EMOTIONAL INTELLIGENCE

INTRODUCTION

                        The term ‘Emotional Intelligence’ was introduced in 1990 by two American University Professors Dr. John Mayer and Dr. Peter Salovey in their attempt to develop a scientific measure for knowing the differences in people’s ability in the areas of emotions. The credit for popularizing this concept goes to another American Psychologist Danian Golesman (1995)

MEANING

                        Emotional Intelligence means a person’s ability to understand his or her own emotions and of the emotions of others and to act appropriately based on this understanding.

DEFINITION

                        Emotional Intelligence may be defined as “the capacity to reason with emotion in four areas:

                        To perceive emotion

                        To integrate it in thought

                        To understand it and

                        To manage it” .

-          John Mayer & Peter Salovey (1995)

QUALITIES OF EMOTIONALLY INTELLIGENT PERSON

            A person will be termed emotionally intelligent in proportion if he is able to,

ü  Identify and perceive various types of emotions in others.

ü  Sense his own feelings & emotions.

ü  Incorporate the perceived emotions in his thought.

ü  Have proper understanding of the nature, intensity and outcomes of his emotions.

ü  Exercise proper control and regulation over the expression and use of emotions in dealing with his self and others so as to promote harmony, prosperity and peace.

MAJOR COMPONENTS OR DOMAIN

1.      Knowing our own emotions

2.      Managing our emotions

3.      Motivating ourselves

4.      Recognizing the emotions of others

5.      Handling relationships

COMPETENCY OR DIMENSIONS

                        Emotional Intelligence can be categorized into two broad competencies with their dimensions. They are,

INTRAPERSONALCOMPETENCY OR PERSONAL COMPETENCY

a)      Self-Awareness

b)      Self-Management

INTERPERSONAL COMPETENCY OR SOCIAL COMPETENCY

a)      Social Awareness

b)      Relationship Management

 

INTRAPERSONAL COMPETENCY

SELF-AWARENESS

                        It means knowing what one feels. It is the capacity for understanding ones emotions, strengths and weaknesses. It helps one in making decisions, improves ability to communicate and reduces misunderstanding in relationship.

SELF-MANAGEMENT

                        A person who is able to manage himself/herself is impulsive but more responsible and focused on the tasks at hand which are planned & organized. It means being able to control the unhealthy expression of negative emotions.

INTERPERSONAL COMPETENCY

SOCIAL AWARENESS

                        It is ones capacity for understanding what others say and feel & why they feel & act as they do. This helps one to be sensitive to and respect different view point of others.

RELATIONSHIP MANAGEMENT

                        It helps one to interact with others smoothly. It is used for co-operating & team work. They enjoy many friends and have positive approach to life.

ROLE OF TEACHERS

Ø  Try to help yourself and the students develop the ability to understand feelings in the right manners both in one self & others.

Ø  Do not give away to misgivings and misinterpretations of feeling in others.

Ø  Try to teach the children and help yourself know what you feel at a particular time.

Ø  For understanding others and their feeling develop the trait of a good listener. Effective listening makes empathy.

Ø  Try to practice & teach the children the art of managing the feelings and emotions as adequately possible.

Ø  Do not allow the emotions and feeling be obstacles in their path. Use them as a motivating agent.

Ø  Try to devote more time & take efforts to develop not only the cognitive professional skills but also the affective skills.

Ø  Teach the children & yourself that all emotions are healthy. Anger, fear, sadness & recalled negative emotions are as healthy as peace, courage & joy. The important thing is to learn the art of expression.

Ø  There should be an adequate provision of various co-curricular activities for the full expression and outlet of emotional energies of children.

Ø  Instructional methodology and curriculum should be dynamic, progressive and child-centered.

Ø  The children should get desired love and sympathy from the teachers. Their individuality should be recognized. The teacher should see that the basic emotional needs of children are satisfied in the class-room or school.

Ø  Teachers need to understand when behavior is normal and when it is a symptom of something wrong.

Ø  Moral and religious training should form a part of the school programme. High ideas of life and moral principles should be made the guiding factors of the children’s life.

Ø  Emotions are caught, they are not taught. Therefore, the teacher should refrain himself from any act or behavior which can bring undesirable influence upon the emotion development of children.

Ø  The child should get due recognition in his group and in no case he should feel isolated or rejected by his peer group and classmates.