Emotional Intelligence: Lessons in Learning to Learn

Vaibhav P. Birwatkar Research Scholar

The true measure of a nations standing is how well it attends to its children their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born.
UNICEF, Innocentii Report Card 7, 2007

employees and mediocre employees. Emotional intelligence refers to the

Inteligena emoional: Lecii despre nvarea nvrii

Vaibhav P. Birwatkar Cercettor
Adevrata msur a strii unei naiuni este felul n care se preocup de copiii si de sntatea i sigurana lor, bunstarea material, educaia i socializarea lor, cultivarea convingerii c sunt iubii, apreciai i integrai in familia i societatea n care s-au nscut.
UNICEF, Innocentii Report Card 7, 2007

Abstract The success in life for a child is dependent not only on cognitive ability but also on the emotional intelligence skills such as self-awareness, motive control, collaborative working and sensitivity to ones own emotions and to those of others. Therefore, when designing a curriculum for preschool, the inclusion of an emotional intelligence development program should be seriously considered by the teachers. The following article describes the rationale that an emotional intelligence education program can influence a childs emotional intelligence. How enhancing emotional abilities in early years provide children with a useful tool in achieving success during adulthood. What is Emotional Intelligence? Psychologists Mayer and Salovey coined the term emotional intelligence in 1990, but it originated from McClellands research comparing the distinguishing competencies between exceptional

Rezumat Succesul unui copil n via nu depinde doar de performanele sale cognitive, ci i de abilitile innd de inteligena emoional precum: contiina de sine, autocontrolul, capacitatea de a lucra n echip, inteligena intrapersonal i interpersonal. De aceea, n momentul alctuirii unei programe pentru precolari, profesorii ar trebui sa ia n considerare, cu toat seriozitatea, includerea unui program pentru dezvoltarea inteligenei emoionale. Articolul de fa descrie felul n care un program pentru educarea inteligenei emoionale poate influena dezvoltarea unui copil; modul n care formarea timpurie a abilitilor emoionale poate deveni un instrument pe calea spre success a adultului de mai trziu. Ce este inteligena emoional? Termenul a fost introdus de psihologii Mayer i Salovey n 1990, dar conceptul a rezultat din cercetarea lui McClelland care
1|Page

a comparat anumite angajailor excepionali

competene

ale

capacity for recognizing our own feelings and those of others, for motivating ourselves and for motivating emotions well in ourselves and in our relationships. It is the ability to perceive accurately, appraise and express emotions, generate feelings that facilitate thoughts and an ability to regulate emotions to promote growth. It is also defined as an array of non-cognitive capabilities competencies and skills that influence ones ability to succeed in coping with environmental demands and pressure. The four main domains of emotional intelligence are self-awareness, selfmanagement, social awareness, and social skills. Self-awareness includes an accurate self-assessment and self-confidence. Selfmanagement pertains to emotional selfcontrol, adaptability achievement, and optimism. Social awareness refers to empathy and service, meeting stakeholders needs. Relationship management covers inspirational leadership, influence, teamwork, conflict management, being a change catalyst, and building bonds. Recent studies on emotional intelligence showed the formation of emotional skills is much easier in the formative years from birth to the late teens. Looking at existing structures, school is the focal activity in that age group but emotions rarely have a place in schools. Beyond infants school and early primary school, almost all efforts are concentrated on cognitive skills like reading, writing, mathematics. There is nothing in the standard training of teachers that prepares them from instilling emotional intelligence skills in students. Also there is no subject where the quality and ability of teachers would be more crucial. In a time of budget cuts, intense societal pressures on children, and national testing standards, the strain on educational funds to fulfil the diverse needs of our children is becoming increasingly apparent. This calls for innovative approaches to addressing

