energy systems through concentration alone.
The document discusses several theories of intelligence, including:
- Spearman's two-factor theory which proposes intelligence consists of a general factor ("g") and specific factors ("s").
- Thurstone's theory that intelligence comprises seven primary mental abilities rather than a single general factor.
- Gardner's theory of multiple intelligences which defines eight distinct types of intelligence including visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
- Sternberg's triarchic theory that defines three types of intelligence: analytical, creative, and practical.
Emotional intelligence is defined as the ability to understand and manage your own emotions, as well as recognize and influence the emotions of those around you. The term was first coined in 1990 by researchers John Mayer and Peter Salovey, but was later popularized by psychologist Daniel Goleman
This chapter discusses various theories of intelligence, including:
1. General intelligence as proposed by Charles Spearman, which refers to a general cognitive ability measured by performance across different cognitive tests.
2. Multiple intelligences theory by Howard Gardner, which proposes there are different types of intelligences like musical, bodily, interpersonal, and more.
3. Triarchic theory of intelligence by Robert Sternberg, which defines intelligence through analytical, creative, and practical abilities for adaptation.
4. Emotional intelligence conceptualized by Mayer, Salovey, and Goleman as skills in perceiving, understanding, and managing emotions.
This document discusses the relationship between attachment processes and the development of reflective function, which is the ability to envision mental states in oneself and others.
The authors propose that reflective function, or the capacity to represent behavior in terms of mental states and intentionality, is key to self-organization and is developed in the context of early social relationships. Evidence is reviewed that links the quality of attachment relationships to reflective function in parents and children.
A model is presented where caregivers' ability to communicate understanding of a child's intentional stance is at the core of developing self-organization. Consequences of impaired reflective function such as due to maltreatment are explored.
The document discusses emotional intelligence, including its history and models. It describes Salovey and Mayer's initial definition of emotional intelligence as monitoring emotions in oneself and others to guide thinking and actions. Three main models are discussed: ability, trait, and mixed. The ability model focuses on cognitive skills while trait and mixed models incorporate personality factors. Key components of emotional intelligence include self-awareness, self-regulation, motivation, empathy, and social skills. High emotional intelligence is important for leadership, performance, and relationships.
1) The document provides an overview of social psychology, which is defined as the scientific study of human thoughts, feelings, and behaviors as they relate to and are influenced by others.
2) It discusses four main areas of social psychology: discovering the self, thinking about others, influencing others, and group dynamics.
3) Within discovering the self, it describes key concepts like self-concept, self-schemas, self-awareness, self-esteem, and self-efficacy that comprise people's understanding of themselves.
The relationship between social intelligence and emotional intelligence: a ...Rula alsawalqa
This document examines the relationship between social intelligence and emotional intelligence through a critical analysis of previous qualitative research studies. It finds that emotion is an essential part of social intelligence, and that social intelligence includes emotional intelligence but is broader in scope. Social and cultural contexts are key to understanding emotions, as displaying and organizing emotions is culturally dependent. While biological factors influence emotions, socialization and culture play a significant role in how individuals experience, express, perceive and organize their emotions.
1) The document examines the concept of emotional intelligence and its applicability to the hospitality industry.
2) It aims to determine the advantages of emotional intelligence knowledge and application for internal work groups and guest relations.
3) Emotional intelligence encompasses five basic areas: self-awareness, managing emotions, self-motivation, empathy, and handling relationships.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
Assessment Of Emotional Intelligence Of School StudentsRick Vogel
The document provides an overview of emotional intelligence and its importance in education. It discusses how traditional education systems have focused primarily on intellectual achievement over emotional development. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and relationship skills. It accounts for 80% of success in life according to some research. Developing students' emotional intelligence can help with learning, confidence, communication skills, and cooperation. Assessing emotional intelligence in school students is important to help guide their overall development and prepare them for future success.
125. Coping with stress through empathyLAKSHMANAN S
Empathy is the ability to understand another person's perspective and experience. There are three main types of empathy - cognitive empathy, which involves understanding another's thoughts and perspectives; affective empathy, which involves sharing another's emotions; and compassionate empathy, which combines understanding and emotion with a desire to help. Maintaining empathy is important for managing stress and conflict in relationships. The document provides guidelines for developing empathy through attentive listening, reflecting back what one understands of the other person's perspective, and suspending one's own judgments.
