Section of EQI.org
EQI.org was created in North America by Steve P. Hein, who was born in the USA and lived there till about age 40. He then lived in Canada and Australia before beginning an odessy around the world which took him to approximately 60 countries as a traveler, not a tourist. As ot 2014 he lives in Uruguay, South America.
The content of EQI.org has changed as Steve has changed. At the start, the site was based almost exclusively on the American culture, beliefs, values, topics, information, sources perspectives, current issues, etc. The site visitors came mostly from America, England and other English speaking countries.
For approximately 15 years Steve worked mostly alone on the site. In 2009 he was joined by his partner, Priscilla, who was raised in Mexico and England. They trravelled to over 30 countries together, always learning something new from each one.
Now they are expanding the scope of the site to a wider audience around the world They believe the American and British views about emotions and emotional intelligence are largely unhealthy for the world so they want to offer their perspective as citizens of the world, not of any particular country or culture. To this end we are introducing this internatioal section of EQI.org.
Below are some things we found from sites around the world who have
We encourage people around the world to translate EQI.org. We appreciate it when you let us know that you are translating something and we will be happy to put a link to it.
Steve, Priscilla and the volunteers
Respect | Empathy
Other EQI.org Topics:
Search EQI.org | Support EQI.org
Heinova kritika testu emocní inteligence
Podle Heina lze za testy emocní inteligence vydávat pouze testy MEIS a MSCEIT, nebot reprezentují správnou definici. Hein také verí, e ji brzy prijde konec merení osobnostních dovedností a schopností, které tvrdí, e merí emocní inteligenci.
Od té doby, co se rozírili jiné testy (krome MEIS, MSCEIT) jako testy EI, shodla se akademická rada, e vechny tyto ostatní testy jsou pouze novou formou osobnostní testu, a proto nemerí vskutku nic nového pod sluncem. Clánek Roberta McCrae v knize Reuvon Bar-Ona The Handbook of Emotional Intelligence nabízí jedno z nejlepích vysvetlení, proc je tak zavádející nazývat test Goleman/Hay McBer ECI 360 testem emocní inteligence. McCrae napríklad poukazuje na skutecnost, e veci jako optimismus, bychom meli spíe nazývat osobním rysem ne formou inteligence.
Jak pochopíme, problém osobnostních rysu tkví v:
Hein ve svém príspevku vyjádril uprímné znepokojení nad situací, kdy tyto ostatní testy zaplavily trh a jsou nadále podporovány. Starost má hlavne z duvodu jejich schválení jako testu emocní inteligence, prestoe zkuenosti akademických pracovníku s temito testy tvrdí pravý opak. Obává se také, e je jediným clovekem, který usiluje o jejich zánik.
Nejpozoruhodnejími testy této kategorie jsou Emotional Competence Inventory (ECI 360) Daniela Golemana a EQ Inventory (EQi) Reuvona Bar-Ona. Hein souhlasí s rozhodnutím akademických výzkumníku, kterí usoudili, e ádný z testu se nekvalifikuje jako test emocní inteligence. Cítí proto politování a zklamání, e bylo mnoho lidí oklamáno za úcelem koupe techto testu jako testu EI.
Základními problémy testu ECI a EQi:
Test MEIS a MSCEIT
Zacátkem roku 1990 byl v publikaci Mayera a Saloveye poprvé pouitý pojem emocní inteligence. Mayer a jeho kolegové se poté pokusili vyvinout test schopností. Príklad testu schopností mel být testem k vyplnení, kde je uveden jeden aktuální vzor (sebe-hodnotící test k vyplnení mel jednodue zjistit, jak rychle test vyplnovat).
V testech pouívaných Mayerem a jeho skupiny jsou pokládány otázky na identifikaci emocí z oblicejových výrazu na fotografiích (napríklad Mayer, J.D., DiPaolo, M.T., & Salovey, P. (1990). Bylo objeveno, e mnoho lidí je v této schopnosti úspenejích ne jiní. Tento a dalí testy vedli vedce k rozhodnutí, e existují zázracné deti s vysoce rozvinutou emocní inteligencí. Od roku 1990 pokracovali výzkumníci v hledání cest ke zdokonalení spolehlivosti a overení platnosti testu. V posledních letech srovnali výsledky testu s merením osobnostních rysu a merení tradicní inteligence. Výsledky spolehlive potvrdili, e vskutku tyto testy merí nove identifikovanou formu inteligence.
Hein upozornuje, e skupina MSC byla v posledních 10 letech velice obezretná v záverech svých výzkumu a neprehánela ádné tvrzení. Navíc jednotliví clenové nejsou motivováni výdelkem z prodeje testu. Zkrátka skupina MSC radí na první místo výzkum a rozírení poznatku o lidské podstate.