the academic, social, psychological, and physical health needs of developing students. cu abilitile angajailor mediocri. Inteligena emoional este capacitatea de a recunoate att propriile sentimente, ct i pe cele ale altor persoane, cu scopul de a ne automotiva i de a-i motiva pe ceilali. Inteligena emoional este abilitatea de a percepe corect, de a evalua i de a exterioriza propriile emoii, de a trezi sentimente n ceilali, de a folosi emoiile in mod constructiv. Inteligena emoional a mai fost definit ca un set de abiliti, competene i deprinderi care influeneaz capacitatea persoanei de a face fa presiunilor i cerinelor din exterior. Cele patru domenii principale ale inteligenei emoionale sunt: contiina de sine, autocontrolul, contiina social i abilitile de socializare. Contiina de sine include o percepie de sine corect, alturi de ncrederea n sine. Autocontrolul se refer la echilibrul emoional, adaptabilitate i optimism. Contiina social implic empatie i disponibilitate, deschidere i generozitate. Abilitile de socializare nseamn leadership motivant, capacitatea de a influena, de a lucra n echip, managementul conflictelor, promovarea schimbrii i capacitatea de a crea noi relaii interumane. Studiile recente asupra inteligenei emoionale arat c formarea abilitilor emoionale este mult mai uoar n primii ani de via, pn spre sfritul perioadei adolescenei. n societatea actual, coala este principala activitate pentru grupul de vrst respectiv, dar emoiile sunt rareori binevenite n coal. Dup anii de grdini, eventual primele dou clase primare, toate eforturile se concentreaz asupra competenelor cognitive: scrisul, cititul, socotitul. Nu exist nicio secven n formarea obinuit a profesorilor care s-i pregteasc pentru formarea i dezvoltarea inteligenei emoionale a viitorilor elevi. Aceasta n condiiile n care niciun alt obiect de studiu nu solicit n egal msur calitile i abilitile profesorului.

2|Page

ntr-o epoc a reducerilor bugetare, a unei presiuni sociale fr precedent, nvmntul Introducing emotional intelligence in schools would be a radical change. Teachers, specialists, and administrators should work together to develop a cohesive program, which should be reinforced daily in the classroom. Emotional Intelligence and Academic Achievement Children achieve at the highest academic level when they feel safe, valued, and cared about in an educational atmosphere that encourages the development of optimism and empathy for each other. In the early grades, children are introduced to the basic vocabulary of emotions. They learn cooperation and problem-solving skills and develop an understanding of what it means to be a member of a group. The ability to pay attention to their emotions, experience feelings with clarity and be able to recover from negative states of mind has a decisive influence on students mental health, and this psychological balance in turn is related to and ultimately affects academic performance. Students with less emotional intelligence are likely to experience stress and emotional difficulties during their studies, and consequently will benefit more from the use of adaptive emotional skills that allow them cope with these difficulties. Emotional Intelligence can act as a moderator of the effects of cognitive skills on academic performance. Students with high emotional intelligence tend to demonstrate better school attendance than their classmates with lower EQ scores and are less likely to drop out of school than their peers. It helps them to manage the complexities and pressures that would otherwise derail them. This effect occurs both on an individual basis and in terms of the overall school climate.

trebuie s rspund unor nevoi diversificate. Aceasta implic demersuri inovative pentru satisfacerea cerinelor de acumulare a cunotinelor teoretice, dar i sociale, psihologice i de dezvoltare fizic armonioas ale beneficiarilor. Preocuparea pentru dezvoltarea inteligenei emoionale ar revoluiona coala. Profesorii, specialitii i persoanele implicate n administraie ar trebui s-i uneasc eforturile pentru dezvoltarea unui program coerent, care s se fac simit permanent n sala de clas. Inteligena emoional i rezultatele la nvtur Copiii se ridic la cel mai nalt nivel academic atunci cnd emoional se simt n siguran, ncurajai i apreciai, ntr-o atmosfer educaional bazat pe optimism i empatie. Inc din primii ani de coal, copiii nva abc-ul emoiilor. Ei sunt ncurajai s coopereze, s gseasc soluii mpreun, s contientizeze apartenena la un grup. Capacitatea de a-i percepe propriile emoii, de a le decodifica i de a depi o stare de spirit negativ are o influen crucial asupra sntii mentale a elevului, echilibrul psihic influennd n mod decisiv rezultatele sale academice. Elevii cu o inteligen emoional redus sunt predispui stresului i problemelor emoionale, n timpul anilor de studiu. Acetia ar avea un plus de beneficiu n urma formrii abilitilor de adaptare emoional, care i-ar ajuta s fac fa provocrilor de orice fel. Inteligena emoional ar putea aciona ca un catalizator al oglindirii abilitilor cognitive n performana colar. Elevii cu o inteligen emoional ridicat au o frecven mai bun la cursuri i se implic activ, fa de colegii lor cu un coeficient sczut, acetia din urm fiind predispui abandonului colar. Coeficientul ridicat de inteligen emoional i ajut pe cei dinti s fac fa cerinelor complexe i stresului care altfel i-ar debusola. Fenomenul apare att la nivel

