Tntin L insinguere

ihslinc tums metonal Drvrlopmeit and Emotonal Inell1gence 91

hody Taking clue from such devation, various psychologists have tried to provide the detinition
Em k L
emovere of the tem 'emotion' in their own ways. Let us reproduce a few of such definitons
.emouo ir 'moved' o r 'stirred- up' state of a n organsm. It is a sirred-up

8
Wood worth, "Emotion 1s a

of feeling, hat Is the way it appears to the individual himself t u a disturbe

state
nescular and glandular activity. that is the way it
appears n an external obsener
(1945, p. 410)
C r o w and Crow, "Emotuon is an affective experience that accompanies generalised une

Emotional Development and adjustment and mental and physiological stirred-up

itself in his overt hehaviour. " (1973, p. 83).
states in the indrvidual and that shows

Emotional Intelligence Charles G. Morris, "Emotion is a

complex affective experience that invoBves difuse
ohysiological changes and can be expressed overtly in characteristic behaviour patter
(1979, p. 386).
McDougall (1949) Considering instinct as an inate tendency, he maintains that emotion
is an affective experience that one undergoes
during an instinctive excitement For
example, when a child preceives a bull coming towards him (cognition) he experiences an
CHAPTER CcOMPOSITION affective experience in the form of the arousal of
Introducion accompanied emotion of fear and
consequently tries to run away (conative aspect of one's behaviour). McDougall discovered
What are Emotions? 14 basic instincts and concluded that each and
every emotion, whatever it may be. is the
Nature and Characteistics of Emotions product of some instinctive behaviour.
Kinds of Emotions These instincts with their associated emotions can be listed as:
Phiysiological or Bodily Changes Accompanying Emotions
Emotonal Development during Different Stages of Development S. No. Instinct Emotion accomparyng
Emotionality of Chidhood vs Adulthood
Flight or escape Fear
Facors Infuencing Emotional Development Z.
Pugnacity or combat Anger
Methods for Training of Emotions Repulsion Disgust
Proper Emotional Development of Children Cuniosity Wonder
Role of Teachers in
Parental Tender emotion, Love
Emotional Quotent (E.0) and Emotonal Inteligence
Appeal Distress
Summary Construction Feeling of creztiveneS
Referernoes and Suggested Readings
.
Acquisition Feeling of ownership
9.
Gregarnousness Feeling ot loveiness
9. Sex. Mating Lust
I1.
2.
Self-assertion Posstive seli- feeling or Eltion
Submission
Negative sii-feeling
INTRODUCTION 14.
Food-seeking Appetie
signiticant role in guiding and directingg our behaviour. Many a time they Laughter Amusement
Our emotions play quite a

such a way that solution other than behaving

we have no
are seen to dominate our behaviour in Thus, whatever may be the
as per their wish. On the other hand, if a person has no emotional current in him then he becomes their definitions tend to
terminology used by ali these different wrters and psycholegsts
describe emotions as some sort
crippled in terms of living his life in a normal way. Hence,
emotions play a key role in provid1ng are characterised of feelings or afertive ezpernienes whac
ther by some physiological changes that generally lead them re pertorm some a r she
a particular direction to our behaviour and thus shaping our personality according to other type of behavioural
acts.
on the emotional aspect of our bebaviour.
development In this chapter, we would like to throw light
NATURE AND CHARACTERISTICS OF
WHAT ARE EMOTIONS?
From the definitions and
EMOTIONS
word 'emovere' which means 'to stir up discussion above, we may be able to conchlude folkrwzng things abut
Etymologically. the word enotion is derived from the lalin nature and characteristics
of
he
o r to excite. Therefore, emotion may
be understood as an agitated or excited state of our mind
an
emotions.
90
 Intelligence 93
Emotional Development and Enmotioial

harmful to an individual depends upon the

92 Essentials of Educational Psychology emotion will prove to be helpful or
Whcther an
effects.
instincts or biological drives. When the basic
1. Emotional experiences are associated with following factors
satisfaction is in danger), the emotions play their part. of emotional experience.
need is satisfied or challenged (the Frequency and intensity
) which arouses the emotion.

2. Emotions are the product of perception.

The perception of a proper stimulus (object or occasion and nature of the stimulus

within the body (i) Situation,

needed to start an emotional experience. Organic changes or emotions.
situation) is emotional experiencc
the emotional experiences. (ii) Kind of much in this direction. Emotions,
(favourable unfavourable) may then intensify
kind of emotional cxperience-counts
The of an emotion is feeling. Actually every emotional experience,
whatever it may The last factor the k i n d s - - P o s i t i v e and Negative
emotions.
3. core in two
and emotions both are affective can be categorized
of the heart. Feelings in general, which are harmful to an individual's
be, involves feelings-matter emotions like fear, anger,
jealously
difference of degrees. After perceiving a thing or situation,
a Unpleasant emotions like affection (love)
experiences. There is only the emotions while pleasant
are termed as negative in the normal
be aroused. There may be some intensity or degree development helpful and essential
feelings like pleasure or displeasure
can
able to disturb amusement, curiosity. joy
and happiness which are very
are so strong that they are
of strength in these feelings. When the feelings are termed as positive
emotions.
immediately-they are turned into emotions. development of an individual be assumed that all the positive
the mind and excite an individual to act nature of positiveness and
negativeness, it should not
(conative aspect) is the most important emotional By their
bad. While weighing their impac, other
Therefore, the urge to do or act
and the negative emotions
are
emotions are always good the nature of stimuli should also be
experience. and intensity, situations and
emotional experience many involves factors like the frequency much intensity and frequency, whether
4. Emotions bring physiological changes. Every Some of the is bad. Emotions with too
changes which express considered. Excess of everything hand, the so called negative emotions are
in an organism. harmful effects. On the other
physical and physiological changes observable. Examples of such changes are-bulge positive or negative, bring
of fear prepares an individual to face
the
themselves in overt behaviour are easily human welfare. The emotion
rate, beating of the heart,
choke in the also very essential for the injured because he has not lear
of the eyes, flush of the face, flow of tears, pulse of fear is sure to get
In addition Janger ahead. A child who has no emotion
attack on the emotion arousing stimulus.
voice, fleeing from the situation
or
changes as well. to save himself against a possible danger.
changes, there are
observable physiological
internal
to these easily
in the circulation of blood, impact on digestive
Examples of such changes are changes some like adrenal glands etc. PHYSIOLOGICAL OR BODILY CHANGES
ACCOMPANYING
in the functioning of glands
system and changes that a simple glimpse
and distinguishable in human beings EMOTIONS
These changes become so specific see whether
experience in an individual and we can our behaviour is totally
controiled and
in the waves of positive or negative emotions,
emotional
can enable us to detect a particular When we are
various types of internal or external changes occur in
he is in anger or scared. more specific features that need directed by that emotion. During this period,
characteristics, emotions have
some
summarised as below:
In addition to the above our body which may be briefly

to be menioned.
These are:

) Emotions exist in every living organism. well as in Internal Bodily Changes

and can be aroused in young as
influenced and affected by te
present at all stages of development functioning of our body is very much
and
) They are The internal structure
and physiological changes may be jadged
old. to person. ongoing emotional experience. Some of these bodily we often have to make use o
individualistic and they differ from person instruments but for others
(ii) Emotions are extremely or situations. through outward observation simple
or
number of different stimuli-objects skin reflex instrument, electro encephalograph
(iv) Same emotion can
be aroused by a sophisticated special instruments like galvanic
once aroused tends
to persist and and polygraph (lie detector) &
but die down slowly. An
emotion
(EEG), syphygmomanometer (blood pressure checking instrument)
(v) Emotions rise abnptly Some of these internal bodily changes can be mentioned as below
mood.
leaves behind emotional stimulus
aroused on account of one the heart bex
have the quality of displacement. The anger boss is 1. Functioning of our heart is affected by emotional experience. Generally
(vi) Emotions of the rebuking by the emodon
increases under the states of agitation and excitement provided by
The anger on acount
transferred to oher situation.
gets Genera
ransferred in beating the
children at home. 2. Blood circulation system is very much affected by the emotional experiences
to a number of
likewise emotions. it increases but in some cases of fear, anxiety and shock it may also go down deeply
birth
(vii) One emotion can give of emotions and intelligence.
While
Genera
comelation between the upsurge 3 Rate of respiration and breathing is deeply affected by an emotional experience
There is a negative of emotions.
(vii) check on the sudden upsurge
it increases but in some cases of excessive fear, happiness, shocks and
excitements t y
intellect provide a careful
reasoning and sharp and thinking powers are
decreased.
under emotional experiences,
the reasoning go down to the extent of becoming absent.
anrlaie
4. Digestive system is adversely affected by emotions. Experimental studies have
intestines work skowy ad
that under the current of emotions, our stomatch and qunte
KINDS OF EMOTIONS sahva is 2SD
of an Sometimes become inactive. The secretion of the digestive glands including
of various emotionalexperiences upon the well-being
If to analyse the impact as well as negative
we try
come to the conclusion that emotions have both positive
can
individual, we

TAAI.
 Intelligence 95
Emotional Developmeni and Emotional
94 Essenials of Educational Pswhology
ol our CHANGES IN BODY POSTURES
sufficiently decreased resulüng in the malfunctioning and inactivity on the part in one's body postures during
individuals mostly found Besides thc changes in facial expression, there are significant changes
digestive system. This is why extremely emoionally charged are
hesides the redness of his face, his bodily
to suffer from the malfunctioning of their digestive system. emotional cxperiences. For example when one is angry,
walk fast. push and pull
also tell the same story. He may begin to
5. Emotions bring changes in the chemical composition of our blood like (i) increase
in the postures arnd movements may whole body
nonsensible words, etc. In this way, his
amount ot adrenin; (1i) increase in the amount of sugar level; (iü) changes
in the number his hands and fcet, take a fighting posture, uter identification of a
and its movements through their various forms and postures may provide
and proportion of the red corpuscles. is or trying to hide or un

6. There is a change in the temperature of the body. At the time of intense

cxCitement, particular type of emotional behaviour. That is why when one rembling fear. Similar identification
bid one's life, we say that one is in the grip of some
away in a to save
generally goes down. wonder or distuess etc.
like love, delight, disgust,
may also be made in the case of other emotions
7. There are significant changes in the secretion of the duct and ductless glands. The flow of However, there lies less objectivity and reliability in the identification of the emotions through
these secretions in the form of saliva, tears, sweat etc. may also be casily identified through different
one's body postures. One may be able to hide one's emotional fealings by exhibiting types
from this,
extermal observation.
of body postures other than those expected for the display of one's actual feelings. Apart
is a of the observed
8. There are significant changes in the electrical or galvanic skin responses. There there lies another difficulty in the identification of emotional behaviour on the basis
decrease in the case of emotions like distress, disgust and anger which results into sweating on account of the fact that many of the
emotions have
body postures and movements simply
or perspiration. On the other hand, there is increase in the case
of emotions like fear, love, similarities in terms of the observable body postures and movements.
wonder, etc. which results in the goosebumbs, a condition in which hair or the skin rises.
9. Muscles of our body are hardened and get tensed during an emotional current. It may bring CHANGES IN vOICE OR vOCAL EXxPRESSION
There are significant changes in one's voice or vocal expression during an emotional current
destabilization and unequilibrium to our body functioning. The twisting and hardening of
the muscles of the stomatch, anms, legs and neck etc. may be easily detected
from external Laughing, weping, speaking in loud voice with an aying.
unusually high pitch. slowBy
talking
with some hesitation, in speaking, uttering abusive language, speaking ina very
feeling difficulty
observation.
etc. demonstrate our vanous
10. The functioning of the brain is also adversely affected during intense
emotional currents. sweet and affectionate manner, whistling, murmuring, humming.
are also influenced through these emotional
emotions. That is why when we listen to the dialogues of the various actors in a play or programnes
The sensory and perceptual processes
on the radio and television broadcasting we can very well say that at this particular time one
almost making our brains
experiences. Quite often, the emotions play a dominant role by
inactive and ineffective making us behave in an improper and delinquent way. displaying the emotion of anger, fear, disgust, love or lust etc. However. it is also not a reliable
method for he identification of one's emotional experience simply on the ground that many of the
emotional expressions may demonstrate similarities in terms of the voice or vocal expressions
External or Observable Bodily Changes Besides this, there may be individual differences with regard to the vocal expression of a particuar
mentioned above, there are many such overt changes in our body
changes emotional behaviour. In such cases, therefore, no general conception for the vocal expression oí 2n
Apart from the covert
observation without the need
during the current of the emotions that can be detected through simple emotion, may come to our help and hence we may remain undecided or take WTOng decision about
instrument. These may be of the following nature. one's emotional behaviour.
of any special
CHANGES IN FACIAL EXPRESSION
behaviour. It equally applies to our emotional
EMOTIONAL DEVELOPMENT DURING DIFFERENT STAGES OF
Face, extent, is said to be the index of human
to some

