EI Notes:
UNIT 1
What is EI?
Emotional intelligence can be said to be an individual’s ability to effectively manage emotions of self
as well as of others around them, deal competently with social situations, make appropriate
decisions, and forge ahead in the different arenas of life. It is the individual’s capacity to recognize,
understand and manage the feelings of self and others. It also refers to the extent of influence on the
emotional responses of others. The individual’s capacity to handle frustrations, deal with setbacks,
manage emotional reactions, and get along with others also falls in the purview of emotional
intelligence.
EI is a form of social intelligence that indicates an individual’s ability to recognise, perceive,
understand, monitor and manage emotions & feelings, both of oneself and that of others. It is
another form of intelligence that accounts for soft behavioural traits like motivation, empathy,
resilience, social navigation, zeal etc that help us live a better life, understand and navigate through
social situations and form good relationships.
Keywords:- Recognise, understand, manage/regulate, express, empathise, social skills.
EQ>IQ
Salovey and Mayer were the first to coin the term ‘emotional intelligence’ in 1990 which was later
popularized by Goleman when he wrote his best-selling book Emotional Intelligence: Why it Can
Matter More Than IQ.
Goleman, in his book, made an interesting claim – EQ is more important than IQ. According to him,
IQ only contributes 20% to an individual’s success, while EQ contributes 80%. Since Goleman talked
of EQ in the context of the workplace, he also said that its contribution is 66% in all jobs and 85% in
leadership roles. The importance of EQ in effective leadership has been emphasized by Goleman, in
all his work.
EI Significance
a. It facilitates resilience, motivation, empathy, stress management, communication, and our ability
to read, understand, and navigate social situations.
b. It affords one the opportunity to live a more fulfilled, healthier and happy life.
c. It plays an important aspect of personal and professional success, as well as mental and physical
health.
d. It helps to form social relationships.
e. Effective leadership and persistence in face of adversity, self-control & deal with frustrations.
f. Better thinking, reasoning and problem solving.
1.6.1 Ability Model by Salovey & Mayer in 1997.
Definition & 4 aspects of the model:
A. Ability to perceive emotions accurately, recognise them.
B. Ability to understand emotions, distinguish why.
C. Ability to use emotions to facilitate/support thinking, reasoning, problem solving.
D. Ability to manage emotions to accept them and use them for personal growth.
1.6.2 Mixed Model by Goleman in 1998
AKA Competency model as Goleman advocated EI as a combination of competencies in terms of self-
awareness, self-confidence, self-control, commitment and integrity, and a person’s ability to
communicate, influence, initiate change, and accept change.
Goleman gave 25 competencies under 5 dimensions of emotional intelligence.
1. Personal Competencies: Self-Awareness, Self-Regulation, And Self-Motivation
2. Social Competencies: Empathy & Social Skills.
BUILDING BLOCKS OF EI: 4 QUADRANT MODEL derived from Goleman’s Mixed Model.
The 25 competencies were reduced to 20 and the 5 domains were collapsed into 4 quadrants
(Boyatzis, Goleman, and Rhee, 2000).
The building blocks of EI are Self-awareness, Self-management, Social-awareness & Relationship
Management.
Self A – recognise, understand, express, deal, regulate emotions.
Self M – being optimistic, committed, persist in adversity, impulse control, adapt.
Social A – being aware of emotions in others and social situations, adept navigation.
Relationship M – maintaining good interpersonal relationships, lead, communicate, change people
through integrity and hones, resolve conflict and work in teams.
1.6.3 Trait Model by Petrides and Furnham (2000)
Related to the individual’s perception of own traits and emotional abilities and belief that they can
achieve the desired outcomes in the emotional arena. Doesn’t regard EI as an ability.
There's no fixed set of qualities for an emotionally intelligent person because what works in one
situation might not work in another. For instance, someone who's outgoing and sociable might excel
in sales or social media but struggle in roles like accounting or research.
1.6.4 Emotional Social Model by Bar-On (2006)
An individual’s social skills are separate from their emotional intelligence skills, yet are equally
important as far as achieving goals is concerned.
Bar-On gave 5 components as part of the model.
1. Intrapersonal: awareness, expression and regulation of emotions
2. Interpersonal: empathy, navigate, social relationships
3. Stress Management: deal with setbacks, impulse control
4. Adaptability: to change, influence, lead
5. General Mood: internal happiness
Hence, emotional intelligence is a combination of emotional and social competencies and
behaviours. It includes the capacity to be aware of, to understand, and to express oneself; ability to
understand, and to relate to others; ability to deal with strong emotions and control one’s impulses;
and ability to adapt to change and to solve problems of personal or social nature, and general
mood.
3.6 PRISM MODEL
A theoretical model of social competency was provided by Linda
Rose-Kranor (1997). This model does not focus on the development of social
competence, but describes the different elements required for establishing good
social interaction.
