Week 6 Final Emotional Intelligence PDF

EL PT Lecture : 26 Prof. Atasi Mohanty IIT Kharagpur N  What Is Emotional Intelligence?(EI) EI defined as 'the ability to identify and manage one's own emotions and the emotions of others'. Psychologist Dr. Daniel Goleman popularized the term...

EL PT Lecture : 26 Prof. Atasi Mohanty IIT Kharagpur N  What Is Emotional Intelligence?(EI) EI defined as 'the ability to identify and manage one's own emotions and the emotions of others'. Psychologist Dr. Daniel Goleman popularized the term in his 1995 book and describes Emotional intelligence, as encompassing both personal competencies (Self-awareness, EL Emotional regulation, Motivation), as well as how we handle relationships with others (Empathy and Social Skills). Emotional intelligence (EQ) is the quality that enables us to PT understand and manage our own emotions, as well as those of others. Emotional intelligence (EI) refers to a person’s ability to understand others. N and manage their emotions as well as recognize the feelings of Research shows it is a useful tool for navigating work life, relationships, education, and mental and physical well-being.  Peter Salovey and John Mayer (1990,) were the first to develop a psychological theory of emotional intelligence(EQ) and introduced EQ as a:“set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one’s life.” Emotional intelligence (EI) or Emotional Quotient (EQ) is a type of social EL intelligence that involves the ability to manage and monitor one’s own as well as other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions (Salovey & Mayer, 1990). PT Daniel Goleman’s work in emotional intelligence has outlined five main areas of this intelligence, such as self-awareness, self-regulation, motivation, empathy, and social skills. N These skills are linked to a range of benefits including academic achievement, decision-making abilities, and overall success in life. Experts even suggested that emotional intelligence/ EQ, is more important than IQ/academic intelligence.  Components of emotional intelligence – 1. Self-awareness A key part of EI is a level of understanding and self-awareness of a person’s own emotions. An individual with high EI is not only aware of what emotions they are feeling but can put words to their feelings( Emotional Literacy). EL They can also understand the consequences of their emotions and how they may change and shift over time. 2. Self-regulation PT Once a person has achieved the first component, they can move on to self-regulation. N An individual with a good awareness of their own emotions can better manage the emotions and behaviors that come along with them. This may involve noticing a difficult emotion and slowing down or resisting any impulsive action that may follow.  3. Motivation Motivation is the process that stimulates and directs someone toward achieving their goals. Motivation allows a person to remain true to their goals and persevere, even during challenging times. A person with low motivation may be discouraged easily by any obstacle and EL give up. A person with high motivation realizes that the reward of their personal goals PT is worth the time and effort spent getting there, even when they face obstacles. 4. Empathy N Empathy refers to how tuned to the emotions of others a person is. Someone with high EI can accurately identify which emotions another person is feeling and can tell the difference between genuine and false emotions. A person may do this by noticing certain facial expressions or changes in another person’s voice or body language  5. Social skills A person with higher levels of EI may be better at interacting appropriately with others than a person with low levels of EI. EI can help a person build relationships, communicate with others, and maintain friendships. Why emotional intelligence is important ? EL Research has shown that students with higher levels of EI are generally more happy, sociable, and self-confident, as well as better at handling stress. Studies have also shown that EI can help students develop social PT relationships in school, which can positively impact their academic performance. EI can be important in many aspects of a person’s life, such as- N work-related outcomes, overall job satisfaction psychological health and well-being physical health, social relationships, teamwork & management skills  Signs of Emotional Intelligence- An ability to identify and describe what people are feeling An awareness of personal strengths and limitations Self-confidence and self-acceptance EL The ability to let go of mistakes An ability to accept and embrace change PT A strong sense of curiosity, particularly about other people Feelings of empathy and concern for others N Showing sensitivity to the feelings of other people Accepting responsibility for mistakes The ability to manage emotions in difficult situations N PT EL  EL PT Lecture : 27 Prof. Atasi Mohanty IIT Kharagpur N Advantages of Developing Emotional Intelligence- Being able to accept criticism and responsibility Being able to move on after making a mistake EL Being able to say no when we need to Being able to share our feelings with others PT Being able to solve