behaviour. Under the influence of an emotional curent,

there are significant changes in our facial DEVELOPMENT
observation. By looking at one's facial
that can be idenüfied through simple external in
expression
intended emotion and term it as anger, laughter,
fear, disgust, Development, general, applies to the changes brought about with the passage of time. Emoional
development in this respect reflects the following changes:
expression, we can judge one's
The basis for the correlation between facial expressions and
contempt, love, happiness or surprise. There is a gradual birth of different emotions in an individual since his burth
and socio-cultural environment. While
emotions may be discovered both in one's innate dispositons
from culture to culture, it may also represent innate There are changes in the conditions or nature of the stimuli that arouse chikd's emoaons
the way of expressing emotions may vary teeth
the time of hearing a sudden noise and baring There are changes in the manners in which a child expresses his emotions
to situations
particular like jumping at
responses
at the tüme of anger. n the light of these changes, we will ury to discuss the process of emotional development dunng
Behavioural expressions expressions and non-verbal communications,
in the form of facial different developmental stages.
the
reliable and valid instrument for
however, cannot be understood as sufficiently objective, of an
hide one's feelings in the garb
identification and measurement of one's emotions. One can
make
Emotional Development during Infancy
and other non-verbal communications and thus may
apparent mask of false facial expressions 1. Right from the time of his bith, the infant cries and his bodily movements seem to give
unreliable.
the task of identification difficult and most
of the presence of emotional element in him What are the spocifc emons if
evidence
any, he experiences at this stage is a ditficult questHon to e answeri
 Lmotonal Drvelupmsnt and Emtonal Intrll1gence 9n

96 Exsentials of Educational Pswcholeg he d e s not show anger at he.

he does not rcact to various old stimuli. For example, bEang
and shortly aftewards the first sign of
2. Truly speaking. as Mrs. Hurlock puts i. "Ar birth dressed bathed, nor docs he show any
fear of strangers.
no indcations
emotional behaviour is general excuement to strong stimulanon. There a r e
or

the expression of
cmekrnal behavinur. In infancy h
remarkable chanpc in

intensity and is usually expressed throu

as specifie
can be recogived and identified 2. There s a
emotional that
of cdearcut, definite pattems dominatcd by too much
emotional states." (1959. p. 216)
behaviour is usually chrldhood and specially in later childhod
But in
motor responses like crying. yelling ctc.
Thus. it is the stage of an undifferentiated excitement to any stimulus. reasonable means and is the resut of man
y
behaviour through
the child tries to express his
in a very short time. when the general to cxpress his feelings through languan
uage
3. The stage of undifferentiated excitement is over factors. In childhood, the
child is in a position
excitement becomes differentiated into simple responses
that suggest pleasure and
and realises that it may no be desirable or proper for him
Secondly, he becomes social
cold hot objects applied to the baby's intellect begins to play a proper role
Stimuli like sudden
displeasure. loud noise, wet, or
times. Thirdly, his
stimuli like show his cmotions at all
skin, fecling hungry and uncomfortable bring unpleasant responses. The
ctc. emotional outbursts.
Cxercising check over
sucking. patting. and warmth etc. bring pleasant responses. and control and during the lkte perin
towards emotional stability
takes thec Thus, the child advances
4 The differentiation of general excitement into pleasant and unpleasant responses demonstrates an appreciable degree
of control over his emotions.
following pattern according to Spitz: of his childhood.
come in response to physical"
During the first nwo months, pleasure and displeasure during Adolescence
Stimularion By the third month, pleasure is aroused by psychological" stimulation as Emotional Development
adolescence. An individual once
shown in the baby's smile in response to human face. Slightly later displeasure can be The emotional balance is
once again disturbed in
stimuli a s may be seen in the baby's reaction intensive current of emotional experiences. With regard to emotona
aroused as well a s
by psychological physical experiences the violent and
intensive and stress. At Do sage thi emotional energy s
to E.B., 1959. p. 217)
being lefi alone." (Hulock, experiences, this is the period of
storm
difficult for an adolescent to erercise cooi
months, the emotional behaviour is expressed through as strong and dangerous
as in adolescence. It is very
5. As said above, before the age of 6
is, there are only two emotions (distress
and delight) sudden functioning of sexual glands and tremendous inCTease in physicaa
that over his emotions. The
pleasant and unpleasant responses, emotions take the adolescents not consistent in their emotons Emotis
When the infant completes his six months,
the negative energy makes
him restless. Moreover,
are
up to this stage. jealousy all are and quickly. It makes them moody. In a very sbort sa
lead and gradually in the coming months,
fear, disgust, anger,
during this stage fluctuate very frequently
10th and 12th months the positive emotions like elation, could switch between being happy and extremeBy sad. So there is to0 much uncaran
distinguishable. Between the of time they
as the study of Bridges
enter in the field. Up to 2 years, in the of their emotional state.
love, sympathy, enjoyment all
nature
well as negative, take their for training of emotions and proper channeizatios of
conducted in 1931 shows almost all
the emotions, positive as At this stage, there is a strong need
emotional energy. The Hadow report has empbasized
this need in the following words
become quite distinguishable.
shape and emotions during infancy. In the
earlier "There is a tide which begins to rise in the veins at the age of edevea o r weeti
of youth
variation in the manifestation of
6. There is continuous
on the basis of facial expression and bodily is called by the name of adolescence. f that ride can
be taken at the jiood and a new voyage beza
months it is very difficult to distinguish her child's crying and think that ii wil move on to forae Ros
the behind in the strength and along the flow of its currens, we
c a n determine
reasons
positions. Only the mothers Moreover in the earlier months J.S., 1951. p.153).
on they gradually
become distinguishable.
yelling. Later situations, but as an infant
to emotionally disturbing
of infancy, child reacts more violently movements of the body parts Emotional Development in Adulthood
and the vigorous
approaches childhood, his crying. yelling there is an increase in linguistic Emotional development reaches its maximum in adulthood. Dunng this stage geeraly.
with increasing age
become less and less violent. Gradually
understand what is meant by emononal maunt
responses and a decrease in motor responses. ndividuals attain emotional maturity. Let us try to