When children are growing up, interaction contexts beyond the home
environment gain importance and become increasingly broader. Moreover,
being effective in a variety of social interactions requires children to master
many skills that underlie social competence, such as perspective taking, social
problem solving, and emotion regulation, which possibly also differ in
developmental stadia. Knowledge about (a) these underlying skills, (b) the
interaction contexts, and (c) these developmental stadia all contribute to a
better understanding of social competence, which is why we consider these
three types of knowledge as relevant dimensions, that is, as crucial building
blocks of social competence.
Outlines many components needed to build strong social competence
and interaction.
1. Top layer is theoretical in nature that considers social
competence's effectiveness in interaction.
2. Second layer is an indexical level, focused on quantifying social
competency. Examples include evaluating how well-liked peers are
or how helpful they are using different raters (Smith and Flanery,
2017).
3. Bottom layer is the skill dimension, which describes the
fundamental abilities that are critical in the various contexts in
which social interaction occurs, such as empathy, communication,
perspective taking, emotion management and emotion awareness.
4. Depth dimension of the prism model relates to interaction that
takes place in different contexts, such as the home versus the
classroom, the elder against the younger, and offline versus online.
1. EI and Significance and Building Blocks
2. Effective Communication
3. Self Management
4. Social Competence and awareness
5. Personal Competence and models
6. Strategies to enhance EI
7. Measures
SOCIAL COMPETENCE
A person’s capacity to successfully navigate and engage with people
in a variety of
social circumstances is referred to as social competence. It includes a
variety of
abilities and actions that allow people to, establish and sustain healthy
relationships communicate well, and adjust to various social
situations.
Social skills:
Understanding Social Patterns
- Social Memorization: Memorizing interaction patterns, significant
indicators, and emotional cues.
- Social Encoding: Enhances social competence by understanding social
interactions.
Decision-Making and Problem-Solving Skills
- Early Social Learning: Kids learn conflict resolution and social decision-
making early on.
- Impact of Poor Skills: Aggressive resolution leads to peer rejection and
social incompetence.
- Benefits of Good Skills: Wise decisions enhance social skills and
competency.
Emotional Regulation and Management
- Emotional Control Skills: Essential for managing emotions and avoiding
impulsive actions.
- Development Over Time: Improves with age, leading to better social
competence.
Communication Skills
- Effective Communication: Key for social competence, involves reading
nonverbal cues.
- Challenges in Communication: Poor skills make social interactions
difficult.
Empathy
- Understanding Others: Awareness of others' viewpoints and emotional
states.
- Maintaining Connections: Empathy helps sustain relationships.
Cultural and Group Values
- Impact of Values: Group and cultural values affect social competence.
- Cultural Awareness: Enhances social interactions and competence.
Self-Regulating
- Emotional Management: Includes controlling impulses and resisting peer
pressure.
- Role of Caregivers and Peers: Help develop self-regulation skills.
Interpersonal Skills
- Understanding and Cooperation: Skills like expressing emotions and
keeping friendships.
- Application of Skills: Knowing when and how to use social skills.
Positivity and Self-Identity
- Positive Self-Identity: Leads to better interpersonal relationships and
social success.
- Impact on Social Acceptance: Enhances self-worth and social confidence.
Cultural Competence
- Cultural Understanding: Respecting and understanding different cultures.
- Social Justice: Important for mature social interactions.
Social Ethics
- Universal Values: Honesty, respect, empathy, and a sense of justice.
- Sense of Community: Encourages social competency and effective
societal functioning.
Decision-Making Skills
- Effective Planning: Crucial for achieving social goals and developing
social skills.
- Weighing Options: Making thoughtful decisions to enhance social
competence.’
Strategies to enhance Social Competence:
Environmental Context
- Influence on Social Skills: The early environment, including classroom
layout and activities, significantly impacts a child's social skill
development.
- Daily Schedules and Activities: Structured routines and activities help
children develop social skills and self-regulation.
- Free Choice Time: Allows children to socialize, manage emotions, and
deal with overstimulation.
Naturalistic Strategies
- Classroom Interactions: Combine natural interactions with strategies like
attention and conflict resolution.
- On-the-Spot Support: Teachers provide immediate guidance, helping
children recognize and articulate emotions.
- Positive Reinforcement: Encourages repetition of positive social
behaviors through simple rewards.
Daily Usual Tasks
- Routine Activities: Include peer-assisted learning, cooperative learning,
and group affection activities to enhance social skills.
- Developing Bonds: Activities like listening and humor help build
interpersonal skills and cultural competence.
Intense Interventions
- Structured Programs: Teacher-monitored methods and direct instruction
for children struggling with social competence.
- Adult- and Peer-Mediated: Interventions involve both adult guidance and
peer support to improve social skills.
Social Skills Training
- Teaching Kindness: Aims to help unpopular children interact positively
with peers.
- Varied Methods: Includes communication, problem-solving, and
emotional regulation, often conducted in small groups.
Lowering Undesirable Conduct
- Behavior Management: Focuses on reducing aggression and
inappropriate actions.
- Positive Techniques: Reinforcing alternative skills, anger management,
and effective communication.
Ensure Good Social Niche
- Organized Interaction: Small, structured peer settings with adult
supervision help children feel comfortable.
- Parental Involvement: Parents can facilitate social interactions through
events and celebrations to foster friendships.