This literature review examines the interaction between psychopathy, empathy, and Machiavellianism. It defines these concepts and discusses how they relate to each other. Specifically, it explains that psychopathy involves impaired emotional empathy, allowing individuals to manipulate others without guilt. Psychopaths can still cognitively identify emotions through intact cognitive empathy. Their lack of emotional empathy combined with Machiavellian traits enables psychopaths to use deception and manipulation for personal gain without concern for others. The review discusses gender differences and measures of the "Dark Triad" of psychopathy, narcissism, and Machiavellianism.
This document provides an overview of the PSYC 222 course on Motivation and Emotion at the University of Ghana. The course aims to help students understand the concepts of motivation and emotion, acquire skills in emotion regulation and communication, and understand current research in these areas. Key topics covered include defining emotion and its components, emotion elicitors and triggers, detecting emotions in others, and the role of context and expression. Assessment will include interim assessments, class participation, and an exam. Students are expected to familiarize themselves with course expectations and the plagiarism policy.
This document summarizes a student paper that assesses how culture influences cognitive biases. It reviews literature on cross-cultural psychology and national cultural dimensions, focusing on individualism/collectivism, power distance, and masculinity/femininity. The paper aims to provide testable propositions on how biases like self-serving bias, fundamental attribution error, anchoring bias, and overconfidence differ across cultures and why, based on relationships between biases and cultural dimensions like individualism. The conclusion is that cognitive biases depend on self-views, which are shaped by one's culture.
The document discusses how emotional intelligence can help college students succeed by allowing them to effectively manage the emotional challenges of transitioning to college, such as persevering through difficulties. It defines emotional intelligence as the ability to identify, understand, and manage emotions in oneself and others. Developing emotional intelligence skills can help students navigate both the positive and negative experiences of college.
The document discusses several theories of intelligence including Howard Gardner's theory of multiple intelligences, practical intelligence, and emotional intelligence. Gardner's theory proposes that there are eight types of intelligences including verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Practical intelligence relates to adapting to one's environment through experience. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and social skills. The document also discusses how culture can impact the development and expression of the different types of intelligences.
This presentation explores neuroscience from critical perspectives. It expands brain-centred neuroscience by incorporating research findings from somatic psychology and contemporary genetics.
The fundamental difference between Man and animal is Rationality with which Intelligence Quotient (IQ) deals
.The fundamental difference between Man and Machine (Robot) is Emotionality with which Emotional Intelligence (EQ)
deals. Thus IQ and EQ are human specific qualities. Both are reflected in man’s social behavior and interactions with which
Social Intelligence (SQ) deals. Present paper aims at examining whether these three typically human faculties are
independent or are inter-correlated. Three questionnaires measuring IQ, EQ and SQ respectively were given to 60 college
students, including males and females. Pearson and Partial Correlations were calculated through SPSS 15.0. The results
showed no significant correlation of IQ with EQ and SQ, but the correlation between EQ and SQ was found to be statistically
significant. This implies that IQ is independent faculty but EQ and SQ are correlated.
Bjmc i, cp, unit-iii, effect of mass mediaRai University
Media effects can be psychological, social, cultural, or political depending on the perspective. Parents are concerned about the effects of excessive media consumption on their children's behavior and attitudes. Effects can be short or long term, superficial or profound. Influences and effects are complex phenomena that depend on individual personality and social/cultural context. The interaction between media and audiences is extremely complex given the variety of media, content, and social environments. The only safe conclusion is that some kinds of media communication have some kinds of effects on some kinds of people under some conditions.
This document discusses the biological and neurological basis of wisdom. It defines wisdom as a complex psychological trait involving judicious application of knowledge, emotional balance, self-reflection, tolerance of others, and decision making amid uncertainty. The key brain regions involved are the prefrontal cortex, including the dorsolateral, orbitofrontal and medial regions, as well as the anterior cingulate cortex, amygdala and striatum. Neurotransmitters like dopamine and serotonin also influence traits relevant to wisdom like social cognition, emotional regulation, impulse control and decision making.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Empathic integration
1. INTEGRATION OF EMPATHIC
BEHAVIOR WITHIN ARMY
UNITS
A Data Driven Approach to Behaviorally Reupholster the
Modern Army Unit for the Inclusion of Empathic Behavior
SGT Joseph Trsek, MSIO, BA
2. A Brief History
■ The etiology of empathy as a concept in of itself is tangled between cultural representations,
perceived linguistic meaning, and an opaque history. Further, Edwards (2013) notes that the
conceptual history describes and explains changes to the empathy concept between the 18th
century, when Einfühlung [feel one’s way into] appeared in German scholarship, and 1948,
when empathy (a personal quality) appeared in U.S. psychology.