3|Page

individual, ct i la nivelul ntregii comuniti colare. Hence, it is essential to develop the emotional intelligence of student teachers during pre-service. How do you teach Emotional Intelligence? Emotionally Intelligent teachers help students with improved motivation, enhanced innovation, increased performance, effective use of time and resources, improved leadership qualities and improved team work. Teaching emotional intelligence has become a necessary task in the educational realm and most teachers consider mastery of these skills a priority in the socio-economical and personal development of their students. It is important to select a program which explicitly includes emotional skills based on the ability to perceive, understand and regulate emotions. Teaching these skills depends on giving priority to practice, training and improvement, and not so much on verbal instruction. The important thing is to exercise and practice emotional skills, enabling them to become just one more adaptive response within a students natural repertoire. Brain researchers now accept that our repeated experiences help shape the brain itself and that this neural plasticity continues throughout life. Childhood experiences have special potency in this process. This means that the school years are a neurological window of opportunity, a chance to ensure that all children will get the right experiences to help them flourish in their careers and life. Today many schools, in its own way in the form of school-based programs, offer children valuable lessons or techniques in emotional intelligence such as: a) Circle Time, in which students are able to share emotionally charged issues that concern them and are coached in positive ways of listening and responding to each other.

Iat de ce este esenial cultivarea inteligenei emoionale n timpul formrii iniiale a profesorilor. Cum se pred inteligena emoional? Profesorii cu o inteligen emoional ridicat stiu s-i motiveze elevii, manifest spirit inovativ, obin performane superioare, folosesc eficient timpul i resursele materiale, dovedesc caliti de lideri i spirit de echip. Dezvoltarea inteligenei emoionale a devenit un obiectiv obligatoriu n domeniul nvmntului i cei mai muli profesori consider formarea acestor abiliti o prioritate n dezvoltarea elevilor lor. Este important alegerea unui program care include, n mod explicit, formarea abilitilor de a percepe corect, de a nelege i de a stpni emoiile. nvarea acestor abiliti se bazeaz, n principal, pe abordarea practic n defavoarea celei teoretice. Cel mai important lucru este exersarea abilitilor emoionale, astfel nct s devin o a doua natur n comportamentul elevilor. Oamenii de tiin care au investigat activitatea creierului admit acum faptul c experienele repetate las o amprent iar creierul este ntr-o continu formare de-a lungul vieii. Experienele din copilrie au o influen decisiv n acest proces. Aceasta nseamn c anii de coal sunt o adevrat fereastr a oportunitilor din punct de vedere neurologic, cea mai bun ans de a oferi copiilor experiene de via adecvate, care s-i ajute mai apoi n carier i n viaa personal. n zilele noastre, multe instituii de nvmnt, prin intermediul curriculumului la decizia colii, ofer copiilor lecii valoroase de inteligen emoional precum: a) Circle Time sau adunarea de diminea, care le prilejuiete elevilor mprtirea nelinitilor, a
4|Page

b)

c) d)

e)

f)

problemelor cu ncrctur emoional. Students checking in the morning, during the taking of the attendance e.g. by responding with a number or a colour that corresponds to their level of alertness or their mood. Explicit lessons on social, emotional and behavioural skills e.g. making use of role play and other techniques. Training students in negotiation or conflict resolution skills which they make use of in dealing with playground disputes. Setting quizzes that encourage emotional reflection and selfknowledge e.g. How optimistic are you? Teaching explicit techniques such as calming or stilling that enable children to stop and think in the heat of the moment and so avoid inflaming situations e.g. students are taught the sequence Stop! Keep calm. Take five deep breaths. Praise yourself for doing well.