Childhood MEANING OF EMOTIONAL MATURITY

Emotional Development during of In brief, a person can be called emotionally mature if he is able to display his emoaorS
themselves distinguishable by the beginning
As said above. almost
all the emotions make concerns itself only to
the appropriate degree with reasonable control. An emotionally mature persoa will posss te fodowg
development after the stage of infancy,
childhood. Therefore, emotional expression characteristics:
emotions and the changes in
the
situations or stimuli arousing
changes in the nature of changes in a child during
childhood: (1) Almost all the emotions can be distinctly seen in him and ther partern of expressaae
We find the following
of emotional experiences. Therefore, the emotions be easily recognised.
is concerned with his own well-being.
In infancy, the child only immediate well-being (2) Manifestation of emotions is very much refined. Usually be epresses his emos
n 2
which are related with his
.
are generally
aroused by the conditions stimuli. During
and he has to respond to a variety of socially desirable way.
But as he grows, his world grows larger and other environmental factors
(3) He is able to exercise control over his emotions. Sudden inappropriae emotional outhus
and school atmosphere
childhood, peer group relationship linked with the new experiences
and are rarcly found in him. He is able to hide his feclings and chok his cootonal be
emotional behaviour. His emotions get
influence his stimuli. At the same time,
behaviour gets linked
with the new

interests and his emotional

 9
Emotional Devvlopmrnt and Envstional Intelligence
98 Essentials of Edcational P'svhology
The person no more hangs in mcre idealism, but he actually perceives ihe things
n their Transitoriness
(4)
daydreamer and does not possess the dcsire to run away Irom there is a rapid shift from o n e emoton
real perspertive. He is not a Children s cmotons arc Iransitory character
in which means

of chocolate is enough to shift his emotion

o anther. We find that for weeping ch1ld,
realities are propeily exercised by him in
a

from distress to deliplht. Similarly. we find a

a
piece
quick shift in his emoton from delight tn distress.
(5) The intellectual powers like thinking. reasoning etc.
rapid shift from anger to smile, from laughte to tears or from eakously
emotions. to
decision. He is more guided by his intellect than his Similarly we find
making any affection. Contrary to this, emotions of adults do not shift so rapidiy. They are marked by a greater
i.e. he never gives arguments in defence of
(6) He does noi posses the habit of rationalization
he never puts the responsib1lity of
his own degrec of stability.
his undesirable or improper conduct. Also
mistakes on others. He is always honest in his behaviour.

self respect. He never likes to do the things Frequency

7 He possesses an adequate self-concept and
to show such behaviour as can injure his self respect and is adverse to his self-concept. On the average, the number of emotional experierces experienced by a child during a day s
for others and is keen to maintain social significantly greater than those experienced by a normal adult. A child undergoes different carents
8) He is not confined to himself. He thinks
himself in such a behaviour which is antisocial and can of emotional streams during a period of time. sometimes a specific emotion being repeated a number
relationships. He never engages
result in the social conflicts and blockage of social relationships. of times. But as the child grows older, he learms to make adjustments and uies to mee situation

exercise his emotions at a proper time in a proper place. If there is by reactions other than the emotional ones, hence resulting in a gradual decrease in the frequen
9) He has the courage to the occasion
a danger to his self respect or
if an innocent person is attacked, he can rise to of emotional responses.
But if he commits a mistake and is rebuked by his boss,
by cxercising his emotion of anger. Mature emotional behaviour is Detection of Emotionality
check his emotion of anger.
he is equally able to
shows no sudden shift from
characierised by greater stability. Person having such maturity The emotional state of a child is easily detectable. He is very innocent and does nox know he at
one emotion to another. of hiding his feelings and emotions. The behavioural symptoms like speech difficulbes, reqaent
I would like to quote Arthur T. Adal
As a regarding the meaning of emotional maturity,
conclusion crying, restlessness, nail-biting and thumb sucking etc. give indications of his emooonality.
emotional maturity should not involve only simple restriction and on the other hand, are generally able to hide their feelings and emotions Therefore, in their cas
Jersild. He is of the opinion that
view of emotional maturity. He writes, "An adequate it is difficult for others to know how they feel and detect their emotionality.
control. According to him, it is a very
narrow
the individual's capacity
must take account of the full scope of
description of emotional maturiy sense emotional maturity
means

and powers, and of his ability to use

and enjoy them In its broadest Differences in the Emotional Expression
and has developed
the degree to which the person
has realized his potential for richness of living An infant is quite unable to exercise control over his violent emooicnal outbursts Emooces ths
his capacity for whole
his capaciny to enjoy things, to relate himself to others, 1o love and to laugh: when there is stage are expressed through motor responses. As the child grows, the way of emouonal expressica
arises... and his capaciny to show fear
heaned s o r r o w when a n occasion for grief (Skinner, CE., gets modified. This modification goes on till the atainment of maturity in aduthood. A mrr adut
a need to use a false
mask of courage."
occasion to be frigh1ened, without feeling
seldom engages himself in the motor activity during emotional stres He learns o exercise aerol
Over his emotions and expresses them in a refined and socially approved way The emooonal
1968. p. 28).
either in the form of motor responses or in a socially unacceptable way is labelled s
expression
EMOTIONALITY OF CHILDHOOD Vs ADULTHOOD childish'. The cmotional response of an adult is always guided by his intellect while m te child
adulthood. This the intensity of feelings rules over the reasoning and thinking powe. The aduls r able no ko
childhood differ markedly from those of the
The emotional experiences during characteristics: their emotions reserved for a future
expression but in chikdhood it is a dhfficut a
difference can be easily seen through
some
of the following distinguished

FACTORS INFLUENCING EMOTIONAL DEVELOPMENT

Intensity There are sudden outbursts
of emotions
Children's emotions are
characterized by too much intensity.
In anger, he loses control
over himself. But an the emotional development of
below:
a child rests on many factors. Six of the importa ones a given
If a chikd weeps, he weeps bitterly. are
among children. Volcano-like sudden emotional outbursts
are not so intense.
emotional experiences
adult's
seldom observed in adults.
Health and Physical Development
Physical development and health has a positive corelation with emotonal devekopment Any
Briefness
for a short time and these
end esomalic
hciency structure
physical front
on internal or external r e a t e s emoomal prnbems Chikden weak
brief. Their emotions last or suffering from ilness, are mve emotivnally upset and unstable than those
Children's emotional experiences are very time and in the end, make
the emotions play their part for long
a
all of a sudden. However. in adults
form of "mood'.
their existence drawn over a period of ume in the
 Immal Drivlopment md molienal lntelligrnr 101

100 Essernals of Educalional Pswhology such nepatiVe dcvelopment

Similarly, M) many god or hat
younpers to
leads the duc to the impac
the balanced outburst of anger individual can
e acquired
with better health. The nomal functioning of the glands is very important for bchaviour of an
related to emotonal
abnomal increase or docrease in theur power of scretion CTEates things
cmotional development. Any neighbourhood
the scicty
and ol an indivdual can be lateled
enotional development
obstacles in the proper emotional development the influcneing the
lactors
In this way. factors Iike his physeal. physinlopal
therc are personal
In the Irsu calegory tactors like parents faml
into wo catcgoies- second calegry ihere
are soxial
In the
Intelligence comelation with the cmotional
mcntal and socal development.
community and
thc socicty. Both these laclors
exert a significant infuence

school, neiphbourhood, of the proper emional

Intellhgence as the ability to make adaptaton, has significant
a While taking c a r e
development of the child.
Melzcr (1937) concluded that the cmotional in vicw all the factors belongina
adjustment and suitability of a child. upon
child. parents as well as
thc leachers should kecp
those of the lower intellectual levels devclopment of a
There is less emoxional contro, on the average, among
(Hurlock, E.B., 1959. p. 254) the calegornCs.
than among children of rhe same age who are bright." to both
exercises control according to
An inteligent person. wrth his reasoning and thinking powers,
EMOTIONS
At every stage, the child's intellectual power TRAINING OF
the situatbon and make proper use of his emotions. METHODS FOR
individual and the society.
One of the main
guides and controls his emoüonal development Emotions their crude form are
in
harmful tn the
the emotions for the welfare
to train and modifiy
scheme of education is
and objccives of any good The various methods employed
for this purpse are