■ Gladstein (1984), Hunsdahl (1967), and Jahoda (2005) describe a common core of events in
empathy’s history, beginning with German aesthetics philosopher Robert Vischer coining
Einfühlung in 1873.
■ Theodor Lipps adapted the concept to his work on perception, and in 1909 U.S. psychologist
Edward Titchener translated Lipps’s Einfühlung into English as “empathy.”
3. Empathic Conceptualization
Fostering a Definition
■ In comparison to sympathy, defined as an affective response that often stems from
empathy but can derive solely (or partly) from perspective taking or other cognitive
processing—including the retrieval of relevant information from memory (Eisenberg,
Eggum, & Di Giunta, 2010)—empathy encapsulates the transference of affect from one
emotive state to the subject’s own, shedding the weight of circumstantial properties that
may delimit what comprises empathy without the integration of experiential memory per
se.
■ Therefore, an empathic response is an appropriate reaction to another’s emotive
state given the perceived emotional state of another that need not be isomorphic to
the observer’s emotional state.
4. Emotional & Empathic Contagion
Interpersonal Ubiquity
■ Emotional contagion is the primary affective component of empathy and it refers to the
resonance of emotion and physiology between individuals (White, 2016) that is
influenced by multiple channels of information as well as multiple neurobiological
processes (Hatfield et al., 2007) and will hence forth be interchangeably referenced as
empathic contagion (any ‘emotional’ contagion has the minute potential to trigger an
empathic response).
■ Since our social reality bleeds fluidity and shifts constantly, environmental stimuli
comprised of emotional or empathic contagion are constantly integrated as information
against our will—courtesy of our social brain.
5. Cognitive Empathy
Behavioral Derivatives
■ Empathic contagion coerce our mental faculties into an object-directed response, whether this
response is accurate or not; whether this response is explicit or implicit. These responses are at the
mercy of learnt emotional, contextually-based perceptive tools.
■ These neutrally enriched resources allow differing states of empathic response. In many cases,
empathic contagion elicits the response of cognitive empathy.
■ According to Eisenberg, Eggum, & Di Giunta (2010), cognitive empathy is typically used to refer
to the ability to understand others’ emotions and/or perspectives—not to feeling others’ emotions or
feeling concern—in recent discussions in social and developmental psychology.
■ In other words, cognitive empathy is utilized as means to garnish the understanding of the object’s
motivation to behave or emote in a certain way, to identify with their perspective on an aspect of
reality, and to comprehend their representations of their social reality.
6. Affective Empathy
Emotive Derivatives
■ When considering the affective component of empathy, emphasis is typically placed on
experiencing the emotional states of others consciously, which implies a self-other
distinction, as well as an understanding of where the emotional experience originates
from (Bernhardt and Singer, 2012; Decety and Jackson, 2004).
■ Whereby cognitive empathy centralizes on the object’s state of mind or perspective,
affective empathy blankets the dimension of emotive responding and is defined as an
observer’s emotional response to another person’s emotional state (Morrow, 2019).
■ Affective features include the arousal, resonation, and congruence with another’s
emotional state (Blair, 2005; Hoffman, 1977; Singer & Lamm, 2009) as is inferred by
the subject’s visual display of felt emotions.
7. Neurophysiology: Mirror Neurons
A Brief Overview
■ Postulation of neural correlates in regards to the underlying mechanisms of empathy can be traced back for
decades and is typically associated with mirror neurons.
■ The study of mirror neurons is an exciting new area in the cognitive neurosciences. Mirror neurons are a
system of cells in the prefrontal cortex of the brain that allows us to understand the minds of others
(Sonkin, 2013).
■ They communicate sensory information to the brain or transmit motor commands from the brain. Mirror
neurons combine these functions: an individual observes goal directed behavior being performed by a
second individual; the motor activation pattern in the observer's brain mirrors (matches) the pattern in the
performer's brain; the process is not conscious and the motor behavior is not performed (Young, 2012).
