šDaniel Goleman, once a science writer for numerous periodicals and newspapers, popularized the concept of emotional intelligence in the 1990s.

šHis 1995 book, Emotional Intelligence: Why It Can Matter More Than IQ, introduced the general public to the emotional concepts that had been discussed by psychologists and laypeople for decades.

Personal Competence:

Social Competence:

Regulation:

Recognition:

Emotion Intelligence is a/an _____________.

šWithin the ability model, there are four branches/four core elements:

1. Emotional Perception- Appraisal

2. Emotional Integration- Expression

3. Emotional Understanding- Utilization

4. Emotional Management- Regulation

šPeter Salovey of Yale University and John Mayer of the University of New Hampshire (Mayer, DiPaolo, & Salovey, 1990; Salovey & Mayer, 1990) theorized that adapting to life circumstances required cognitive abilities and emotional skills that guide our behavior.

š

According to Mayer, Caruso and Salovey’s ability model (2000), EQ refers to abilities used for processing info about one’s own as well others' emotions.

1. Emotional Perception- Appraisal

2. Emotional Integration- Expression/Facilitation

3. Emotional Understanding- Utilization

4. Emotional Management- Regulation

•Ability to register, attend to and decipher emotional messages as they are expressed in variety of contexts including:

•Facial expressions

•Tone of voice

•Works of art

•A person who can detect subtle facial expressions is in a better position to manage a conflictual social situation

•Well-informed about the environment.

1. PERCEIVING EMOTION

1. Identify deceptive or dishonest emotional expressions.

2. Discriminate accurate vs. inaccurate emotional expressions.

3. Understand how emotions are displayed depending on context and culture.

4. Express emotions accurately when desired.

5. Perceive emotional content in the environment, visual arts, and music.

6. Perceive emotions in other people through their vocal cues, facial expressions, language, and behavior.

7. Identify emotions in one’s own physical states, feelings, and thoughts.

•Ability to access and generate feelings which facilitate thought.

•Emotions can enter cognitive system as explicit thoughts about specific feelings “I am happy”

•As altered cognitions which are congruent with emotional state. Happy person thinks “Everything will go good today”

•Emotions facilitate thoughts by giving info about mood state

•Make us think in a way congruent with our mood states.

•People skilled in emotional integration can view things from multiple perspectives. From optimistic to pessimistic, from angry to relaxed.

•The capacity to see things from multiple perspectives may facilitate creative problem solving and explains why people with rapid mood swings show greater creativity than those with more stable moods.

•The degree to which mood swings are under voluntary control is dependent on emotional management skills

FACILITATING THOUGHT USING EMOTION

1. Select problems based on how one’s ongoing emotional state might facilitate cognition.

2. Leverage mood swings to generate different cognitive perspectives.

3. Prioritize thinking by directing attention according to present feeling.

4. Generate emotions to relate to experiences of another person.

5. Generate emotions as an aid to judgment and memory

•Ability to comprehend the implications of emotions.

•Temporal orientations of emotions

•How emotions change or lead to another emotion over time

•Temporal pattern affecting relationships.

UNDERSTANDING EMOTIONS

1. Recognize cultural differences in the evaluation of emotions.

2. Understand how a person might feel in the future or under certain conditions (affective forecasting).

3. Recognize likely transitions among emotions such as from anger to satisfaction.

4. Understand complex and mixed emotions.

5. Differentiate between moods and emotions.

6. Appraise the situations that are likely to elicit emotions.

7. Determine the antecedents, meanings, and consequences of emotions.

8. Label emotions and recognize relations among them.

•Ability to regulate emotions, to choose to be open to experiencing emotions and to control the way in which these are expressed.

•Option of choosing to experience emotions or blocking to experience them.

•Regular vs emergency situations.

•People with well-developed EM skills are able to choose the degree to which they are open to experiencing emotions and expressing them.

MANAGING EMOTIONS

1. Effectively manage others’ emotions to achieve a desired outcome.

2. Effectively manage one’s own emotions to achieve a desired outcome.

3. Evaluate strategies to maintain, reduce, or intensify an emotional response.

4. Monitor emotional reactions to determine their reasonableness.

5. Engage with emotions if they are helpful; disengage if not.

6. Stay open to pleasant and unpleasant feelings, as needed, and to the information they convey

People with High EQ:

People with Low EQ:

High Emotional Intelligence:

Low Emotional Intelligence:

SELF-DETERMINATION THEORY