Family Atmosphere Relationships individual and that of the society.

of the
and relationships. The
Emotional development signifkcandy influenced by the family atmosphere
is
or Inhibition.
and elder members and the cordial atmosphere prevalent at home 1. Repression
emotional behaviour of the parents in family mental occupation.
and tensions Industriousness or
the children. while conflicts, fights 2.
develops positive emotions among to a child by parents and and sublimation.
emotions. Also the ueatment given 3. Redirection
relationships give brth to negative The order of birth (wthether the
emotional development.
the membears of the farnily influences his of the family, the 4. Catharsis.
of the family. the socio-economic status
firs or the youngest child). the size
or over-protected child)-
all are decisive factors in the
Repression or Inhibition
parental artitude (negleied, pampered
cmotional upbringing of the
child child is checked by imposing restnictions and
emotional behaviour of the
Here the undesirable to the child for the
emotional expression
outlet or opportunity is provided
giving punishment. No always required to express his
School Atmosphere and Teachers observed and the child is
Rules and regulations are very surictly of exercising control over the
of children. The healthy is negative method
in the emotional development Actually it a
plays an important role emouons in socially desirable ways.
School life
the balanced emotüonal development of for the healthy emotional development.
school always results in is in helpful
conducive aimosphere of the and way
cmotions no
the methods of teaching.
facilittes provided in the school,
children. All such things like the physical the relationship among the
social life in the school, Industriousness or Mental Occupation
cocurnicular activities and
the organisation of the students and the self-
attitude of teachers towards emotions is to keep oneselí busy in sme
the insiution,
staff members and the head of emotional development of
children.
Another method for exercising
desirable control o v e r
behaviour influence the Therefore, it is essential o have
example of the teacher's emotional constructive activities. Empry mind
is said to be a devil's workshop.
balanced emotional developmet f he
leisure activities for the
provision for co-curricular and
Social Development and Peer-Group Relationship
The more social children.
chidren is closely linked to
their emotional development
Social devedopment of or maladjusted
children
he will prove. Socially rejected Redirection and Sublimation
child. the m o r e emotionally adjustable social relationships and
is the
The maintenance of proper of rediration d
difficult emotional problems. modification in the The direction of flow of emotional energy
is changed through the process
alwzys fae effective m e a n s for bringing
essential
one. In both these processes
there s
virtues are the desirable
acquisition of social can only bring
desirable andd sublimation from an undesirable goal to a socially the emabon
proper social development in the nature of
emotional behaviour of
the child. The in redirection there is no change
in children. only a difference of degrees. While, there is modification of orgnal
emotional development and only he direction of the flow is changed, in sublimation,
socialy pproved
nstincts or emotions. Sublimation changes the very form of the emotion.
te bes
and the Society the method of controlling the emotions
is concermed. reduection senves
Neighbourhood, the Community As far as
negative effect on the personay
individual
of which an have
community and society, purpose. Unlike repression or
inhibition. it does not
like neighbourhood. the He picks up so many
uaits
emotion, but only brings desirabe
changes
The otber social agencies
influence upon his
emotional set-up.
fearless development of the children. It does not destroy the
member, also exen significant is sure to produce
is the A brave community
behaviour from these surroundings. exhibit emotional
of his emotdonal where the elder members unnecessarily
children. The society
and courageous
 103
and Emotonat Intelligence
motional Developmeni
102 Essennals of Educational F'vholosy and
(11) Instrnuctonal methodolopy and currculun should be dynamic. progresstve child
emotion of anger frequcntly.
the made of its expression. 1f a very aggressive and displays
ch1ld is
centred
e n e m i e s of the country and the
devils of the
his cmotion of can te diverted towards the teachers. Their indivdualty
angCT
defence of the country and for the weaker (111) Children should pet desired love and sympathy from the
bc utnlized in the
society. In this way. his cnergy can The teacher should see that
the cases of Tulsidas and Kaludas should be respected and indivdual differences recognized
members of the society. Sim1larly. the sublimation of love in or school.
the children atsfied in the classroom
of an individual. the basic emotional needs of are

presents clear exampleof the role of sublimation in changing the emotional set-up the emotions. the
(iv) With the help of positive methods of controfhng and trainung
in the minds of the children should
be removed and the
emotional tension present
Catharsis creation of undesirable complexes avoided
for the relcase of the emotional energy. In
some way
ideas
In this method. desirabie channcls are provided so that the pent up
(V) Moral and religious training should form part of the schoni programme High
a
individual is provided with the opportunity of self-expression factors of the children' s lives.
or the other, the of life and moral principles should be made the
guiding
are creatcd in the minds
Under the clouds of emotions, tensions refrain from any
emouons get appropriate outlet. Emotions are caught, they are not laught. Therefore. teachers should
a proper outlet for emotional expression, the tensions can be (vi)
act or behaviour which can bring undesirable influence on the emotional development
of the individuals. By providing the verbal expression of
better and lighter. Listening patiently to
removed and one is made to feel of the children. They must put their own example before the chrdren
for the refined
emotion is the simplest catharsis process.
The opportunity for self expression
an individual under cmotional expressions and behaviour.
in festivals and fairs and nituals of the society-
acüvities, participation
in the fom of co-cumcular (vii) Proper careshould be taken for the balanced social development of the children Each
catharsis of emotional energy.
all provide means for the child should get due recognition in his group and in no case he shoeld feel
solated
or rejected by his peer group and classmates.
DEVELOPMENT OF
PROPER EMOTIONAL of
ROLE OF TEACHERS IN (vii) Teachers need understand when behaviour is normal and wten if s a symptom
to
deviation should be sought and in case
CHILDREN something wrong. The causes for emotional
balanced emotional development in
the behaviour is expressively immarure, services of a skille gudance personne
that of teachers in bringing
Roe of Education and specialiy of the children are influenced and should be obtained.
mention. The emotional development
children deserves special earlier. Let us analyse the part emoton the learing proces Balarnced
These factors have been mentioned (ix) Teachers should recognize the place of in
controlled by many factors. children in the light of these the body and can make he kan1ng an
emotional development of emotional feelings can serve as a tonic to
teachers in bringing balanced
played by the active and exciting experience. Therefore, teachers should make the child emotonaly
factors earlier, depends upon physical
and physiological involved in his work
(1) Emotional development. as said physical development of
care is to be taken
for the proper
development. Therefore, every of healthy living. With
due
AND EMOTIONAL INTELLIGENCE
children. Children should
be made to learn the ways
be cared for proper
EMOTIONAL QUOTIENT (E.Q.)
children need to
and the state authorities, Emotional Quotient represents a relative measure of one"'s emodonal inneligence porennal
in the
cooperation from the parents weaknesses, deformities
should be made a w a r e of the physical same way as intelligence quotient (LQ) does for the measurement of one's inselecnni potentai
nourishment. The parents treatment should be made
for the
children and necessary provision We know that one's intelligence is an innate as well as an acqured intelleal ptential
Every
and illnesses of their
and
in schools or state hospitals. character of child is born with some intellectual potendal which grows and deveiops on * o u n t of mananay
over the emotional
of influencee experiences. Similary, one is also born with some innate emobonal inaeligence posennal n erms
exercises a good amount
the parents in making
the
(2) Home atmosphere active cooperation of onal
teachers should seek and the elder ofone's level of emotional sensitivity. emotional memory. emotionai prvsng
children. Therefore, emotional development.
Parens
rsuli
atmosphere of the
homes suitable for proper before their learming ability. This potential (unlike intelligence) is liabie to be developed &amagai a
or s