Research has proved that helping children gain abilities in self-awareness, in managing distressing emotions, in empathy, and in relationship skills could act as an inoculation against a range of danger e.g. violence and crime, substance abuse, unwanted pregnancies, eating disorders, and depression. Hence, every school should develop its own flexible approach, based on open and authentic communication and this approach should continually evolve and develop through observation and learning from new situations and different personalities. Teacher-child Relationship Today schools are committed to nurturing emotional intelligence as an integral part of their philosophy. They are recognizing the importance of this aspect of the childrens education in endowing them with skills in relationships, conflict resolution, empathy, emotional honesty, and self-discipline. These skills are the building blocks of academic success.

b) Copiii anun, de la sosire, un numr sau o culoare care corespunde strii lor de spirit din ziua aceea. c) Lecii cu un coninut explicit de formare a abilitilor sociale, emoionale i de comportament, folosind jocul de rol i alte tehnici didactice. d) Antrenarea elevilor pentru medierea conflictelor, ncepnd cu acelea de pe terenul de joac. e) Aplicarea unor chestionare care ncurajeaz reflecia asupra problemelor emoionale i autocunoaterea, prin ntrebri de genul: Ct de optimist eti? f) nvarea unor tehnici de autocontrol care s permit copilului s-i regseasc echilibrul n mijlocul unei situaii conflictuale, s evite escaladarea conflictului. Elevii sunt obinuii cu urmtoarele imperative: Oprete-te! Pstreazi calmul. Inspir adnc de cinci ori. Fii mndru de tine c te descurci bine n aceast situaie. Cercetrile au dovedit c dobndirea abilitilor de gestionare a emoiilor, de relaionare i empatie, i feresc pe copii de pericole precum violena i crima, consumul de droguri, sarcinile nedorite, anorexie, bulimie, depresii. Iat de ce fiecare instituie colar ar trebui s conceap propriul demers educative, bazat pe o comunicare autentic i adaptat mereu nevoilor educative de grup i individuale. Relaia profesor-elev n zilele noastre, colile au tendina de a integra n propria filozofie dezvoltarea inteligenei emoionale. Se recunoate astfel importana echiprii copiilor cu abiliti de relaionare, de management al conflictelor, empatie, sinceritate i auto-disciplin. Toate acestea sunt crmizile succesului profesional.

5|Page

Respectful and authentic relationships are taught through example and experience rather than as a theory. Hence there is an emphasis on the daily communication skills of the teaching staff as teachers are role models for the children and it is the teachers who create the culture of the classroom. In the teacher-child relationship, it is important to distinguish both the teachers authority on the one hand and the human relationship on the other. The aim should be to integrate both these aspects of the relationship in order to foster close personal relationships with the children while at the same time providing the safety of adult authority and boundaries. The teachers approach is certainly authoritative rather than authoritarian and the language used is clear and direct rather than threatening. Expectations of respectful, courteous behaviour are high and children may be firmly corrected or reprimanded without being shamed or embarrassed. As it is important that children learn to express their feelings, at the same time it is equally important for them to learn to manage their emotions. It is therefore imperative to encourage the expression of feelings in an appropriate way, so that children know they will be listened to and acknowledged as long as their behaviour is acceptable. In this way, feelings are accepted but not indulged. When children are in conflict with each other, teachers help them to take responsibility for their own problems and the finding of mutually acceptable solutions. Teachers and supervisors see their role as facilitators so that children can learn to solve their own problems under the guidance of trained adults. As the children move up through the school they are expected to take more responsibility for the smooth running of their communities, and the aim of all teachers should be to create an open and honest community where differences are respected, as well as providing children with emotional and relationship skills that will serve them for life.

