EMOTIONS

A feeling that underlies behaviors and comprised of

Cognitive (subjective feelings)
Physiological (autonomic arousal)
Behavioral (non-verbal expression)

Why emotions
With out feeling and emotions
we will be like robots.
It is the feeling and emotions,
our likes and dislikes that give
our life meaning that make us
happy or unhappy, fulfilled or
dissatisfied and that to a large
degree decide our course of
action and even on our health
www.schoolofeducators.com

TYPES OF
EMOTIONS

Primary Emotionsbasic emotions (inside

the perimeter of the
wheel)
Mixed Emotions- a
combination of
primary emotions
(outside the wheel)

What is Emotional Intelligence?

Emotional intelligence is not about being nice all the
time.
It is about being honest.
Emotional intelligence is not about being touchyfeely.
It is about being aware of your feelings, and those of
others.
Emotional intelligence is not about being emotional.
It is about being smart with your emotions.

Emotional Intelligence

Emotional Intelligence is
the ability of an
individual
to deal successfully with
other people ,
to manage ones self,
motivate other people,
understand one's own
feelings and
appropriately respond to
the everyday
environment

Paradigm/Definition

There is an intelligence based on emotion,

and people who have this capacity are
less depressed, healthier, more enjoyable,
and have better relationships
A form of social intelligence that involves
the ability to monitor ones own and others
feelings and emotions, to discriminate
among them, and to use this information to
guide ones thinking and action

DEFINITION OF
EMOTIONAL
INTELLIGENCE
Emotional

intelligence refers to
emotional awareness and emotional
management skills which provide the
ability to balance emotion and
reason(moods) so as to maximize long
term happiness.

Emotional
Intelligence

Emotional Intelligence doesn't mean being soft

it means being intelligent about emotions a
different way of being smart.
Emotional intelligence is your ability to acquire
and apply knowledge from your emotions and
the emotions of others in order to be more
successful and lead a more fulfilling life.

High IQ
Critical
Condescending
Inhibited
Uncomfortable
with sensuality
Emotionally
bland

High
Emotional
Poised
IQ

Outgoing
Committed to
people and
causes
Sympathetic
and caring
Comfortable
with
themselves

Characteristics of a low EQ
Person
If only I had a different job
If only I had finished graduation
If only I had been handsome/beautiful
If only my spouse had stopped drinking
If only I had been born rich and famous
If only I had good contacts
If only I had better friends
If only I had married someone else
11

IQ contributes only about 20%

to success in life

Other forces contribute to

success
Emotional Intelligence
Luck
Social Class

More potent predictors of career

success were
Ability to handle frustrations
manage own emotions
manage own social skills

The
HEAD

IQ

The
HEART

EQ

THE PERSONALITY

IMPORTANCE OF EMOTIONAL
INTELLIGENCE
GENERAL HAPPINESS:EI leads to general happiness.

1.
2.
3.
4.

HIGH EQ
MOTIVATION
SATISFACTION
FULFILLMENT
HAPPINESS

LOW EQ
FRUSTRATION
DISAPPOINTMENT
RESENTMENT
SORROW

Thus high EQ generates positive feeling which result into general

happiness. And low EQ generates negative feeling which result into
general unhappiness.
**EQ IS THE MEASURING UNIT OF EMOTIONS.**

Goleman Emotional
Intelligence Model
SelfAwareness
Emotional Self-Awareness
Accurate Self-Assessment
Self-Confidence

SelfManagement

Self-Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative

Social
Awareness
Empathy
Organizational Awareness
Service Orientation

Social Skills

Developing Others
Leadership
Influence
Communication
Change Catalyst
Conflict Management
Building Bonds
Teamwork & Collaboration

Components of Emotional Intelligence

Definition

Hallmark

The ability to recognize and understand your moods,

emotions and drives as well as their effects on others

Self-confidence
Realistic Self development
Self-deprecating sense of humor

The ability to control or redirect disruptive impulses

and moods. The propensity to suspend judgement to
think before acting

Trustworthiness & integrity

Comfort with ambiguity
Openness to change

Motivation

A passion to work for reasons that go beyond money

or status
The propensity to suspend judgement to think
before acting

Strong drive to achieve

Optimism, even in the face of
failure
Organizational commitment

Empathy

The ability to understand the emotional makeup of

other people
Skill in treating people according to their emotional
reactions

Expertise in building and

retaining talent
Cross-cultural sensitivity
Service to clients and customers

Social Skills

Proficiency in managing relationships and building

networks
An ability to find common group & build rapport

Effectiveness in leading change

Persuasiveness
Expertise in building & leading
teams

Self
Awareness

SelfRegulation

Emotional Self-Awareness
Improvement in recognizing and
naming own emotions
Better able to understand the causes
of feelings
Recognizing the difference between
feelings and action

