This document provides an overview of topics in behavioural sciences including intelligence, emotional intelligence, and an exercise to assess medical students' emotional intelligence. It discusses different types of intelligence and how intelligence can be measured. Emotional intelligence is recognized as including perceiving, expressing and managing emotions as well as developing relationships. An assessment method for emotional intelligence called EQ-I 2.0 is described. The document also provides an example exercise for students to assess their temperament and how it affects them personally and in leadership. Positive emotions are listed and traffic signal example is given to control emotions.

1. Behavioural Sciences
Dr Usman Amin Hotiana
MBBS, FCPS (Psych)
Head of Psychiatry Department
Rashid Latif Medical College

2. Objective
• Introduction to Behavioural Sciences
• 1) Know about different types of Intelligence
• 2) Recognize emotional intelligence
• 3) Practical exercise to assess medical students Emotional intelligence

3. Behavioural Sciences
• What is the most obvious CONFLICT in the name of the speciality

4. Behavioural Sciences
•Ethics
•Relationships
•Professionalism
•Psychology
•Clinical settings

5. Behavioural Sciences
•Sociology
•Anthropology
•Psychosocial aspects of health disease
•Psychosocial aspects of Hospital Settings
•Psychosocial aspects of Alternative
Medicine

6. Behavioural Sciences
•Neurobiological basis of behaviour
•Indeed, Skinner maintained that
behaviorism is “nothing more than a
thoroughgoing operational analysis of
traditional mentalistic concepts

7. Intelligence
•What is INTELLIGENCE to you.
•Stochastic Stoic
•Can it be measured?

8. Intelligence
• Measurement of Intelligence
• While mathematical theories of measurement deal with the
mathematical foundations of measurement scales, operationalism
and conventionalism are primarily concerned with the semantics of
quantity terms, realism is concerned with the metaphysical status of
measurable quantities, and information-theoretic and model-based
accounts are concerned with the epistemological aspects of
measuring.

9. Intelligence
• measurement simply as “the process of assigning numbers to
represent qualities”
• Brian Ellis (1966:) distinguished among three types of measurement:
fundamental, associative and derived
• he psychophysicist S.S. Stevens (1946, 1951) distinguished among
four types of scales: nominal, ordinal, interval and ratio

10. • Aristotle distinguished between quantities and qualities. Examples of
quantities are numbers, lines, surfaces, bodies, time and place,
whereas examples of qualities are justice, health, hotness and
paleness (Categories §6 and §8). According to Aristotle, quantities
admit of equality and inequality but not of degrees, as “one thing is
not more four-foot than another” (ibid. 6.6a19). Qualities, conversely,
do not admit of equality or inequality but do admit of degrees, “for
one thing is called more pale or less pale than another”

11. Intelligence
•Historical Review

12. •"Watch your thoughts, they become words;
watch your words, they become actions; watch
your actions, they become habits; watch your
habits, they become character; watch your
character, for it becomes your destiny."
--Frank Outlaw

13. •"Empathy does not equal agreement."
--Chris Voss
•"Apologizing doesn't always mean you're wrong
and the other person is right. It means you value
your relationship more than your ego

14. • Emotional Intelligence measured through ….. This loop Input –
receiver – output

15. •Why do people with average IQs outperform
others with considerably high IQs, almost 70 per
cent of the time?

16. Emotional Intelligence
• Intangible Competencies

17. Emotional Intelligence
• Perceive and express ourselves.
• • Develop and maintain social relationships, how we empathise and
work with other people.
• • Cope with challenges, recovering quickly from stress and negative
emotions.
• • Use emotional information in an effective and meaningful way in
other words tuning into subtle signals that the body tells us.

18. •It has been proved that there is a huge
correlation between success and emotional
intelligence. Emotional intelligence is the single
biggest predictor of performance in the
workplace and the strongest driver of leadership
and personal excellence.

19. •It was found that 90 per cent of top performers
are high in emotional intelligence. On the other
hand, research has also shown that poorly
performing or borderline leaders have relatively
low levels of emotional intelligence.
•As Daniel Goleman says, “A person with high EQ
displays outstanding performance throughout
his life.

