Emotive Intelligence

By Miguel D'Addario

The word intelligence was introduced by Cicero to signify the intellectual capacity concept. Its semantic spectrum is very broad, reflecting the classical idea according to which, by intelligence, man is, in a certain way, all things.
Intelligence, like learning, is a concept that psychology has borrowed from ordinary language and its content, initially intuitive and not well defined, has been transformed based on the applied studies.

• Language: English
• Publisher: BadPress
• Release date: May 16, 2019
• ISBN: 9781547581917

Book preview

Emotive Intelligence

Development and application for personal evolution

Resultado de imagen de inteligencia emocional imagen

Miguel D’Addario

PhD

ISBN-13: 978-1720316541

ISBN-10: 1720316546

All Rights Reserved · SafeCreative

European Community

First edition

2018

Content

Introduction

Principles of emotional intelligence

The development of human intelligence

Theories of intelligence. Theory of multiple intelligences. Triarchic theory of intelligence

Theory of emotional intelligence

Concept, origins, and dimensions of Emotional Intelligence. Biological aspects of Emotional Intelligence

Components of Emotional Intelligence.

Self-awareness. Control of emotions.

Motivation. Empathy. Social relationships

Models on the conception of emotional intelligence Biological approach

Psychophysiological approach

Neurological approach

Psychoanalyst approach

Behaviorist approach

Theory of activation. Cognitive theories

The focus of the emotional brain

Psychoneuroimmunological approach

Intelligence and emotions. Know your own emotions

Manage emotions. Motivate yourself

Recognize the emotions of others

Establish relations. Self-esteem. Take decisions

Social skills

Development of emotional intelligence in the evolutionary stages

The development of emotional intelligence in early childhood

Emotions in early childhood

Emotional understanding

Development of emotional intelligence in early childhood. Self-regulation and interest and interest in the world

From 2 to 7 months

Development of intentional communication (3-10 months)

The appearance of an organized sense of self (9-18 months)

Create emotional ideas (18-36 months)

Emotional reasoning. The origin of the imagination, sense of reality and self-esteem (30-40 months)

Emotional development from schooling to puberty

The development of emotions in the stages of Early Childhood Education and Primary Education.

Emotional understanding

The expression of emotions

The development of emotional intelligence

Emotional development in adolescence

Emotions in adolescence

Emotional understanding in adolescence

The development of emotional intelligence in adolescence

The expression of emotions in adolescence

The family and the development of emotional intelligence

First socializing agent: the family

Influences of the family in the development of Emotional Intelligence

Family models and emotional intelligence

Educational styles and development of emotional intelligence. Democratic style

Authoritarian style. Permissive style. Style not involved 

Development of emotional intelligence in the stages of education

The development of emotional intelligence in the education system

The development of emotional intelligence in the school context

Importance of the development of emotional intelligence in school.

The school as a socializing agent

Teacher's educational styles

Overprotective style. Assertive style

Punitive style. Inhibitor style

The role of colleagues in the development of emotional intelligence

The development of Emotional Intelligence in the classroom

Emotional literacy at school

The education and development of emotional intelligence. Emotional competence

Characteristics of emotional competence

Emotional awareness Emotional regulation

Personal autonomy (self-management)

Interpersonal intelligence

Life and well-being skills

Programs for the development of emotional intelligence

Importance of the Programs for the development of Emotional Intelligence

Concepts to take into account for the development of Emotional Intelligence Programs.

Contents of the Programs for the development of Emotional Intelligence

Intervention techniques for the development of Emotional Intelligence.

Modeling. The directed practice

The verbal instruction. Feedback

Techniques based on positive reinforcement

Techniques based on punishment

Behavioral test. Initiation technique with equals

Cognitive-behavioral strategies

Rational strategies. Strategies to deal with stress. Strategies for solving problems

Most used programs for the development of Emotional Intelligence

Pedagogical instructional program and emotional independence

Affective and Social Education Program

Affective development program

Program: Developing emotional intelligence

Emotional Education Program

Program: Being smart with emotions

Structured social skills learning program

Program: Unknowing yourself

Emotional Education Program

Bisquerra emotional education program

Socio-emotional education program for Primary Education

Social skills program in childhood

Social skills training program for children

Program to reinforce social skills, self-esteem and problem-solving.

Conclusion

Exercise. Questionnaire

Practical exercise

Bibliography

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Introduction

Coexistence in a complex and multicultural world is increasingly complicated. In recent years, there has been an increase in psychosocial stressors in developed societies. Among these, there are situations of conflict in social interaction with the problems of coexistence derived from them. Our society has valued for many centuries a very concrete ideal of a human being: the intelligent person. In a traditional school, it was considered that a student was intelligent when he mastered without difficulty the contents and concepts of the different areas and subjects. More recently, the intelligent student has been identified with someone who has a high Intelligence Quotient (IQ), and who therefore obtained the best qualifications in school. In the XXI century, this vision has entered into a crisis for two reasons. The first is that academic intelligence is not enough to achieve professional success. The second reason is that neither intelligence guarantees success in our daily lives nor the IQ of people contributes in a decisive way in our emotional balance or in our mental health, but are other social and emotional skills, responsible for our emotional stability and mental, as well as our social and relational adjustment. In this context, society asks why emotions are so important in everyday life. The answer is not easy, but it has allowed us to be open to other ideals and people’s models. In this moment of crisis, the exclusive ideal of the intelligent person is no longer valid and it is when the concept of emotional intelligence arises as an alternative to the classical vision. This type of intelligence is the driving force of reflection, responsibility, freedom, creativity, solidarity, and coexistence and therefore it is necessary to teach students to identify, recognize and control their emotions as this knowledge will improve the ability of the school to teach, while allowing future adults to face a society increasingly competitive and less emotional with the social consequences of intolerance, isolation, and disqualification that affect interpersonal relationships and make every day more difficult human coexistence. Therefore the school must promote situations that enable the emotions development in students, that is, the school poses the challenge of teaching their students to be emotionally intelligent by equipping them with basic strategies and emotional skills that protect them from risk factors.