Copiilor li se ofer exemple concrete de relaii autentice, dominate de respect. De aici i accentul pus asupra comunicrii zilnice profesor-profesor i profesor-elev, innd cont de faptul c profesorii sunt modelele i de ei depinde climatul instaurat n slile de clas. n relaia profesor-elev, este important s se aib n vedere nevoia profesorului de ai impune autoritatea, pe de o parte i relaia sufleteasc, pe de alt parte. Ideal ar fi mbinarea ambelor aspecte pentru a ncuraja o relaie apropiat cu copiii, fr a lipsi ns autoritatea care impune reguli i le confer un sentiment de siguran. Profesorul trebuie s fie mai degrab sigur pe sine dect dictatorial, s foloseasc un limbaj direct i explicit, nu amenintor. S dea de neles elevilor c se ateapt, din partea lor, la un comportament adecvat, respectuos, iar manifestrile nepotrivite vor fi corectate fr ca autorul lor s se simt umilit. Este la fel de important ca elevii s nvee s exprime ceea ce simt, dar i s-i stpneasc emoiile. Ei trebuie s se obinuiasc s-i manifeste sentimentele ntr-o manier adecvat, astfel nct s se fac ascultai i acceptai. Tratat astfel, recunoaterea i nelegerea tririlor copiilor nu devine pur indulgen. n cazul unui conflict elev-elev, profesorii i vor ajuta s-i asume responsabilitatea i s gsesc soluii acceptabile pentru ambele pri. Profesorii i supraveghetorii devin mediatori, asfel nct copiii s nvee cum s-i rezolve problemele, sub ndrumarea unui adult. Pe msur ce elevii nainteaz n anii de coal, sunt implicai treptat n viaa comunitii lor, nvnd de la profesorii lor promovarea unei societi deschise, corecte, n care diferenele s fie respectate. n acelasi timp, ei dobndesc abiliti de relaionare care le vor fi de folos ntreaga via.

6|Page

Is Emotional Intelligence the key to life (or school) success? Learning has an interesting place in this approach to Emotional Intelligence. It is both the means whereby intelligence changes and one of the forms of intelligence itself. It helps us get wiser about when and how we get angry. And it can also turn round on itself, and help us get sharper about learning. That is why learning to learn is such an important responsibility of education and why it often gets linked in schools, with Emotional Intelligence. Every moment of every lesson, every students brain is weighing up the pros and cons of the different options on the emotional menu and so is the teachers. This does not mean, however, that teachers are somehow debarred from interfering with nature. We try to influence each others brains all the time but it does mean that, whatever a student is doing, it necessarily reflects their brains best attempt to weigh up the odds and choose the best option. One might think what he or she is doing is self-defeating but that is only because our brain does not see the world the way their brain sees it. This view invites us to be patient and to try to understand our students more so that we can help them see more clearly when and what it is safe and in their real interests to learn. Research has illustrated how emotional intelligence can substantially decrease anti-social behavior and aggression, school suspensions and discipline problems while increasing personal and social competency, school attendance, satisfaction and academic achievement. Social and emotional development is central to children's success in school. By incorporating emotional intelligence into existing educational programs, we can promote our children's achievement in the present and secure their success for the future.

Este inteligena emoional cheia succesului n via (sau la coal)? Procesul de nvare ocup un loc interesant n dezvoltarea inteligenei emoionale. Este n acelai timp mijlocul prin care inteligena evolueaz i una dintre formele inteligenei. Ne ajut s devenim mai contieni de furiile noastre. Pe de alt parte, ne nva cum s nvm- ceea ce a devenit un deziderat major al colii de azi, adeseori corelat cu inteligena emoional. n fiecare moment al unei lecii, elevul, dar i profesorul se confrunt cu provocri la nivel emoional. Cu toate ncercrile profesorilor de a influena comportamentul elevilor, manifestrile neplcute nu oglindesc neaprat o alegere contient din partea lor, Ceea ce elevii consider auto-aprare, profesorului i apare ntr-o cu totul alt lumin. Mintea lor proceseaz realitatea ntr-un mod diferit. De aceea adulii nu trebuie s-i piard calmul i s ncerce s neleag ce anume i-a determinat pe elevi s se comporte ntr-un anumit fel. Acest mod de a aborda problemele trebuie transmis i elevilor. Cercetrile au dovedit c dezvoltarea inteligenei emoionale poate reduce drastic incidena comportamentelor antisociale, a agresivitii, a abandonului colar i a problemelor de disciplin. Pe de alt parte, mbuntete performanele personale i sociale, participarea la cursuri, obinerea de rezultate superioare la nvtur. Dezvoltarea social i emoional este cheia succesului colar. Integrnd inteligena emoional n actualele programe colare putem s mbuntim performanele copiilor i s le asigurm succesul n via.