problems in ways that work for everyone Having empathy for other people N Having great listening skills Knowing why we do the things we do Not being judgmental of others  Researchers suggest -four different levels of emotional intelligence- Perceiving emotions: The first step in understanding emotions is to perceive them accurately. this might involve understanding nonverbal signals such as body language and facial expressions. Reasoning with emotions: using emotions to promote thinking and EL cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention. PT Understanding emotions: The emotions that we perceive can carry a wide variety of meanings. Managing emotions: The ability to manage emotions effectively is a N crucial part of emotional intelligence and the highest level. Regulating emotions and responding appropriately as well as responding to the emotions of others are all important aspects of emotional management.  Theoretical Models /Classification of EI A person's general intelligence consists of not only cognitive intelligence but also emotional intelligence and they make up personality. Just like cognitive intelligence, emotional intelligence is difficult to define. It is a complex concept that includes several dimensions (abilities, EL characteristics, skills) and refers to various fields of human nature (cognitive potential, personality, behavior) (Platsidou, 2004). PT N  The Pyramid of Emotional Intelligence: THE NINE-LAYER MODEL This model is based on the concepts of interpersonal and intrapersonal meanings of both constructs ( EI Ability model & Trait EI model) into a more hierarchical structure(Gardner, 2000, 2011). EL PT N  Emotional intelligence can play a large role when we are: Having difficult conversations without hurting others’ feelings Managing our emotions when feeling stressed or overwhelmed Improving relationships with others Resolving conflict EL Coaching and motivating others Creating a collaborative environment PT Important Theories of EQ- Mayer and Salovey’s integrative emotional intelligence model N (1997)Comprises of four interconnected emotional abilities: Perception and expression of emotion Noticing our own emotions and picking up on the emotions of others as well as the ability to distinguish between discrete emotions.  Using emotion to facilitate thought How we incorporate emotions into our thinking processes and an understanding of when and how emotions can be helpful for reasoning processes. Understanding and analyzing emotions The capacity to decode emotions, make sense of their meaning, and EL understand how they relate to each other and change over time. Reflective regulation of emotion An openness to all emotions and the ability to regulate our own PT emotions and the emotions of others to facilitate growth and insight. Bar-On’s model of social and emotional intelligence Bar-On’s (2006) mixed model claims that EQ is a combination of N competencies, skills, and “facilitators” that contribute to how people express themselves, respond to challenges in their environment, and connect with others. Bar-On suggests that 10 distinct components provide the scaffolding of emotionally and socially intelligent behaviors: N PT EL  EL Prof. Atasi Mohanty PT IIT Kharagpur Lecture : 28 N  Self-regard Emotional awareness Assertiveness Empathy Interpersonal relationships EL Stress tolerance Impulse control PT Reality testing Flexibility Problem solving N Self-actualization, independence, social responsibility, optimism, and happiness were originally considered to be components of EQ but were later reframed as “facilitators” of EQ (Bar-On). Daniel Goleman’s theory of EQ-  Goleman (1995) offers a broad conceptualization of EQ abilities, including “self- control, zeal and persistence, and the ability to motivate oneself.” Goleman (2001) proposed that EQ provides a sign of an individual’s “potential” for developing emotional competencies (i.e., practical skills) that can help them thrive at work. His original theory mapped emotional intelligence into five key domains: EL Knowing your emotions Managing emotions PT Motivating oneself Recognizing emotions in others Handling relationships N Emotional intelligence is widely celebrated as a valuable commodity because it can predict life outcomes we care about, such as academic performance (MacCann et al., 2020), psychological adjustment (Fernandez-Berrocal et al., 2006), and workplace success (Lopes, Grewal, Kadis, Gall, & Salovey, 2006b). EI can be developed at any stage of life through self-effort & training- Strategies for improving one’s Self-awareness: Ask for constructive feedback from others. Keep a journal of one’s thoughts and feelings. Practice mindfulness – try meditating. Pay careful attention to one’s thoughts and emotions. EL Pursue one’s passions and do what makes one happy. Learn new skills and set goals for oneself. PT Reflect on one’s experiences and be grateful. Use positive self-talk daily. Work on building a growth mindset. N Strategies for improving one’s Self-regulation Look at challenges as opportunities. Be mindful of thoughts and feelings. Build distress and anxiety tolerance skills.  