Kdy se objevila Golemanova kniha, rozhodla se skupina MSC zabývat zneuitím pojmu pojmu emocní inteligence. V roce 1995 dukladne shrnuli kritéria uití pojmu emocní inteligence jako mnohostranného testu v clánku Emotional Intelligence as Zeitgeist, Personality and Intelligence (následují jeho shrnutí).
Jak vyplývá z tohoto clánku, tak EQi test Reuvona Bar-Ona má velice zajímavou minulost. Raná verze tohoto testu byla toti vyvinuta Reuvenem predtím ne slyel o pojmu emocní inteligence. Bylo to v dobe, kdy pracoval jako student na své disertacní práci. V té dobe vytvoril psychologický test well-being, který nikdy neoznacil jako test EI. Zdá se tedy, e byl Bar-On motivován Golemanovou knihou a vyuil marketingu, aby test propagoval za test emocní inteligence. Mayer vyslovil zároven námitku vuci jeho definici EI a tvrzení, e jeho test ji merí.
Nedávný vývoj vak ukazuje, e Bar-On a tým MSC evidentne spolupracují na dohode o verejné definici emocní inteligence a porozumení tomu, co kadý z testu merí. Fakt, e Mayer napsal dve kapitoly v Bar-Onove knize je dostatecným znamením této spolupráce.
Jiným znamením je to co si mueme precíst na EMONETu a co Bar-On prohlásil:
Ackoliv je EQ-i prvním testem emocní inteligence, který byl puvodne publikován jako psychologický test, mue presneji popisovat sebe-hodnotící merení emocních a sociálních kompetencí v chování, které poskytuje odhad jedné emocní a sociální inteligence. (EMONET digest 403, May 2000)
Toto prohláení je shodné s mylenkou, kterou Reuven uvedl v knize The Handbook of Emotional Intelligence. Koneckoncu v manuálu, který se objevil s testem EQi, se vysvetluje merení EQi takto: Emocní inteligence je tedy souhrnem schopností, kompetencí a dovedností, které neslouí k poznání, ale ovlivnují zpusobilost být úspený tvárí v tvár útrapám a nátlaku. (Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): Technical Manual. Toronto, Canada: Multi-Health Systems.)
Bar-On tedy bere na vedomí, e EQi je sebe-hodnotící test. Jako vechny sebe-hodnotící testy usnadnuje testovaným hodnocení a správné sebepoznání. (Zejména kdy do testu vcházejí prohláení typu: Jsem schopný identifikovat moje pocity.)
Bar-Onuv test je k dispozici u firmy Multi-Health Systems, kterí jej doposud podporují jako test emocní inteligence. Ji zhruba dva roky MHS mluví o tom, e bude na prodej test MSCEIT, ale zatím nemají povolení k prodeji verejnosti. Mají exklusivní kontrakt s MSC, kterí nanetestí zamezili nekomu jinému prodej testu. V této dobe zatím MHS vydelává hodne penez prodejem Bar-On EQi. Zrejme tedy nemá duvod být motivováni naléhat na povolení MSCEIT. Povzbuzuji vás tedy ke kontaktu s nimi a ádám, aby byli rychlejí.
Hein má zájem na takovém testu, který má jasnou filozofii jako: At je clovek chytrý, nepoctivý nebo má malou znalost literatury emocní inteligence, mue být schopen relativne snadno vycíslit správnou odpoved. Výzkumníci oznacují cinnost tech, kterí zámerne lou v sebe-hodnotících testech jako impression management.
Zkuenostní data ukazují na podstatný vztah mezi EI a existujícími osobnostními mírami. Kuriózne jsou nyní pouívány tyto závislosti jako nosný diskriminant platnosti (validity) a rádné spolehlivosti (reliability) EI (více Bar-On, 2000). Napríklad nedávná studie Dawda and Hart (2000) odhalila prumernou korelaci pribline 0.50 mezi mírou Big Five Personality Factors (neurotismus, extroverze, otevrenost, ochota, zásadovost) a celkové EI odvozené z Bar-On Emotional Quotient Inventory (v Table 7, p. 807).
Zpráva relativní nezávislosti kadé z Big-Five Factors (v Costa & McCrae, 1992), tak naznacuje, e data z Bar-On Emotional Quotient Inventory nejsou nicím, nebot prumer sloených Big-Five Personality constructs ukazuje na presvedcující a zároven velice slibný nízký neurotismus.