Conclusion
7|Page

In an era when children frequently feel disconnected from friends and family, where rapid social change is the norm, educators recognize the human need for developing social and emotional skills. The foregoing discussion proposes a number of guidelines for teachers which will assist them in developing and implementing emotional intelligence in schools. These include: a) Emotional Intelligence is not a fad. It helps students get ready to cope well with the full rainbow of emotions that inevitable accompany the vicissitudes of life. Furthering Emotional Intelligence is an honourable ambition for any teacher or school but a hard one to fulfil. b) Being emotionally literate helps you to talk fluently about emotions which are very different from being emotionally sensitive and adept in ones spontaneous life. The former by no means guarantees the latter. Helping students develop their emotional vocabulary is a worthwhile thing to do but it may not contribute a great deal to their all-round emotional intelligence. c) By all means offer opportunities for students to explore their feelings but always allow them to decline. They have just as much right to their privacy as you do. Many cultures do not see it as a good thing for a person to disclose their inner life especially to people they do not know extremely well. Research proves that talking about emotions in a soulless way can do students more harm than good. d) How you deal with your own emotions in front of a class and how open you are about your emotional ups and downs, probably have greater impact on students development than setpiece discussions and activities. A teacher who announces Concluzii

ntr-o perioad n care copiii se simt adesea izolai, ignorai att de prieteni, ct i de familie, cnd schimbrile rapide nu mai surprind pe nimeni, educatorii trebuie s recunoasc nevoia uman de relaionare social i emoional. Studiul de mai sus propune o serie de soluii care-i vor ajuta n implementarea educrii inteligenei emoionale n instituiile de nvmnt. Acestea includ: a) Inteligena emoional nu este doar un concept la mod acum. Aceasta i pregtete pe elevi pentru confruntarea cu viaa real. Dezvoltarea inteligenei emoionale este un obiectiv meritoriu, dar greu de realizat, pentru orice educator. b) Abilitile legate de inteligena emoional ajut la exprimarea fluent a strilor sufleteti, ceea ce nu trebuie confundat cu deschiderea emoional sau sensibilitatea. Educarea inteligenei emoionale nu garanteaz aceste caliti. Formarea, la elevi, a unui vocabular emoional este foarte important, dar nu determin nemijlocit dezvoltarea lor emoional. c) Oferii elevilor ansa de a-i explora strile sufleteti, dar acceptai i rezervele lor. Au acelai drept la intimitate ca i dumneavoastr. n multe culturi, nu este ncurajat dezvluirea celor mai intime gnduri, mai ales n faa persoanelor mai puin apropiate. Cercetrile au dovedit c a vorbi despre emoii fr o trire autentic provoac mai mult ru dect bine. d) Felul n care ne stpnim propriile emoii n faa unei clase, ct de dispui suntem cheerfully I am in a bad mood today, so you would better watch out, and models a kind of semiplayful bad temper, may be being a
8|Page

better emotional intelligence educator than one who insists on an earnest discussion, packed with unacknowledged moralising messages, about an earlier playground dispute. e) Do not assume you understand students emotions or problems. They are infinitely more complicated than you think. Show some humility and learn always to check any assumptions or interpretations you might be making about why they are as they are. Students feelings and moods are triggered by their perception of events i.e. the interpretations and values that their brains create. Thats what you have to work with. It may well not work simply to try to persuade them they are wrong.

s le recunoatem are un impact mai mare asupra elevilor dect orice discuie i activitate formal. Un profesor care anun, pe un ton vesel: Astzi sunt prost dispus, avei grij! i, mai n joac, mai n serios, se arat nervos, poate fi un model mai bun dect acel educator care insist asupra unor discuii deschise, sincere, presrate cu sfaturi moralizatoare, cu privire la o disput petrecut pe terenul de joac. e) Nu pretindei c nelegei strile sufleteti i emoiile elevilor. Sunt mult mai complicate dect v putei imagina. Renunai la orgolii i verificai orice presupunere sau interpretare pripit asupra motivelor comportamantului lor. f) Sentimentele i dispoziiile de moment ale elevilor sunt determinate de percepia lor asupra evenimentelor i de ierahia personal a valorilor. Aici s-ar putea s trebuiasc s intervenii. S-ar putea s nu fie suficient s le spunei c greesc.