Work on accepting reflections and emotions. Find ways to manage difficult emotions. Practice communication and social skills. Recognize that one has a choice in how one responds. Use cognitive reframing to change emotional responses EL and thought patterns. Strategies for improving Social Empathy PT Be willing to share emotions. Listen to other people. Practice meditation. N Engage in a purpose like a community project. Meet and talk to new people. Try to imagine yourself in someone else’s place.  Strategies for improving Social Skills: Ask open-ended questions. Find icebreakers that will help start conversations. Practice good eye contact. Practice active listening with the entire body. EL Notice other people’s social skills. Show interest in others and ask them personal questions. PT Watch one’s body language and that of others. Using EI for Learning & Education- Self-Awareness and Emotion Management- N Creating a “take a break” in classroom can enable young students to step away to identify and explore their emotions. This allows kids to step away before an outburst or a situation where the child can no longer be kind occurs.  Students can develop the self-awareness needed to create a safe and productive classroom. For Middle and High School students creating opportunities for metacognition is very beneficial not only for their education but also their wellbeing. A great example of this is having students create autobiographies. Cultivating opportunities for the connection of adolescent life to educational materials is EL powerful. Empathy Create an atmosphere where empathy is celebrated. PT Provide opportunities for real-life practice of empathy, For example: sitting with someone new at lunch, interviewing classmates, or a classroom charity project. popular in schools. N Random Acts of Kindness groups are becoming more and more With an adult supervising and ensuring mindfulness and thoughtfulness, it can be a fantastic way for kids to act on empathy. Both the group and its recipients benefit from the acts of kindness.  Communication Skills Teaching effective ways for students to communicate in the classroom is a great way to foster emotional intelligence. When kids have appropriate assertive abilities, their values are communicated, and their needs are met. Cooperation EL A fantastic example of fostering a culture of collaboration in education is a character checklist. PT For the classroom, create a chart of desired cooperative behavior. When a student behaves in one of these desired ways, a check would be placed in the chart. Setting weekly cooperation goals for the entire classroom by celebrate! N increasing these behaviors class-wide is something to Examples-Listen for understanding, Sharing with others, Taking turns, Compromise during conflict, Volunteering to do your part, Being an encourager, Showing people they’re needed, Being an insider.  Conflict Resolution Calling on emotional intelligence when in conflict is a difficult task for many students. Improving communication skills aids in improving conflict resolution, but having a construct for what resolutions look like will help kids know what is expected. Example-allowing kids to write out the conflict, instead of verbalizing their sides. It allows EL kids to cool down and more accurately communicate their complaint and their needs. Self-Management Self-management competencies involve having a sense of achievement, PT displaying honesty, integrity and, trustworthiness and being able to keep disruptive emotions under control. It also involves having a sense of optimism, being adaptable and flexible and recognizing and seizing opportunities as they arrive. choose their own emotional response. N Those who practice this competency accept responsibility and learn to Self-management also involves learning to re-frame stressful situations into situations that are simply challenging. Tuning into those emotional triggers can help us better manage our emotions as well.  Relationship Management Relationship management involves having a sense of teamwork and collaboration, being an inspirational leader and learning how to resolve disagreements. Those who are well versed in this competency know how to guide and motivate others, and use a wide range of tactics for persuasion. EL Relationship management also involves being able to initiate and lead people in a new direction and learning how to bolster other’s abilities through feedback and PT guidance. Know Yourself: To be more aware of emotions and reactions. N Choose Yourself: To be more intentional in responding. Give Yourself: To be more purposeful as we move forward. N PT EL N PT EL  EL Prof. Atasi Mohanty PT IIT Kharagpur Lecture : 29 N  Emotional Labor- Emotional labor was initially defined as the process by which workers are expected to manage their feelings in accordance with organizationally defined rules and guidelines (Hochschild, 1983). Emotional labor, is a term used for the process of moving emotion management from the private realm to the public world EL of work (Wharton, 2009). When someone engages in emotional labor, they can regulate their emotions to ensure that others feel more comfortable. PT Individuals manage their emotions by actively shaping and directing their feelings, recognizing that social structure and institutions impose on these efforts. N The management of emotions is essentially a private act influenced by cultural and social norms about what is appropriate to feel and express but not directly regulated by others. Example of flight attendants; these workers are often instructed to always be smiling, polite, and friendly to passengers, which Hochschild claims is emotional work.  