Managing Emotions
Better frustration tolerance and anger management
Fewer verbal put-downs, fights, and classroom
disruptions
Better able to express anger appropriately, without
fighting
Fewer suspensions and expulsions
Less aggressive or self-destructive behavior
More positive feelings about self, school, and family
Better at handling stress
Less loneliness and social anxiety

Harnessing Emotions Productively

More responsible
Better able to focus on the task at hand and pay
attention
Less impulsive, more self-control
Improved scores on achievement

Empathy: Reading Emotions

Better able to take another persons perspective
Improved empathy and sensitivity to others
feelings
Better at listening to others

Handling Relationships
Increased ability to analyze and understand relationships
Better at resolving conflicts and negotiating disagreements
Better at solving problems in relationships
More assertive and skilled at communicating
More popular and outgoing; friendly and involved with peers
More sought out by peers
More concerned and considerate
More pro-social and harmonious in groups
More sharing, cooperation, and helpfulness
More democratic

How then can one improve emotional

intelligence?
Pay attention to self and others body language
Listen more; speak less- develops empathy
Get curious, not furious- Watch what you say
especially when frustrated or annoyed. Reframe
negative emotions into curiosity - " ... this makes
absolutely no sense to me" can be replaced with, "Do
you see something in this that I must be missing
Elicit pride in others Reason for working together
Remember that emotions are contagious - A
dominant person's emotions (negative or positive)
always influences others. Leaders should be careful to
show only those emotions, which they want to see in
others

Taking the time for mindfulness

Recognizing and naming emotions
Understanding the causes of feelings

Nine
Strategies
for

Differentiating between emotion and the need to take action

Preventing depression through learned optimism
Managing anger through learned behavior or distraction techniques
Listening for the lessons of feelings
Using gut feelings in decision making
Developing listening skills

Promoting
Emotional
Intelligence

Measurement of EQ
BarOn Emotional Quotient Inventory
Emotional & Social Competence Inventory
Emotional & Social Competence Inventory - U
Genos Emotional Intelligence Inventory
Group Emotional Competency Inventory
Mayer-Salovey-Caruso EI Test (MSCEIT)
Schutte Self Report EI Test
Trait Emotional Intelligence Questionnaire (TEIQue)
Work Group Emotional Intelligence Profile
Wong's Emotional Intelligence Scale

Emotional and Social

Competence Inventory (ESCI)
Administration Time: 30 - 45Minutes
The ECI measures 18 competencies
organized into four clusters: SelfAwareness, Self-Management, Social
Awareness, and Relationship
Management.

Self-Awareness concerns knowing one's internal states, preferences,

resources, and intuitions. The Self-Awareness cluster contains three
competencies:
Emotional Awareness: Recognizing one's emotions and their effects
Accurate Self-Assessment: Knowing one's strengths and limits
Self-Confidence: A strong sense of one's self-worth and capabilities
Self-Management refers to managing ones' internal states, impulses,
and resources. The Self-Management cluster contains six
competencies:
Emotional Self-Control: Keeping disruptive emotions and impulses in
check
Transparency: Maintaining integrity, acting congruently with ones
values
Adaptability: Flexibility in handling change
Achievement: Striving to improve or meeting a standard of excellence
Initiative: Readiness to act on opportunities
Optimism: Persistence in pursuing goals despite obstacles and
setbacks

Social Awareness refers to how people handle relationships and awareness

of others feelings, needs, and concerns. The Social Awareness cluster
contains three competencies:
Empathy: Sensing others' feelings and perspectives, and taking an active
interest in their concerns
Organizational Awareness: Reading a group's emotional currents and power
relationships
Service Orientation: Anticipating, recognizing, and meeting customers' needs
Relationship Management concerns the skill or adeptness at inducing
desirable responses in others. The Relationship Management cluster contains
six competencies:
Developing Others: Sensing others' development needs and bolstering their
abilities
Inspirational Leadership: Inspiring and guiding individuals and groups
Change Catalyst: Initiating or managing change
Influence: Wielding effective tactics for persuasion
Conflict Management: Negotiating and resolving disagreements
Teamwork & Collaboration: Working with others toward shared goals.
Creating group synergy in pursuing collective goals.