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Principles of emotional intelligence

Historically, emotion has been conceived as the antithesis of reason. Strong emotions such as hatred, anger, and even passion were factors that could break and unbalance relationships within the community. This is why the education of reason and the denial of emotions will probably be advocated since education is a mechanism for socialization. Rationality has been exalted as a defining quality of the human race, believing that its empowerment would inevitably lead to the control of emotions. But time has shown that the denial of emotion is not the most effective way to regulate it and that the intellect is usually more at the service of emotions than emotions at the service of the intellect. The consideration that rationality, ie cognition, is what defines us as humans covered the initial conception of intelligence, an aspect that was also considered as eminently human, so the emotion we shared with the rest of the animals was excluded in the first definitions of intelligence. Intelligence is the ability to solve problems by adapting to the circumstances. When the problems are of an emotional nature, it is the emotional skills that we must put into practice to achieve higher levels of satisfaction and personal development. Being emotionally intelligent consists of maintaining a harmonious relationship between negative emotions such as anger, frustration, anxiety, jealousy, hatred, coldness, arrogance, sorrow, etc. facilitating the passage to positive emotions, such as altruism, joy, generosity, humility, tolerance, etc. Therefore, we must substitute one for another and express them adequately respecting our rights and the rights of others. An intelligent action consists of knowing how to identify the origin and nature of emotions in ourselves in order to control them in a reflexive way, establishing appropriate relationships between thoughts, emotions, and behavior as a way of guiding personal life. However, there is no unanimous conception of what emotional intelligence is. Emotional skills can be defined as the abilities and dispositions to voluntarily create a mood or feeling from the knowledge we have about the situation. Hence, it is necessary to learn to attribute emotionally desirable meanings to the events that take place in the relationships we establish with others. In this way, knowing what thoughts and feelings cause our moods, we can manage them better to solve the problems they generate.

The development of human intelligence

The word intelligence is of Latin origin, intelligentĭa, that comes from inteligere, term composed of intus between and legere to choose, the reason why, etymologically, intelligent is the one who knows how to choose. Intelligence allows choosing the best options to solve an issue. The word intelligence was introduced by Cicero to signify the concept of intellectual capacity. Its semantic spectrum is very broad, reflecting the classical idea according to which, by intelligence, man is, in a certain way, all things. Intelligence, like learning, is a concept that psychology has borrowed from ordinary language and its content, initially intuitive and not well defined, has been transformed according to the studies carried out.

As Kagan (1999) pointed out, many societies conceived the idea of intelligence to explain the obvious differences in the people’s abilities to adapt to the problems that the environment posed to them. But the study of intelligence and learning as factors that allow adaptation to the environment starts from the theory of evolution. When Darwin published his work The origin of the species a great impact was generated in the scientific society of the moment and many works began to try to refute or confirm his theory. One of the people who was most impressed by the work of Darwin was Francis Galton, who initiated a new line of work on the inheritance of mental characteristics. Galton tried to define what and which were the mental characteristics and how to measure them. That is why he is dedicated to developing instruments to measure hearing thresholds, visual acuity, color vision, time reaction, memory. To obtain the data, he created an anthropometric laboratory and developed basic statistical concepts. For his part, Cattell collaborates with Galton, promoting the study of individual differences. Both Cattell and Galton attempted to measure intelligence based primarily on simple measures of sensory responses and reaction time. At the beginning of the XX century, the French Ministry of Education asked Alfred Binet to create an instrument to identify the mental retardation of children who required specialized education. In 1905, Binet created a general mental skills test that included tasks of verbal reasoning and nonverbal reasoning, and the results were classified by age. His test was very successful, which prompted the generation of many other instruments with similar characteristics. Later, in 1906 a professor from Stanford University adapted the test developed by Binet for the American population and this adaptation was called Stanford-Binet intelligence. It was thought that intelligence could not be considered a single skill. For this reason, the factorial analysis was developed to identify the skills underlying the intelligence from the response of a large sample of the population to a set of items. Spearman (1927) published a book in which he explained that most of the test items correlated in some way with each other. Based on these studies, he proposed the existence of a general intelligence factor that would represent an abstract reasoning, which he called G and of several specific factors that he called S. On the contrary, Thurstone (1938) opposed the idea that there could be a general factor of intelligence and considered that there are independent intellectual abilities. Through the factorial analysis of several intelligence tests, he established the existence of seven primary mental abilities: verbal meaning, perceptive speed, reasoning, numbers, repetitive memory, verbal fluency, and spatial visualization.

The theories that appeared later tried to reconcile the two positions. In the second half of the XX century, Guilford (1967) proposed a complex three-dimensional model. According to this author, each task can be