exhibit better examples of emotional expression of onc's life experiences. See the difference bere betweea the developmen patterm ot nnate
should in no way
members of the family atitude towards their
children and
emotional intelligence and general intelligence as a resut of matunty 2nd expenea
should to develop healthy the causes
children. They tury should try to know
behaviour. The teacher While general intelligence is generally no subjerted to the darhine or damage *th
hfe
them by their o w n modes of home atmosphere and parents
spoil of children and find
out how far experiences (it always picks up the nsing trend). the emodonal intelngenr can e eher developed
of emotional maladjustment for the proper emotional
should take suitable steps vnc s funure ite
Or damaged depending upon the type of environmental experienes
he e e n
responsible for this. Accordingly,
if a child starts with a certain evel of innate mathematcal abubiies, be has almost
are

development of the
children.
take care of More specifically,
of the authorities, should eenenes Siace
The eachers in school,
with the active cooperation
no chance of geting his potential lowered through training or o
kacher, paret
that
3)
the following things: activities for the full
ortelevision programme persuades
him to kam 2 2 = 5 Thas. are
there enugh chances may
provision for various
co-curricular
unhealthy environmental infuences or lessoas taught by the and
parents trachers other models
) Therce should be an adequate of the children. lead to the declining or damaging of one's innate or prevusy bekd kved of emononal intelhgence
emotional energies
expression
and outlet of
 and E i o t i n n a l Intelligenee 105
Fmotional Developnieni

einotons:
and
104 Essentials of Educational Pswhology_ being
awarc of his own fcelings
emotions in his thought. (such as usine
his
the preceived
at a particular ifctime is that level of onc's incorporalc
or intcprate
olving.
decision mak1ng etc )
Thus. what is refered to by one's emotional intclligence analys1ng. problcm of the e
cmotional lessons fecl1ngs in outcomes mtice
emotsons
with him at that lime as a result of the ongoing emotions
about the
n a l u r c . intcnsity
and
emoiional intelligence which is
havc
understanding
the czpression a d
use of emotonsm
proper over
or life experiences. tests control and regulation
is relatively
measured through some
cxercise proper harmony. prosperity and peace
The level potential of one's emotional intclligence
or cmotional self and others in view l promoting
Q.). a relative measure of onc's
dcaling with his cmotional intelligence and
into one's emotional quotient (E of the t e r m s
or lite situations resuling defined as under:
be clarification and explanation
the term emotional quotient (EQ.). may For further here Mr. Tetta Lautenschlager.
a NIP
Intelligence potential. Consequently, emotional intelligence potential
held by him 2 would like to quote
relative m e a s u r e of onc's intelligent person, we
Emotional Quotient is a emotionally
Connecticut, U.S.A.
He writes
the Four A's of
teaching fellow of Hamden,
n
at a particular perod of his life. m u s t become proficient
I submit that you
"To be emotionally intellig ent, Atitude and Action Anareness means knowins

and Definition intelligence i.e. Awareness, Acceptance, believing that emotions are
Emotional Intelligence-Meaning emotional means
it. Acceptance
and its interaction when you a r e feeling
not always rational It meo
is the product of one's heredity what you a r e feeling the brain that is
in the body and
Emotional intelligence, like general intelligence. tht person's general taking place that a r e amached to e o t i n
have been led to bclieve
a
biological process u. Atnitudes a r e beliefs
forces. Until recently. we success in any walk emotion without judging
with his environmental of able to feel a n by a n atitude Unless t
or intelligence quotient is the
greatest predictor being a n atitude,
o r is colored