f)

g) Changing emotional habits is possible and it is somewhere between quite challenging and very hard, depending on how deeprooted the habit is, remember the people struggling for months or years in counselling or psychotherapy. Remember how hard it might have been to give up smoking or lose weight. Do not fall for the idea that a well-designed worksheet and a quick discussion will achieve very much. It may be a start but no more than that. h) Anyone who isnt an academic neuroscientist probably does not know what they are talking about, when it comes to the brain. Do not let them get away with phrases like reptilian brain or amygdala highjack. Ask them hard questions till you are convinced.

g) Schimbarea obiceiurilor emoionale este dificil, dar n acelai timp o provocare, depinde ct de adnc nrdcinat este acel obicei. Uneori este nevoie de luni i chiar ani de consiliere sau psihoterapie. Amintii-v ct de greu a fost cnd ai hotrt s renunai la fumat sau s urmai o cur de slbire. Nu v lsai nelai de ideea c o fi de lucru bine ntocmit i o discuie rapid vor rezolva problema. Poate fi un bun nceput, nimic mai mult. h) Oricine nu este chiar specialist n neurologie recunoate c creierul uman reprezint o mare necunoscut. Nu v lsai nelai de formulri precum: mintea reptilian sau luat de val

9|Page

(amygdala emoional

highjack

reacie necontrolat, amigdala fiind considerat partea emoional a creierului n.t). Punei-le ntrebri dificile pn cnd v vor convinge. Pe msur ce conceptul de inteligen emoional este mai bine neles, este de presupus c va fi integrat n politicile educaionale. Dincolo de adevrurile indiscutabile, cercetarea tiinific va stabili dac este mai potrivit un ntreg curriculum dedicat inteligenei emoionale sau intervenia asupra cte unei trsturi, precedat de teoretizarea acesteia. n orice caz, este puin probabil ca educatorii s atepte concluziile cercetrilor tiinifice. Ei vor dori s introduc n coli noi programe de la care ateapt un efect benefic. Cercettorii din nvmnt i psihologii vor trebui s se asigure c acest fel de programe vor face parte din demersul lor i s evalueze corect rezultatele acestui tip de intervenie asupra inteligenei emoionale. Bibliografie

As the concept of emotional Intelligence becomes better understood, it is likely that it will become integrated into educational policy in particular ways. While many of these guidelines are indisputable, whether an emotional intelligence curriculum or intervention based on a trait or ability conceptualization of emotional intelligence is the best way forward is a matter that remains to be addressed by scientific investigation. However, educators are unlikely to wait until the scientific community has completed its studies, as they will want to introduce programmes into schools with the hope that they might have some beneficial effects. It is up to researchers in education and psychology to make sure that such programmes become part of the scientific investigation by making sure the interventions are rigorously evaluated, in relation to the different models of emotional intelligence. References CIARROCHI, J. V., CHAN, A. Y. C. and BAJGAR, J. (2001) Measuring Emotional Intelligence in Adolescents, Personality and Individual Differences. MAYER, J. D., CARUSO, D. and SALOVEY, P. (2000) Emotional Intelligence Meets Traditional Standards for an Intelligence, Intelligence. MAYER, J. D. and COBB, C. D. (2000) Educational Policy on Emotional Intelligence: Does it Make Sense?, Educational Psychology Review. SUTTON, J. and KEOGH, E. (2000) Social Competition in School: Relationships with Bullying, Machiavellianism and Personality, British Journal of Educational Psychology.

Vaibhav P. Birwatkar este liceniat n comer la Mumbai University, Mumbai, India i doctorand la - Yashwantrao Chavan Maharashtra Open University (YCMOU), Nasik, India.
10 | P a g e

Teza sa se intituleaz: An Exploratory study of Emotional Intelligence with reference to Corporate Sector in Mumbai. A studiat rolul inteligenei emoionale n funcionarea organizaiilor, dezvoltnd un model de comunicare pentru nelegerea i aplicarea inteligenei emoionale n dezvoltarea leadershipului managerial, a creat instrumente pentru evaluarea gradului de dezvoltare a inteligenei emoionale a managerilor i a organizaiilor, a condus 60 de workshopuri pentru diferite corporaii din India i multinaionale. Deine un masterat n administrarea afacerilor.

11 | P a g e