Emotional Intelligence: From Theory To Everyday Practice !FREE!
Servant Leadership, a 30-year-old leadership and management concept, is slowly gaining popularity, especially in faith-based healthcare institutions. However, although theory is present, actually putting the concepts into everyday practice lags far behind. This article discusses how a person's worldview influences leadership; specific servant leader characteristics adapted from a biblical worldview; the need for emotional intelligence; and Jesus Christ as the ideal Servant Leader. The author includes a Workplace Questionnaire on Servant Leadership Qualities.
Emotional Intelligence: From Theory to Everyday Practice
Managing stress is just the first step to building emotional intelligence. The science of attachment indicates that your current emotional experience is likely a reflection of your early life experience. Your ability to manage core feelings such as anger, sadness, fear, and joy often depends on the quality and consistency of your early life emotional experiences. If your primary caretaker as an infant understood and valued your emotions, it's likely your emotions have become valuable assets in adult life. But, if your emotional experiences as an infant were confusing, threatening or painful, it's likely you've tried to distance yourself from your emotions.
Social awareness enables you to recognize and interpret the mainly nonverbal cues others are constantly using to communicate with you. These cues let you know how others are really feeling, how their emotional state is changing from moment to moment, and what's truly important to them.
In addition to modeling, educators can promote emotional intelligence through direct instruction by embedding the mood meter in classroom management practices as well as formal and informal learning activities. We provide examples of each in the following sections.
Shauna L. Tominey, PhD, is an assistant professor of practice and a parenting education specialist at Oregon State University. She previously served as the director of early childhood programming and teacher education at the Yale Center for Emotional Intelligence. Her research focuses on the development of programs that promote social and emotional skills for children and adults. [email protected]
Individuals who have developed and practiced this area of EI actively generate emotions that support certain tasks or objectives. For example, a teacher skilled in this domain may recognize that her students need to experience positive emotions, like joy or excitement, in order to succeed when doing creative work such as brainstorming or collaborative art projects. She may plan accordingly by scheduling these activities for after recess, knowing students will likely come into the classroom cheerful and happy from playing outside. Making decisions based on the impact that emotional experiences may have on actions and behavior is an essential component of EI.
EI also includes the ability to differentiate between emotional states, as well as their specific causes and trajectories. Feelings of sadness or disappointment can result from the loss of a person or object, such as your concert tickets. Standing in the rain, by most standards, is merely a slight annoyance. However, waiting in the rain for hours in a large crowd will likely result in irritation or frustration. Feeling like you have been treated unfairly when someone cuts in line and takes the tickets you feel you deserved can cause your unpleasantness to escalate into anger and resentment. People skilled in this area are aware of this emotional trajectory and also have a strong sense of how multiple emotions can work together to produce another. For instance, it is possible that you may feel contempt for the people who cut in front of you in line. However, this feeling of contempt does not arise from anger alone. Rather, it is the combination of anger and disgust by the fact that these individuals, unlike you, have disobeyed the rules. Successfully discriminating between negative emotions is an important skill related to understanding of emotion, and it may lead to more effective emotion management (Feldman Barret, Gross, Christensen, & Benvenuto, 2001).
Reflective practice has huge benefits in increasing self-awareness, which is a key component of emotional intelligence, and in developing a better understanding of others. Reflective practice can also help you to develop creative thinking skills, and encourages active engagement in work processes.
The most effective early childhood directors manage through relationships. This important book guides a director through the steps to build respectful, dynamic, and welcoming relationships with families and staff. It covers all traditional early childhood administration topics, from financial management to marketing and development, while also recognizing and exploring the human side of management and the critical role of emotional intelligence in effective leadership.
Mindfulness has enjoyed a tremendous surge in popularity in the past decade, both in the popular press and in the psychotherapy literature. The practice has moved from a largely obscure Buddhist concept founded about 2,600 years ago to a mainstream psychotherapy construct today.
Advocates of mindfulness would have us believe that virtually every client and therapist would benefit from being more mindful. Among its theorized benefits are self-control, objectivity, affect tolerance, enhanced flexibility, equanimity, improved concentration and mental clarity, emotional intelligence and the ability to relate to others and one's self with kindness, acceptance and compassion.
Less emotional reactivity. Research also supports the notion that mindfulness meditation decreases emotional reactivity. In a study of people who had anywhere from one month to 29 years of mindfulness meditation practice, researchers found that mindfulness meditation practice helped people disengage from emotionally upsetting pictures and enabled them to focus better on a cognitive task as compared with people who saw the pictures but did not meditate (Ortner et al., 2007).
Better quality of life. Using qualitative and quantitative measures, nursing students reported better quality of life and a significant decrease in negative psychological symptoms following exposure to mindfulness-based stress reduction training (Bruce, Young, Turner, Vander Wal, & Linden, 2002). Evidence from a study of counselor trainees exposed to interpersonal mindfulness training suggests that such interventions can foster emotional intelligence and social connectedness, and reduce stress and anxiety (Cohen & Miller, 2009).
In conclusion, mindfulness has the potential to facilitate trainee and therapists' development, as well as affect change mechanisms known to contribute to successful psychotherapy. The field of psychology could benefit from future research examining cause and effect relationships in addition to mediational models in order to better understand the benefits of mindfulness and mindfulness meditation practice.
"Having the class taught by way of story-telling was very effective; learning not just the theory of EQ but also actual actions and steps we could use in our everyday situations at work AND at home." - 2021 course participant
Imagine that you come home at the end of a really bad week where everything possible has gone wrong. When you walk in the front door you are confronted with a time machine which can take you back to Monday morning so you can live the whole week over again. You use this opportunity to think about everything that went wrong and what you could do (if anything) to correct things as well as trying to repeat the things that you have done right. It may not seem like it but this is reflective practice - the act of thinking about our experiences in order to learn from them for the future. In real life you probably don't have access to time travel but you can still work towards being a reflective practitioner. We can all undertake activities to think about our experiences, learn from them and develop an action plan for what we will do next.
Reflective practice was something which developed in disciplines such as teaching, medicine and social work as a way to learn from real life experiences. People in these areas would think about encounters with their students, patients or clients, how these worked and what lessons they could take away. Over time many other areas have adopted the principles of reflective practice, including universities. You can use reflection when studying, for example when preparing group work or when working on assignments. It is also useful beyond academia when you are applying for jobs, as part of a professional qualification or just as a way of thinking about your role.
This section has introduced the concept of reflective practice and what you might use it for. As we move through this resource you will be encouraged to think about how you might make reflection work for you and how you can become a reflective person in your everyday life.
The theory of emotional intelligence was introduced in the early 1990s by two leading psychologists, Peter Salovey and John D. Mayer. In 1995, science journalist and author Daniel Goleman connected the theory with business leadership, solidifying its place in mainstream conversation and leadership education, with the book titled Emotional Intelligence.
You can improve your emotional intelligence with training, reflection, and deliberate practice. Starting with self-awareness, you can find and use the techniques that improve the areas of emotional intelligence you lack. Here are a few ideas to increase your emotional intelligence in the workplace.
The purpose of this article is to present, describe and examine the Bar-On model of emotional-social intelligence (ESI). This is an empirically based theoretical paper. As such, various findings are presented to describe this theory of ESI and demonstrate that it is a comprehensive, robust and valid conceptualization of the construct. 041b061a72