intelligence measured as I.Q. the L.Q. scores are often

made when the emotion follows s a m e direcrion Aaaon is
There are times the
vocational o r professional. Consequently,
in
continue to be felt
of life -academic. social, various programmes, the e m o t i o n will
and promotion of the
individuals in atitude is challenged,
emotion and atitude.
into use for the selection. classification conducted in the 90s onwards behaviour you take
based o n
emphasizes that for deveiopng z m
researches and experiments
c o u r s e s and job placements.
However, it with of Yetta Lautenschlage clearly
and its measure 1.Q. by replacing The above viewpoints the ability of (i)
emotional a a o s
such o v e r - d o m i n a n c e of intelligence These have individual, one must develop
have uried to challenge emotional quotient (E.Q.). emotionally intelligent that emoional expressan
intelligence and its
measure
of the self and the others). (i)
cognitive realization
the concept of emotional measured through his E.Q. may
be a greater predictor (knowing the feelings cautious in utilising his emotons mo
emotional intelligence hence. one should be
revealed that a person's irational or unhealthy and utilizaton f
may be desired atitude for the proper
of s u c c e s s than his or
her I.Q. 1990 by two American fresh look or formation of
was introduced in action, (ii) having a for the progress of he ef
the tem emotional intelligence scientific into proper behaviour
Historically speaking.,
Dr. Peter Salovey in their attempt
to develop a emotional feelings, (ív) resulting ultimately
Dr. John Mayer and However, the the others.
University professors between people's ability
in the areas of emotions.
proper tune of about the concept of emotonal intelhgez
e
the differences
m e a s u r e for knowing to another
American psychologist
Based upon these contemporary viewpoints bux mdepenie a
emotional intelligence goes (related to
of uritary abiliry
the concept
Mater More Than 1Q.. one's emotional intelligence as
a
credit for popularizing Intelligence: Why lh
Can
may undestand
his book Emotional emotions in dose coopertin
Daniel Goieman through standard intelligence) helpful in knowing. feeling and judging he ra
n the ulrimate realisarion of
published in 1995.
of the term emotional intelligence given by one's thinking process for behaving
in a proper way
definitions
Let us
consider the views and
now and welfare of the self in Tune with
others.
the field.
and researchers in best sellers including
eminent psychologists has been defined in many
the term emotional intelligence ways-comprising many of Knowing about One's Emotional
1. Although Intelligence" in a
number of
Significance and Importance
1995 book "Emotional warnth and social skills-yet
the most
Dr. Daniel Goleman's mouvation. persistence, Intelligence (E.I.)
such as empathy, found in the
personality traits intelligence may be
of the term enotional in terms of his emotonal qucde
intelligence
book "Emotional one's emotional
accepted and
scientific explanation
Salovey in their 1997 The knowledge about the individual and the saien
Ts a
John D. Mayer and Peter educational and social implications for the welfare of
definition given by
following areas: now been recognized and given practical shape and implications
all round te giobe i t
EmotionalIntelligence" with emotion in four
Development and the capaciry to reason
with sgoa
the imporaar d
giving due publicity and acquainting the world population
as
be defined it"
"Emotional intelligence may understand it and to manage of Coleman ru
integrate it in houghi
1o
emotional goes to the famous
intelligence American psychologist Dr. Daniel
t0 percenve emotion, to
of this definition. of mater more then 1 2 and
*ortng *
Let us noOw try to analyse the viewpoint
us may be
found to have varying
capacities and his bestsellers like Emotional Intelligence Whythet can
forefront the folkoain p s *s
this definition, every one
of the nature of this Emottonal Intelligence, etc. He has brought to
According to with e m o t i o n s . Depending
upon
to importance of emotional intelligence and its measure through his anangs
to one's dealing in comparison
abilities with regard less emotionally intelligent
be said to be m o r e o r Emotional intelligence is as powerful. and at times more praerful than 1 e
she may
ability, he or **
about 20°% to sucecess in lufe. the ozher fors nnbute he
others in the grouP to: Contnbutes only
in proportion to his ability luck and scial class are among e
be termed
emotionally intelligent face reading
infer that emotional intelligence. d
A person will in others (through of s a s n hte
best pradicar t
the various types
of emotions
Unlike 1.Q.. emotional intelligence may be the
identify and preceive
nielligent people are more likely to sucrand in everything they undertake n e r
-

voice tone etc.);

language and
body
 07
Fmotional Development and
Esnotional Imielligence
106 Essentials of Educational Pscholosy
and the youngsters develop the abilty to correctly perceive feclings
teach and improve in children and any indivdual Try to help yourself
Unlike what is claimed about I.Q. wc can

for increasing their emotional

both in onesclf and others.
some crucial emotional competencies paving the way of the feclings in others. It
leads to a
cnjoyable and successful in the Try togve up the misgivings and misperception
intelligence and thus making their ives healthier, more love, while suspicion.
hostile attribution bias. Remember that love always bepets
coming days. hatrcdness and aggressions arc rewarded likewise.
not because il is totally new but
The concept of emotional 1ntelligence is to be applauded, to teach
e s s e n c e of what our
children or all of us I n all situations, sclf awareness
of the feclings and emotions is most important. Try
because it captures on one compelling term the n at a
need to know for being productive and happy. the children and help yourself to know what you are feeling when you are feeling
particular timc.
1Q. and even Standard Achievement Test (SAT) s c o r e s do not predict who will be of a good listener. People
Even school s u c c e s s c a n be predicted more by
emotional and social For understanding others and their feelings, develop the qualities
successful in life. on empathy and empathy
self-assured and interested, following directions, tuming to teachers who have a high E.Q. (emotional quotient) also have high
a score
m e a s u r e s (eg. being
with other colleagues) than by academic comes through effective listening.
for help and expressing needs while getting along when not clouded
Try to do away with the wrong notion that thought is most appropriate
ability. and emotions, heart and mind for the
helps m o r e than one's intellectual by emotions. Try to learn the integration of thoughts
In working situations also, emotional intelligence the time. Therefore, do not try to supress emotons (as every
professional skills and competencies. A appropriate behaviour right
at
potential in terms of one's 1.Q.
or even
has its value and significance) but to strike a balance between rational houghts an
emotional intelligence may suffer on account feeling
professionally competent person having p0or with others. emotions.
or in getting along properly
of his inability to deal with his self emotions are what
him much in all the spheres of life through its various Teach the children and yourself that all emotions are healthy (because
One's emotional intelligence helps and the fear, sadness. the so called negauve emotons
of one's emotions (self awareness), unite the heart, mind body). Anger.
constituents or components namely knowledge is to learn the art of
othe (empathy) and are as healthy as peace, courage and joy. The important thing
oneself, recognizing emotions in
managing the emotions, motivating results in terms of better handling of expressing one's feelings or emotions in a desirable way at a desirable time in a desirable
achievement of the end
handling relationships. The life. It c a n only be possible amount. In this connection, have this remark of the Great
Greek Philosopher Arisode as
essential and significant in one's
mutual relationships is quite
a guideline.
emotional intelligence and its proper development.
through one's potential of revolution in the field be angry with the righ person to he rgh
Daniel Goleman have brought a "Anyone can become angry-that is easy. But to
The viewpoints and ideas propagated by in the right way-tha s not ear.
and work place management. It
has also provided sufficient support degree, at the right time, for the right purpose, and
of child caring, home, school mental health programmes. and emooons as
services including physical
and Try to practice and teach the children the art of managing the feelings
to the guidance and counselling emotional intelligence is a sure for the distressing emoüons of fer.
a bit exaggeration in the tall claim that adequatcly as possible. This is especially important
Although these may s e e m
is n o denying of the fact
that one's emotional pain, anger, etc.
guaranice for unqualified
advantage in life, yet there with other people and
towards one's ability to deal successfully Don't allow the emotions and feelings to develop as hindrance and obstacies in your path
make-up counts quite substantially towards one's s u c c e s s in one's
area
Use them us a motivating agent or force for achieving your soal.
Since these qualities count significantly
with one's o w n feelings. success. Most of problems
the in our
to step in for the required Teach yourself and your children the lessons of empathy. ie. developing a sense d *har
of achievement, it may help
one
problems, work situation problems
adolescent problems, home and family someone else is feeling..
life whether childhood o r of the involved
result of the mishandling
international problems are the
o r political, regional
or

