CAN YOU IMPROVE YOUR EMOTIONAL INTELLIGENCE

Heres the good news all attitudes can be changed if we want to change them so all aspects of EI can be developed and improved. There are five basic principles that form the foundation of emotional intelligence: EI is not one single thing, but is made up of a mixture of attitudes, feelings and thoughts and the actions that result from them. 2. EI predicts performance. 3. EI can be measured. 4. EI can be changed. 5. Developing your EI will impact on all areas of your life.

EI is not one single thing

Contrary to the implication of some popular models of EI, emotional intelligence cannot be simplified into one basic score. Unlike IQ, it is impossible to measure an individuals EI as a single number. EI is made up of a complex mixture of interrelated attitudes, feelings and habits.

EI predicts performance
As we described earlier, EI is directly linked to performance and this connection can be understood using Gallweys P = p - i equation.

EI can be measured
Through self-evaluation and 360-degree feedback emotional intelligence can be measured. As we said above, what is being measured is a mixture of attitudes and habits. Later in this chapter we will outline the 16 measurable scales of EI in more detail.

EI can be changed
Each of the above areas of emotional intelligence can be changed and developed. However, there is no quick fix for this, so attending a two-day training programme will not dramatically change your EI. Evidence shows that it takes around 21 days to change an attitude. For true, lasting development to take place, all change should be looked at using the four main elements of the KASH model described in Applied EI (Sparrow and Knight, 2006): 1. 2. 3. 4. Knowledge Attitudes Skills Habits

Knowledge: Reading about awareness of others and

understanding what it is and how you can develop it.

Attitudes: Understanding and challenging the negative attitudes

you have connected to awareness of others (eg He doesnt listen to me, so why should I listen to him).

Skills: Practising using the knowledge you have learnt about

actively

listening to others, listening to what they say and the body language messages they send out.

Habits: Gradually changing the way you act when in

conversation with others, paying more attention, interrupting people less and asking more open questions to help understand them better.

Different Approaches to Ei
With the rapid worldwide growth of EI training and literature, it is not surprising that a number of different theories have emerged about what EI actually is.

EI and personality
EI is not another term for personality. Our personalities are relatively fixed, whereas all aspects of EI can be changed. EI is about how we choose to manage the personalities we have. For example, both an extrovert and an introvertmay have low levels of personal power, regularly putting themselves intothe victim role and blaming others. It would be beneficial for both of these personality types to develop their personal power. So the focus here is on changing attitudes and behaviours, not on changing your personality (and why on earth would anyone want to change their personality in the first place!).

EI and motivation
EI is closely connected to motivation. Taken literally, the word motivation means move emotions. If we have highly developed EI, we have a better understanding of what drives us and triggers positive and negative feelings within us. These positive feelings can be linked to values, attitudes, beliefs, needs, desires, likes and

dislikes. For example, lets say you really like mountain climbing because you enjoy the activity itself and you have a belief that mountain climbing is good for you as it will improve your health. If your friend calls and invites you to come climbing with him at the weekend, the mere thought of mountain climbing is likely to trigger positive feelings. Another way of describing this is to say you are motivated to go climbing. Similarly, if you had a bad accident mountain climbing once and developed an attitude that it is a dangerous sport, you may experience negative feelings and thus lack motivation to go along with your friend.

EI and competencies
Some theories of EI view emotional intelligence as a set of competencies that can be learnt simply through training. However, we view EI as an interrelated mix of attitudes that will have an impact on competencies. For example, a training course can teach you how to become a better listener. Taught alone,active listening skills are essentially behaviour training. However, unless you look at your attitudes connected to your regard for and awareness of others, learning how you can listen more actively may not mean that you will do it. Improved listening is likely to happen as a result of developing your regard for and awareness of others, but teaching the competencies to do this alone may not lead to any lasting behaviour change. EI looks at the roots underpinning our behaviour, not just at the surface actions we observe on the outside.

Objective:
To assess the emotional intelligence and psychological wellbeing to adolescents

Hypothesis:
There would be positive relationship between emotional intelligence and psychological well being of adolescents.