20. •There are several assessment methods available.
EQ-I 2.0, created by Dr.Reuven Bar-On, is
popular, scientifically validated and incorporates
more than 20 years of research and
development. In fact, he coined the term “EQ”
(Emotional Quotient) in 1985 to describe his
approach to assessing emotional and social
competence.

21. 27-45%
• Q is a threshold requirement to get a job. For
example, high cognitively skilled jobs such as an
accountant, engineer and lawyer require the basic
degree, for which one is required to have a certain
level of IQ. But after the initial entry-level
requirement, their success in an organisation depends
on so many other factors, ability to be assertive,
empathetic, collaborative, staying focused under
pressure and a plethora of non-cognitive skills.

22. • The three primary ones are: Difficulty in handling or
adapting to change, not being able to work well in a
team and poor interpersonal relations.
• When you see the importance of EI in everyday life,
it’s surprising that it’s not included as part of
mainstream education. In fact, Aristotle says,
“Educating the mind without educating the heart is no
education at all.”

23. • IQ starts developing at an early age of around 6 years and
peaks at 17. After this it starts declining gradually. EI, on the
other hand, can be developed well beyond 65 years or more.
The EQ-I 2.0 can be used to help educate students to be
more aware of their emotions and those of others, to be
successful reality testers and problem solvers, to cope better
with stress, to be less impulsive, to be more positive about
themselves, to get along better with others, and to enjoy
their lives.

24. • The vision-killing behaviors include:
• Treating people badly—such as not showing people they care,
forgetting to say thank you, not respecting people, not making people
feel valued;
• Living by the adage “Do as I say, not as I do,” and not setting good
examples;
• Focusing on too many things at once;
• Pushing too hard on the task and forgetting the people;
• Not giving clear direction;

25. • Giving inconsistent direction;
• Not taking responsibility for failure;
• Focusing on the detail and forgetting to tell the “whys” or the big
picture;
• Showing little or no personal commitment to the vision;
• Allowing people who aren’t performing the job to remain.

26. Exercise 1
• Describe your temperament with three adjectives. Choose the ones that
describe you best.
• Suggest three adjectives that others use to describe your temperament.
• Go through each of the adjectives identified in the above two questions
and see if each one is because of (or how much each one is driven
by) Genetic Inheritance, Physical Attributes, Life Experiences,
or Environmental Conditions.
• How does each of the temperamental factors affect you on a personal
level?
• How does each of the temperamental factors affect you on
a leadership role level?
• Which of these factors do you want to change and why?

27. • Act like a fog! Imagine you are a fog. When someone throws a stone
at you, you absorb that stone without throwing the stone back. This is
a very easy and effective technique to use against people who keep
criticizing you repeatedly

28. • or example, if someone tells you something like:
• “You just don’t understand.”
• “You are lazy.”
• “You are always late.”
• “You don’t feel responsible.”
• Respond with:
• “Yes, I just don’t understand.”
• “Yes, I am lazy sometimes.”
• “Yes, I was late.”
• “Yes, I just don’t take responsibility.

29. • Positive emotions include:
• Happiness
• Excitement
• Joy
• Peaceful
• Relaxed
• Calm
• Cheerful
• Caring
• Flexible
• Harmonious

30. • Positive emotions include:
• Happiness
• Excitement
• Joy
• Peaceful
• Relaxed
• Calm
• Cheerful
• Caring
• Flexible
• Harmonious

31. • This activity can be focused on any emotion, but the worksheet
targets anger. Here are the instructions:
• Think of a time when you were angry and how you handled it.
• Describe your reaction and behaviors in the lines provided below.
• Fill in the blanks: “The last time I was angry I…”

32. • Think about how you would like to process anger in the future.
• Describe healthy management skills and behaviors and write them in
the lines provided. You might list management and coping skills like:
• Breathe deeply
• Take a break
• Go for a walk
• Take a shower
• Distract yourself
• Lie down
• Think before speaking
• Write about it

33. • Traffic Signal example to control your and others emotion

34. Thank you for your patience