| A practical combination of interpersonal intelligence | | | | highly emotional, quick to act on his or her emotions |
| and intrapersonal intelligence is called emotional | | | | and has little or no sensitivity to the feelings of |
| intelligence. The important model on which this article | | | | others; that co-worker's communications often tend |
| is based was defined by Daniel Goleman in his great | | | | to hurt or antagonize others. As more and more |
| book emotional intelligence. | | | | companies perceive their dependence on good |
| The purpose here is to review the topic in simplified | | | | teaming among employees and on earning the |
| summary form that can be used by parents and | | | | goodwill of customers who will not tolerate rudeness, |
| teachers. Let us consider emotional intelligence or EI | | | | these companies are both seeking workers with high |
| by giving answers to six questions:question #1 is why | | | | EI and implementing training to improve the emotional |
| is emotional intelligence important? The powerful | | | | intelligence skills of existing employees. |
| answer is that a person's emotional intelligence or EI | | | | Question #4 is when and how can we develop high |
| is often the most important factor in determining | | | | emotional intelligence among youngsters? The |
| success or failure in a career path. Putting aside | | | | so-called "window" or optimum period for developing |
| downsizing in a weakening economy, more | | | | strong emotional intelligence is from birth through |
| employees are fired or fail to gain promotions | | | | adolescence. This means that both parents and |
| because they have failed to develop their EI than for | | | | teachers from day care through high school control |
| any other reasons. Parents and teachers who help | | | | the time period in which the most can be done to |
| youngsters develop their EI make a wonderful | | | | help a young person grow strong emotional |
| contribution to the future success of the youngsters. | | | | intelligence. Parents who deal constructively with their |
| Question #2 is what is emotional intelligence? It is a | | | | own emotions, who show respect for their child's |
| person's ability to deal with his or her own emotions | | | | feelings, but who deliberately encourage their child to |
| and the emotions of others in a constructive manner, | | | | perceive how his or her behavior is affecting others |
| a manner that promotes teamwork and productivity | | | | are encouraging development of strong ei. Schools |
| rather than conflict. Perhaps, most importantly, it is an | | | | that train staff members to continue this growth |
| ability that can be taught and 'grown' just like the | | | | process and build EI development exercises |
| other intelligences that we shall review in future | | | | throughout existing courses make a major |
| articles. | | | | contribution to the career success potential of |
| Question #3 is how can you recognize emotional | | | | students. Excellent curriculum resource materials are |
| intelligence? The most direct way to answer this is to | | | | readily available to help teachers in this area. |
| describe what you will see if a person is exhibiting a | | | | Question #5 is how can you promote teaching of |
| high level of the five basic components of ei. The | | | | emotional intelligence in your youngster's school? If |
| person will show these skills: | | | | you are considering day care programs, ask providers |
| 1. Self-awareness - the person recognizes his or her | | | | to give you specific information on their EI |
| emotions and the causes of same. In effect, he or | | | | development activities. If answers are vague or |
| she is an observer of self who can then make | | | | evasive, look for another program. In the case of |
| clearer or more informed decisions about personal | | | | k-12 schools, ask your parent-teacher organization or |
| action. | | | | the principal to sponsor an EI information program. If |
| 2. Self-regulation - the person, armed with | | | | this discloses a strong school EI focus, learn how to |
| self-awareness, controls his or her actions carefully | | | | work in partnership with that focus. If it discloses the |
| rather than just reacting to a situation solely on the | | | | lack of such a focus, join others in encouraging |
| basis of impulse generated by an emotion-generating | | | | specific attention to the area. If it is a k-6 school, a |
| event. (This is not a matter of denying or hiding | | | | great service would be action to provide parents and |
| emotions but rather of not being ruled by emotions.) | | | | parents-to-be with an adult education program on |
| 3. Self-motivation - when something goes wrong, the | | | | how the home environment can contribute to EI |
| high EI person does not ask "what is wrong with me | | | | development in a youngster. |
| or us?" He or she asks "what can I (or we) fix?" | | | | Question #6 is how can your school promote growth |
| 4. Empathy - the person exhibits interest and an | | | | of emotional intelligence? Students and teachers can: |
| ability in recognizing the feelings of others. Empathy | | | | 1. Hold discussions to become fully aware of the |
| gives one the ability to "walk in the other person's | | | | power and principles of ei. |
| shoes." | | | | 2. Practice implementing EI power every day - in class |
| 5. Effective relationships - using the previously listed | | | | interactions, in peer discussions, in the cafeteria, at |
| four skills, the person communicates with others in a | | | | home, everywhere. |
| way that addresses their as well as his or her needs. | | | | 3. Evaluate each person's contribution to |
| The emphasis is on solving problems together, not | | | | person-to-person exchange with these questions - |
| unnecessary confrontation. The high EI person | | | | A. Did he or she control personal emotions |
| communicates with a constructive goal in mind. | | | | adequately? |
| Of course, the opposite of high EI is not difficult to | | | | B. Did he or she show sensitivity to and concern with |
| recognize. If you are exposed to a co-worker who is | | | | the feelings of others? |