■ What’s more, mirror neurons are multimodal: they respond to visual stimuli, auditory stimuli, imagined
events, and texts containing action verbs (Fadiga et al.,1996; Fogassi et al., 2002 and 2005; Kohler et al.,
2002; Rizzolatti & Arbib, 1998; Rizzolatti & Craighero, 2004; and Tettamanti et al., 2005).
■ Therefore, observing a cornerback guarding a wide receiver on a lush football field may in fact activate
mirror neurons that sequence this motor-behavioral pattern of the cornerback within the observer’s brain
8. Neurophysiology: Cognitive v. Affective
A Keystone Empathic Dichotomy
■ A dimensional measure of individual differences in affective empathy relative to cognitive empathy
captures this interaction and may reveal brain–behavior relationships beyond those detectable with
affective empathy and cognitive empathy separately (Cox, Uddin, Di Martino, Castellanos, Milham,
& Kelly, 2012).
■ Furthermore, Cox et al (2012) went on to reveal that using resting-state fMRI and measures of
empathy in healthy adults, that relative empathic ability (REA) is reflected in the brain’s intrinsic
functional dynamics.
■ Dominance of affective empathy was associated with stronger functional connectivity among
social–emotional regions of the brain such as the ventral anterior insula & orbitofrontal cortex.
■ Dominance of cognitive empathy was related to stronger connectivity among areas implicated in
interoception, autonomic monitoring and social–cognitive processing such as the brainstem &
superior temporal sulcus.
■ This goes to show that empathy is rooted in neurophysiological patterns & what’s more, exhibits a
dichotomy between affective & cognitive empathy.
9. Categorical Overview
Top-down Cliff-notes
■ Thus far, key concepts have been defined in regards to empathy & empathic responses. From the
roots of empathy, to its contemporary definition, the entire concept is integral to our social
realities.
■ Moreover, a necessary distinction between cognitive & affective empathy with a derivation from
empathic contagion.
■ Finally, neurological data provided an origin in which empathy is born. Empathic tendencies are
nearly ubiquitous amongst every human being & are social byproducts of neural networks doing
their job.
11. The Colonel Kail Methodology
■ “People decide just how much they will allow you to lead them. Sure, if you are in charge, people will
most likely do as you say. But how well they carry out your commands and for how long is their
decision, not yours.
■ Interestingly, the followers decide how empathetic a leader really is, and this is how the most powerful
and effective leaders receive their influence. Leadership, after all, is a relationship. We cannot expect
others to go very far with us in a relationship until we reveal who we are and in turn learn who they are
in a meaningful manner.
■ Powerful leaders value their followers as individuals. They are also tolerant, willing to investigate the
perceptions and positions of others objectively. Empathetic leaders leverage diversity because of
individual differences, not in spite of them. Each person brings unique perceptions, experiences,
strengths and challenges to a team. Allowing everyone to contribute to a goal in a meaningful way is far
better than marginalizing someone for the sake of an imagined better outcome.
■ In this way, empathy is far more critical to good leadership than any technical knowledge, skill or
ability. You can learn to be more empathetic–but not the way you would memorize answers for a test,
rather the way you would internalize knowledge for a lifetime of application. We can all tell when
someone is pretending to be interested in us, and others can sense it just as easily when we do the
same.”
12. Army Leadership
Empathic Derivatives
■ One of the most, if not the most frequented, paradigm of Army Leadership is housed within FM
6-22. However, like other social bias’, the information in this doctrine is often cherry-picked or
left astray given the circumstances.
■ A perfect example of the latter is the junction of Army Leadership & empathy.
■ Within FM 6-22, empathy is defined as the ability to share and understand someone else’s
feelings. The capacity for empathy is an important attribute for leaders to possess. Empathy can
allow leaders to understand how their actions will make others feel and react.
■ Empathy can help leaders to understand those that they deal with including other Soldiers, Army
Civilians, local populace, and even enemy forces. Being able to see from another’s viewpoint
enables a leader to understand those around them better.
13. Army Empathic Competence
Standards & Structure
■ The Army standard within FM 6-22 is idealistically met when a Soldier:
– Demonstrates an understanding of another person’s point of view.
– Identifies with others’feelings and emotions.
– And displays a desire to care for Soldiers, Army Civilians, and others.
■ FM 6-22 goes on to state that empathic competence is displayed when one:
– Reads others’emotional cues.