Methodology: Sample:
The sample comprised of 30 adults in the age group of 18-25 years .

Research tools:
For the purpose following test tools were considered with their reliability, validity and objectivity mentioned in their respective manuals. In present study two inventory used.

Emotional intelligence inventory

was developed by rakesh pandey and tulikak anand consists of 51 item,the items were scored from 1 to 6.

Ryff psychological well- being:

Was developed by ryff (1989) consists a series of statement reflecting the six areas of psychological well-being autonomy environment mastery , personal growth, positive relation with other, in this scale positive and negative both types of items

included respondent relation on 1 to 6 with 1 indicating strongly disagreement and 6 indicating strong agreement and negative item are related opposite.

Procedure
Initially the participants were personally contacted and rapport was established with them. The participants completed the questionnaire given to them. Standard instructions were written on top of each questionnaire, and the participants were asked to rate themselves under the option they felt relevant to them. It was made clear to the participants that there were no right and wrong answer. If they had any difficulty, they were encouraged to ask questions. It was also made clear to them that their scores would be kept secret. It was checked that none of the subjects left any questions unanswered. After finishing the entire set of questions, they were asked to return the questionnaire.

Result:
In the present study, mean, standard deviation and correlation were used to analyze the data. Table-1 shows mean, SD and correlation between emotional intelligence and psychological well-being of adolescents . Findings of the present study indicated positive correlation (o.348) between emotional intelligence and psychological well being. It suggested that

Table-1 shows mean, SD and correlation between depression and psychological well-being of old age people. Variable Mean s.d. 9.88 r 0.348 Emotional 229.03 intelligence psychological 68.3 well-being

After the statistical of table we found a result, the mean of emotional intelligence is 229.03 and psychological well- being mean is 68.7 and the s.d. result of both is 9.88 and correlation result is 0.348. The result indicates there is positive co- relation between emotional intelligence and psychological well- being.

Discussion
self knowledge is found in there people. In this person is known to emotion as well as know to others emotion. Due to excess of emotional intelligence they do not after their life and control their anger, antipathy and hate. there is no effect on psychological well being as well as emotional intelligence. The parson is always progressive to achieve its goal in frustration he I also working. Thomas edition was famous founder. He found success due to 2% inner motivation and 90% precipitation In this emotion not only hard work is included but the self confidence is also induced.

The level of emotional intelligence and psychological well- being is almost same and there is no effect on them and there is no significance differ found in them. Reasarch by David stan kov ans robert 1998 it is clean that to measure the psychological well being and emotional intelligence what one the methods has been used they are not satisfactory. not even this is present to measure all way the psychologist do not have enough tests. the only results is found by these research that the ability to clearly to clearly understand the other emotion is only a dimension of emotional intelligence.

CONCULSION
from the found result it is found that to high level of emotional intelligence the level of psychological well intelligence the level of psychological well being is also high and there is positive co relation between emotional intelligence and psychological well being.

References:
Gallwey, W T (1986) The Inner Game of Tennis, Pan, London Gardner, H (1983/93) Frames of Mind, Basic Books, New York Goleman, D (1996) Emotional Intelligence: Why it can maer more than IQ, Bantam Books, London Griffin, J and Tyrrell, I (2001) The Human Givens, Human Givens Publishing, Chalvington MacLean, P D (1990) The Triune Brain in Evolution: Role in paleocerebral functions, Plenum Press, New York Maddocks, J (2006) The Brain Science of Emotional Intelligence, JCA Occupational Psychologists, Cheltenham Maddocks, J and Sparrow, T (2000) The Individual and Team Effectiveness Questionnaires, JCA Occupational Psychologists, Cheltenham Sparrow, T and Knight, A (2006) Applied EI, Wiley, Chichester. Harms, P. D.; Cred, M. (2010). "Remaining Issues in Emotional Intelligence Research: Construct Overlap, Method Artifacts, and Lack of Incremental Validity". Industrial and Organizational Psychology: Perspectives on Science and Practice 3 (2): 154 158. doi:10.1111/j.1754-9434.2010.01217.x.