According to Hochschild (1983), the ‘feeling rules’ are attempts by organizations to control employees’ inner lives or thoughts and feelings that are usually private and personal. Often, organizations commercialize employees’ feelings by requiring them to display emotions as part of their work duties. Hochschild suggested that jobs requiring more emotional labor EL are performed primarily by women. These jobs typically involve creating feelings of well-being or PT affirmation in others – responsibilities usually assigned to women. Some of these jobs include service work, hospitality, and N healthcare, which are regarded as using the abilities women are thought to employ in the private sphere (Abbott et al., 2006). Any job that involves interactions with others is thought to require emotional labor to some degree , such as considering the workers’ power dynamics, status, and gender (Wharton, 2009).  https://www.bing.com/videos/search?q=Emotional+Labor&docid=60350846779 7606706&mid=9F5B28FCF78FEAD0855A9F5B28FCF78FEAD0855A&view=detail& FORM=VIRE Types Of Emotional Labor- Surface acting Surface acting focuses on public displays of emotional expression. This is when workers change their outward emotional expressions but do not EL attempt to feel the emotions that they are displaying. Example-A common form of surface acting is when a service worker enhances or fakes a smile when interacting with a demanding customer or in a bad mood. While PT they may not feel like smiling, they will often do so to make the customer feel more comfortable or pleasant. Deep acting one is expected to display. N Emotional labor involving deep acting is an effort to truly feel the emotions This is just like making intentional effort to showcase empathetic emotional expressions. Individuals attempt to change their privately felt emotions so that they can actually feel what they want to display.  In the domain of Learning also a significant amount of emotional labor takes place during teaching. Teaching is a multitasking profession that consists of both cognitive and emotional components, with teachers engaging in emotional labor on a daily basis as an instrumental part of achieving teaching goals EL and positive learning outcomes. Researchers found that surface acting displayed a positive relationship with emotional exhaustion, PT depersonalization, and psychological ill-health, and a negative relationship with job satisfaction and organizational attachment, whereas deep acting performance. N presented a positive association with emotional Review literature on Teacher Burnout shows that Surface acting is associated with increasing levels of burnout.  Trends suggest that emotional labor is likely to become even more intense in the teaching profession as a result of higher expectations of service from both students and parents. Thus , it is assumed that the future picture is one where teachers who experience more emotional labor are more likely to be more emotionally exhausted and less satisfied EL with their work, and also more likely to depersonalize their students. Deep acting seems to positively affect teachers by PT increasing their sense of personal accomplishment. However, individuals’ emotional regulation strategies seem to have the most significant effect on how emotional labor affects their well-being. N Therefore, the effects of emotional labor at work may depend on the enjoyment of the job, how pleasant the workplace is, and an individual’s ability to regulate emotions in healthy ways.  Emotional Contagion Emotional contagion occurs when someone’s emotions and related behaviors lead to similar emotions and behaviors in others. Awareness of emotional contagion is important for managing our own emotions and related actions, and to assure our EL wellbeing and that of others. Example-If someone approaches us with a smile, we have a natural tendency to smile back. If they approach us with a frown, the tendency is PT to frown too. Emotional contagion can be negative or positive. When people are stirred to anger and violent acts by a demagogue, that N would be an example of negative emotional contagion. On the other hand, when a corporate leader frequently smiles, is generally kind and positive toward employees, and inspires positive feelings throughout the workforce, this would be an example of positive emotional contagion.  