– Considers other points of view in decision-making.
– Reacts appropriately to others’emotional states.
– Shows compassion when others’are distressed.
– Predicts how others will react to certain events.
– Demonstrates ability to establish good rapport
14. Army Empathic Incompetence
A Common Theme
■ FM 6-22 goes on to state that empathic incompetence is displayed when one:
– Shows a lack of concern for others’emotional distress.
– Displays an inability to take another’s perspective.
– Maintains an egocentric viewpoint in decision-making process.
– Dehumanizes enemy combatants or local populace.
■ AND directs the underlying causes as:
– Problems with or inability to take others’perspectives.
– Focuses solely on own needs without considering needs of others.
– Insensitive to emotional cues of others.
– Failure to identify with other individuals.
– Overly results focused.
15. Empathy within Army Organizations
Reinforcing Prosocial Behavior
■ Transposing the immense value of empathy onto an Army organization is paramount; empathy is an
important component of social cognition that contributes to our ability to understand and respond
adaptively to others’ emotions, succeed in emotional communication, and promote prosocial behavior
(Spreng, McKinnon, Mar, & Levine, 2009).
■ What’s more, prosocial behavior is comprised of several subsets and is described as a superordinate
category that includes helping, sharing, and comforting, as well as behaviors enacted for diverse
reasons.
■ Prosocial behavior can be potentiated by a host of factors (but is consistently and explicably
associated with the empathic process) including:
– egoistic concerns (e.g., the desire for reciprocity, a concrete reward, or social approval, or the
desire to alleviate one’s own aversive emotional arousal),
– practical concerns (e.g., the desire to prevent waste of goods),
– other-oriented concern (e.g., sympathy),
– or moral values (e.g., the desire to uphold internalized moral values such as those related to the
worth or equality of all people or a responsibility for others) (Biggio & Cortese, 2013).
16. Prosocial & Citizenship Behavior
Reinforcing Self-driven Soldiers
■ Therefore, Army organizational behavior consists of—at its most superficial level—prosocial
behaviors and associated citizenship behaviors.
■ In its most comprehensive meaning, organizational citizenship behavior refers to workers’
performing behaviors and attitudes that are not transmitted as a chain of command but that are of
advantage for the company on a self-driven and voluntariness basis (Altıntaş, 2006).
■ In short, organizational citizenship behavior is synonymous to voluntary behaviors by the
organizational workers via their own will-to-do-so and sincere, authentic motives.
17. Organizational Citizenship Behavior
The Army-focused Soldier
■ Ikinci (2014) goes on to suggest that when the literature is reviewed, it is understood that Army
organizational citizenship behavior contributes to reinforcing social and psychological structure and
supporting work performance in an Army organization.
■ In other words, a high level of organizational citizenship behavior is stated to contribute into less
discontinuity in an Army organization, decrease the turnover rate, and increase the commitment and
satisfaction of the Soldier.
■ Other contributions of Army organizational citizenship behavior include an increase in the productivity
of the NCO’s, Officers & Soldiers in an Army organization, a correct way of using Army organizational
sources for productive purposes, enabling coordination between the team members and considering
Army organizational environment as satisfactory for the workers.
■ From this perspective, it is also emphasized that Army organizational citizenship behavior is also
stated to have an influence in attracting creative and productive Soldiers to the Army organization
and making them permanent in the Army organization.
18. The Army’s Soft Edge
A Realization of Interdependence
■ Therefore, Army organizational behavior (to include prosocial and citizenship
behaviors) constitutes the majority of the return on interest of Soldier-behavior given the
consistent investment into the Soldiers’ wellbeing.
■ In short, constant and recurring investments into the wellbeing of an Army organizations
Soldiers by those charged with managing the latter personnel (NCO’s, Officers) will
more often than not result in the desired Army organizational behaviors previously
mentioned.
■ To emphasize this point, Di Nuovo and Zanchi (2008) note that Soldier participation in
the Army organization’s mission, positive emotions, emotional climate, and the sense of
belonging within the Army organization are interdependent, thus dependent on one
another.
19. Cultivating an Empathic Army Culture
A Necessity
■ Empathy, thus far, has been shown to be a foundation on which Army organizations
should be constructing their Soldiers & Leaders.