emotions of the
individuals concerned, group
of individuals, society
and Have measures for the proper development of social skills for berter
interpersonal relationship with others. Don't break the communication channel and express
communicancn and
sentiments, feelings and of emotions and
efforts a r e made for the training
education, opportunities and their feelings with an equal sense of attending and listening to other's feelings for de ener
the nations. If proper among the people rnght from your
emotional intelligence potential management of relationships.
development of proper emotional understanding. empathy
in bringing mutual
childhood. then it will surely help
actions and behaviour on the part of the individuals and groups for leading Try to provide time and efforts for
more
developing not just cagnaave professaveal skils
but also affective skills for the developnaent of emotional
accompanied with right inteiligene
a better life
with peace and cooperation. live are thus the ultimate goals Last but not the least is to provide yourself as a model or companivn for
others progress and to
live and let others Let mauncanang proper
To progress and lea of emotional intelligence. emotional bonds. If you have developed yourself as an emxionally inaelhgent mdivadual
provided for developing one's potential
of any education or raining the youngsters and
emotionally
you may inspire or lead others to become so. However, it is nox essental
aD pertert r
for the welfare of
us n o w consider
such m e a s u r e s to be adopted teachers bases One just nends o what chers
complete for guiding others as parents, or e

affected individuals. need, and be there for meeting their necds

emotional intelligence?
development of
How to belp in the proper direction:
helpful in this
prove
The following m e a s u r e s may
 Emolional hevelopment and tEmolional litell1gence I00
108 Exsentials of Educational Pswchology comfortable talking about people who are
that you dont feel te not there
You tell your friend
The Measurement of Emotional Intelligence and change the subect
For the measurement of one's intell1gence. we make use of one or the other intelligence test (verbal for ot saying anything to stop t.
You keep quiet and beal yourselt up
can make Use ot
or on-verbal).Similarly for the of one's emotional intelligence we
measurement
not Item No. 2
such measures called emotional intelligence tests or scalcs. These tests and nmcasures are and
available casily and in sufficient numbers like intelligence tests standardized for measuring : Your best fiend has iecentiy
broken up with smcone is taking t hard
Situation
measurcs
intelligence of the varying population of the human beings. A few of such well
known
Your response:
of emotional intelligence may be cited as under.
You take him or her out for a wild night
on the town to get his or her mind off the break
Dr. John
Mayer Emotional Intelligence Scale (MEIS) constructed and standardized by
You start to worry about your own relationsh1p and if you might get dumped
1.
Mayer of the University of New Hampshire. U.S.A. .You bash your friend's mate and tell your friend that he or she is beter off alore
constructed and
2. Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) You ask your friend what you can do to help him or her get through this.
standardized by Dr. John Mayer, Dr. Peter Salovey and Dr. David Caruso of U.S.A.

3. Bar-On Emotional Quotient Inventory (EQ-i) constructed and,

standardized by
Multi-Health Systems: U.S.A. for the first time in SUMMARY
Dr. Reuven Bar-On and published by
1996. This test covers five areas: intrapersonal, interpersonal, adaptability.
stress
Emotions sort of feelings or affective experiences which are characterzed ty m e
are some
management and general mood. physiological changes hat generally lead them to perform some or the other types of behavou
standardized by S.K.
4. Mangal Emotional Intelligences Inventory (MEI) constructed and acts.
National Psychological A particular type of emotion has distinguished characteristics like () is association with sone
Mangal (author) and Shubhra Mangal. It has been published by
It four areas-Intra-personal awareness, Inter-personal awareness, basic instincts or drives, i) aroused as a result of perception (i) intensity of ferings
Corporation, Agra. covers
Giv) accompanied with the specific physiological changes (v) its sudden rise bat slow dea
Intra-personal management and Inter-personal management.
In addition to these well standardized measures, we may also come across some emotional (vi) displaying the quality of displacement ie uansferred to other situation uarge em ar

somewhat meant just for a fun or amusement.

Emotions in general can be categorized into two kinds- positüve a pleasant emctions ie
intelligence measures which have a limited value or love. amusement, curiosity, etc. and negative and unpleasant emotions like fear. ange. aiuiy
from an emotionally intelligent person
However, these may provide vital clue of what is expected
assumed emotional situation. The sample items of such tests are reproduced here for etc.
in an arbitrary Emotions are always accompanied with some distinctive physiological or bodaly imterai an
providing an idea of such measures.
external changes. Examples of such internal changes-increase in heart beat. decrease n blend
Test Items of a Scale Type Measure pressure, increase and decrease in the rate of respiration and breathing, malfuncveing of
make big decisions in my life. digestive system, change in the body temperature, chemical composition of the blood. ani eoicn
1. I find myself using my feelings to help
of the duct and ductless glants, hardening and tensing of muscles of the body and changessad
Sometimes Rarely Never electrical or galvalic skin responses. Among the external changes (detected anly thragh sm
Always Usually
2. People don't have to tell me what they feel I sense it. observation) are changes in facial expression. body postures and voice or vocal exprasses
O The process of emotional development in an individual during dif+erent devekprmenzal
O
Always Usually Sometimes Rarely Never is mainly characterized by the changes like ) gradual birth of differnet emceoas snz
() changes in the conditions or nature of stimuli that arouse the emotions and ( ds i
conflicts and emotional upsets in relationship.
3. I have rouble handling O
manner in which emotions are
expressed.
O
Always Usually ometimes Rarely Never Emotional) experiences(i)during childhood differ markedly from those of the attbd

Measuree
ens of inIntensity
(vi) Differences
Briefness (i) Transitoriness (iv) Frequeacies
the emotional expression.
Derecter an iv

Test Items of a Multiple Choice Type

Item No. 1 Emoions development of the children may be influenced by many faan
physical development,
läc hs hea so

of friends and one of your friends starts to make and intelligence, family atmosphere and relativaships shd am
Situation You are hanging out with a group and teachers, social development and peer
about a friend who is not there. the society etc. group relationships, neightbvurdond e
comments
negative
The welfare of the individual and
Your response: society lies in the proper emoaoaal tuncn
about the friend who is not
there. m e s a need of proper training and modification of the emoons The vanus mebo
Y o u add a few negative c o m m e n t s lor this
and later you privately
talk about your feelings to your pyed
mental
purpose may be named as (i) Repression or lnhtbitn (nl
ntustn
Y o u say nothing at the moment occupation (ii) Redirection and Sublimaton and (iv) C'atharns
comment.
fnend who made the