Early research emphasized its basis in person-to-person contact and mimicry, including of others’ nonverbal cues such as tone of voice, gestures, and facial expressions (Hatfield et al.1993). Research has found that such mimicry comes naturally to humans and other social creatures based partly on the existence of “mirror neurons” in our cerebral cortex (Bastiaansen et al. 2009). EL Italian neuroscientists showed that the same neurons in monkey brains fired when a monkey grabbed an object as when they watched another monkey grab the object (Ferrari & Rizzolatti, PT 2014). Similar mirroring processes occur between humans. These specialized neurons and their networks help explain how N humans can “mirror” each other, including our emotions. Mirroring – and spreading – positive or negative emotions has real- world implications.  Negative emotional contagion such as anger in the workplace led to more cognitive errors and workplace accidents. Positive emotional contagion led to fewer cognitive errors and accidents (Petitta et al.2019). Example-To be empathic, one needs to walk in another’s shoes, feel their predicament or situation, but also keep the autonomy needed to relate to and EL potentially help that other person. There can be a fine line between empathy and emotional contagion. Thus, emotional states like empathy require some psychological PT distance on the part of the person experiencing them – a psychological distance that is often lacking in emotional contagion. Implications for Classrooms- N Satisfied instructors mostly expect students to mirror their own behaviors in the classroom through being nonverbally responsive.  Teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their EL actions through nonverbal behaviors—they will look for it. Satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors ( PT Marian L. Houser, 2016). Exercising, volunteering and showing kindness, mindfulness meditation, and positive high-quality connections with others — even if virtual — can positively increase our mood. N Feelings of hope have been found to be more important than feelings of fear in resilience to poor outcomes, and purposefully expressing optimism and gratitude, with the explicit goal and understanding of feeling better, also relate to long-term well-being. N PT EL  EL Prof. Atasi Mohanty PT IIT Kharagpur Lecture : 30 N  Emotional Creativity Emotional creativity (EC) is a pattern of cognitive abilities and personality traits related to originality and appropriateness in emotional experience. It significantly pervades human creative performance, because it involves one’s ability to EL connect with the reasons for and consequences of emotional responses at the preparation stage of the creative process as well as to experience and PT express novel emotions at the verification stage of the creative process. The higher EC has been found to be related to the N increased involvement of students in creative leisure-time activities, e.g. creative writing, painting, composing music, dance improvisation, theatrical improvisation and do-it-yourself activities.  EC is considered to be one of three main areas of general creativity, together with nonverbal and verbal creativity and creativity in problem solving. The important feature of EC is a divergence from the ordinary emotional experience, because it involves the cognitive abilities EL that enable cognition to diverge from common and generate novel emotional reactions. Emotionally creative abilities have been found to be closely PT related to cognitive abilities supporting innovative performance, i.e. idea generation, promotion and realization (Wang et al. 2015). Emotional creativity is related to personality traits (e.g., openness N to experience), positive affect, and engagement in creative leisure activities. In applied settings, emotional creativity is related to innovative performance of employees as well as higher teaching efficacy.  Emotional creativity is the capacity to generate novel and effective emotional responses to different situations. EC involves combining, transforming, and expressing emotions in original and adaptive ways. Emotional creativity can help us cope with stress, enhance your relationships, and stimulate your imagination. EL Emotional creativity can increase our happiness by expanding your emotional repertoire and enriching your emotional experiences. PT By creating new emotions we can discover new sources of joy, meaning, and satisfaction. By transforming negative emotions, we can reduce their intensity and duration. N By expressing emotions creatively, we can share our feelings with others and create positive feedback loops. Meta-analysis revealed that women showed higher emotional creativity than men. Emotions can inspire creativity— Examples such as when a breakup gives rise to song lyrics, or when frustrations about existing consumer products lead an entrepreneur to create new ones— and emotions happen throughout the creative process, from anxiety about ambiguous problems to the joy of creating a new product or EL completing a performance. The role of emotions in the creative process might be the most intuitively obvious in the case of the arts. PT So, the arts might be the first place to look for examples of how emotional intelligence comes into play in creativity. N Creativity or creative outcomes are not always abstract, The application of creative work and the ability to identify emotions and regulate or control the emotions to drive creative performance validates emotional creativeness, Example-Classic novels, literary pieces, poems, paintings, movies. N PT EL