The Mayer-Salovey-Caruso
Emotional Intelligence Test (MSCEIT)
The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is
an ability-based test designed to measure the four branches of the
EI model of Mayer and Salovey.
MSCEIT consists of 141 items and takes 30-45 minutes to complete.
Ages: 17 and older
The Four Branches of Emotional Intelligence
Perceiving Emotions: The ability to perceive emotions in oneself and others as
well as in objects, art, stories, music, and other stimuli
Facilitating Thought: The ability to generate, use, and feel emotion as
necessary to communicate feelings or employ them in other cognitive processes
Understanding Emotions: The ability to understand emotional information, to
understand how emotions combine and progress through relationship transitions,
and to appreciate such emotional meanings
Managing Emotions: The ability to be open to feelings, and to modulate them in
oneself and others so as to promote personal understanding and growth

The MSCEIT comprises eight subtests. Some examples of these

subtests include questions, such as:
Identifying emotions: A picture of a person or landscape is presented,
and individuals need to evaluate the extent to which this picture
generates various emotions, such as happiness, on a scale from 1 to 5
Facilitating: Individuals need to rate the extent to which several
emotions, on a scale from 1 to 5, might be most useful in a specific
instance, such as when they need to meet an in-law for the first time
Understanding emotions: A scenario is presented about a person in
some situation, and participants must specify which of several
emotions this individual is likely to be feeling.
Managing emotions: A scenario is presented about a person.
Participants must specify which of several strategies, such as She
began to list what she needs to do, are most effective in these
contexts.

The Emotional Quotient

Inventory (EQ-i)
The EQ-i is a self-report measure
designed to measure a number of
constructs related to EI. The EQ-i
consists of 133 items and takes
approximately 30 minutes to complete.
Ages: 16 and Older
Administration: Self Report and
Mulit-rater versions available

EQ-i Composite Scales and

Subscales*
INTRAPERSONAL (self-awareness and self-expression)
Self-Regard: To accurately perceive, understand and accept oneself
Emotional Self-Awareness: To be aware of and understand ones
emotions
Assertiveness: To effectively and constructively express ones
emotions and oneself
Independence: To be self-reliant and free of emotional dependency on
others
Self-Actualization: To strive to achieve personal goals and actualize
ones potential
INTERPERSONAL (social awareness and interpersonal relationship)
Empathy: To be aware of and understand how others feel
Social Responsibility: To identify with ones social group and
cooperate with others
Interpersonal Relationship: To establish mutually satisfying
relationships and relate well with others

STRESS MANAGEMENT (emotional management and regulation)

Stress Tolerance: To effectively and constructively manage
emotions
Impulse Control: To effectively and constructively control emotions
ADAPTABILITY (change management)
Reality-Testing: To objectively validate ones feelings and thinking
with external reality
Flexibility: To adapt and adjust ones feelings and thinking to new
situations
Problem-Solving: To effectively solve problems of a personal and
interpersonal nature
GENERAL MOOD (self-motivation)
Optimism: To be positive and look at the brighter side of life
Happiness: To feel content with oneself, others and life in general

Work Group Emotional

Intelligence Profile (WEIP)
The Work Group Emotional Intelligence Profile (WEIP) is a self-report measure
designed to measure emotional intelligence of individuals in teams. The measure
employs a seven-point reference format ranging from 1 (strong disagree) to 7
(strongly agree), with items encouraging reflection on one's own behavior, such as "I
am aware of my own feelings when working in a team" and "I am able to describe
accurately the way others in the team are feeling."
he WEIP6 captures two dimensions of emotional intelligence: Ability to Deal with Own
Emotions (Scale 1: 18 items) and Ability to Deal with Others' Emotions (Scale 2: 12
items)
Scales 1 and 2 are delineated into 5 subscales. Scale 1 is composed of the
subscales Ability to Recognize Own Emotions, Ability to Discuss Own Emotions, and
Ability to Manage Own Emotions. Scale 2 is composed of the subscales Ability to
Recognize Others' Emotions and Ability to Manage Others' Emotions. Team
emotional intelligence is measured by calculating the average scores of the WEIP6
for all team members.

Wong's Emotional
Intelligence Scale (WEIS)
Wong's Emotional Intelligence Scale (WEIS) is a
self-report EI measure developed for Chinese
respondent (Wong et al., 2007). WEIS is a scale
based on the four ability dimensions described in
the domain of EI:
(1) appraisal and expression of emotion in the self
(2) appraisal and recognition of emotion in others
(3) regulation of emotion in the self
(4) use of emotion to facilitate performance