■ The costs of neglecting this paramount, humanistic ability are negatively weighted
against the monumental upside of recognizing and embracing empathy as a routine
component of social interaction.
■ What’s more, empathy has been found to provide unparalleled facilitation of prosocial
and organizationally relevant behavior characteristics; inclusion of empathy within an
Army organization will ultimately lead to more satisfied Soldiers, less adverse behavior
(such as absenteeism), trust between subordinates, peers, and managers, increased work
productivity and quality, a fueled interdependence between the Soldier and their
organization, and an environment laden with efficacy, efficiency, and Soldier
satisfaction.
20. Empathic Army
Environmental
Culture
Citizenship Behavior
Consciously directing behavior
toward the good of the
organization although it isn’t
mandated; prompting altruism
& transformational leadership
Prosocial Behavior
Caring, sharing,
reciprocating altruism,
donating, volunteering, co-
operating, etc.
State of Soldier
Higher Soldier satisfaction, well-
being, sense of belongingness &
intrinsic purpose; increased
efficiency; lower attrition rate;
resilience of mental health
An empathic Army
environment will
statistically foster
prosocial behaviors as well
as organizational
citizenship behaviors. The
matriculation of these
behaviors from a bottom-
up hierarchy results in the
State of the Soldier being
holistically satisfied &
engaged with themselves
& their organization. In
turn, the Soldier will
continue to contribute the
empathic environment &
assist in building a strong,
decisive unit.
Empathic Army Environment
Feedback Loop
22. Top-down Push for Integration
A Leader’s Challenge
■ The sociocultural reality outside of the Army has been shifting rapidly over the last
decade, thus, the archetypal Solider that has been entering the Army over this period is
vastly contrasted to those of whom joined before these shifts.
■ Newer Soldiers tend to have a higher educative status, greet orders with skepticism,
thrive off of curiosity & are swept up in an age of pervasive information platforms.
■ This creates challenges amongst Army leadership; an empathic environment is
necessary.
■ Cognitive empathy allows leaders to understand the motives behind Soldiers’ behavior,
whereas affective empathy allows leaders to assess emotional characteristics of Soldiers
with heightened accuracy.
23. Top-down Push for Integration
A Leader’s Opportunity
■ The holistic push for an empathic environment will undoubtedly be meant with obstacles from various
factions of the Army (command hesitation, peer resistance, inability to effectively utilize the tenets of
empathy, etc.).
■ But Leaders—NCO’s & Officers alike—should not see this as a closed door, but as a window of
opportunity.
■ Those of whom practice empathy in an attempt to shift the climate will be met with willing subordinates.
What’s more, even if only one NCO in a unit believes in embodying an empathic set of behaviors in
order to influence the environment, junior enlisted Soldiers will follow.
■ The relationships between the latter NCO & their subordinates will be rich & authentic; other junior
enlisted Soldiers will expect that of their own leadership; eventually, the leadership platform will move
toward the genuine nature of an empathic environment due to extrinsic expectations of the Soldiers’ &
the intrinsic pressure to ethically foster a better, transformational climate.
■ This isn’t theoretical; this has been proven a multitude of times in hundreds of organizations across the
world. The Army absolutely needs to catch up.
24. Top-down Push for Integration
Ignorance is Bliss
■ The stark reality of the Army sociocultural situation is bleak.
■ Those charged with first-line leadership duties, NCO’s, are typically uneducated—although at
times, balanced through experience.
■ The problem being, however, is that it is up to the NCO to push for a nurturing, empathic
environment.
■ Being uneducated typically means that the NCO will fail to see the behavioral benefits in
empathic climates; fail to research the dimensions of empathy; fail to see a need to integrate
them; and thereby, fail their Soldiers.
■ Being educated doesn’t require a degree, but a genuine sense of curiosity about them world &
themselves. However, these are not attributes being promoted in the standard Army unit in this
contemporary Military.
25. Top-down Push for Integration
For Us & Them
■ As previously shown & founded on value-driven data, an empathic climate breeds an
enormous amount of positive effects.
■ We MUST self-aware & conscientious as Soldiers, Leaders & individuals, in order to
better ourselves & our organizations.
■ The harvest reaped by these sewn seeds far outweigh the decisive work & effort it will
take to bring about empathic changes to our organizations.
■ But the necessity is present. This is not a project for our own good as Leaders in the
Army, but a project for us—a united, resilient & conscious Army.