Steve Hein's Emotional Intelligence Site - EQ Institute Home Page , Academic/Serious - June 2002: Emotional Intelligence Tests;
Model emocní inteligence S. Heina
EI vs. EQ (S. Hein)
More pages from ei.czechian.net
by Rob Tröger on March 31, 2011
|Kritik an Arthur Janov und an der Praxis der Primärtherapie|
in Touch With Our and Others Emotional Needs - Dave
Today I stumbled upon a list of forty emotional needs on a fascinating site, EQI.org, by Steve Hein. He constructed the list from the sites of several students of emotional intelligence and of Maslows hierarchy (which has five levels of needs physical, security, belonging, self-esteem and self-actualization). The forty emotional needs cut across the four highest Maslow levels, and Ive sorted them roughly according to this hierarchy:
Security Needs(needs from others): the need to be:
Belonging Needs (needs from others): the need to be:
Self-Esteem Needs (needs from others): the need to be:
Self-Actualization Needs (needs of self): the need to be:
Ive added "learning" to the final list, because I believe that we have a need to be constantly learning, improving ourselves (just check out the most popular section of the bookstore if you doubt me). Otherwise I think Steves list is pretty complete. I agree with his omission of "happy" from the list, because I think happiness is the "result" of us fulfilling most of our physical and intellectual/emotional needs, not a need in itself.
The list interests me from two
I accept that this is all rather abstract talking about our emotions in such analytical terms is a bit bizarre. But then thats what psychologists do, and I have to believe we can find a better way of coping with our emotional needs than their dubious and expensive approaches.
So in short Im thinking about
three different alternatives to psychotherapy and
medication to deal with modern emotional stresses:
Ive done enough self-analysis to know myself reasonably well, and I am convinced that the only emotional needs I now have are the need to be free (the first one in the list above) and the needs to self-actualize (the last 14 in the list). Of these needs, all but the first are needs that I can fulfill (and have fulfilled) within myself. All I need of others and our society is to be free. Perhaps this is a rationalization, but it explains why, when I am in the forest alone, or playing with cats and dogs, I am completely happy, fulfilled. I neversuffer from emotional insecurity, loneliness, or lack of self-esteem. I love to love and be in love, but I feel no need to be loved.
So this third, outgrowing needs approach seems to work for me. Still, I like the first, Now Time approach, because while I dont need it, it does help me cope with the four stresses that continue to dog me (grief for Gaia, anxiety about coming civilizational collapse and what it will mean for my granddaughters generation, trying to live up to others unreasonable expectations of me, and impatience with my tendency to procrastinate on things that are important). And, as I reported in my review of Karla McLarens Emotional Genius, I also like the second, empathy approach, because it would seem to be the most useful to help the people who I love, to become happier.
Readers of this blog are aware that I have suffered from two serious ailments in my life: chronic depression, from adolescence until quite recently, and a chronic auto-immune disease called ulcerative colitis since 2006. I have speculated on the causes of these maladies (I blame the social consequences of overpopulation and overcrowding for our depression epidemic, and environmental pollutants for our auto-immune disease epidemic). But whatever the cause, the trigger or catalyst for both diseases is undoubtedly emotional stress. There is a growing consensus (both Steve Hein and Karla McLaren write about this) that depression is not an emotion, but a shutting-down, a putting on the brakes, that occurs in us when we get overwhelmed by a sustained trauma. It is the longer-term emotional equivalent of the physical shock that wracks our bodies in the case of a sudden severe injury. Severe depression is painful, ghastly beyond description, like an endless feeling of drowning.
I am not a believer in curing such maladies, because even if we could confirm the causes, we could probably not cure them they are a fact of modern life. All we can hope to do is prevent the stresses that trigger them. I made huge changes in my life to reduce the likelihood of such stresses recurring, and they are helping. But theres a paradox: To some extent we learn to cope with stress through practice, and now that I have less stressors in my life, I sense that I am becoming more vulnerable to the smaller stresses that still occur, and to any future, unpredictable major stresses that may occur. I am getting out of practice.
I am hopeful that by learning to live more in Now Time (the first approach), I will not become traumatized and needy when such overwhelming stresses inevitably occur. I have used the third approach (outgrowing my emotional needs) as my principal preventative medicine for future emotional illness, and plan to use the first approach as a back-up.
But I do recognize that our world is a prison, an asylum, and that most people live lives full of anxiety and steeped in emotional trauma. Their unmet needs span all five levels of Maslows hierarchy, and (since Im not really a believer in psychotherapy or psychopharmacy) I suspect the best approach for helping them is probably the second one empathy.
Being something of a misanthrope, empathy is not my strong suit, and it is something I am not practiced in. But its important to me to learn, and the listening and attention skills it requires will benefit me in other ways, so I am going to dedicate myself to getting better at it. Here are some of the things Ill be practicing:
Daves Empathy Skills Learning
There are a lot of other emotional competencies (like conflict resolution and consensus-building) but my sense is that I should focus my initial attention on the five areas above. Ill be looking for courses, and opportunities to practice these skills as I develop them. If anyone knows of really good programs in the Toronto area, please let me know.
The Effects of Hugsfinal draft --- http://blog.sina.com.cn/s/blog_4a39005501000955.html
Hugs are one of the most natural actions to show our care. While we feel great in others hugs, the effects of hugs are tremendous. Hugs benefit our physical health firstly. We will concentrate on how hugs help to protect our hearts and offer a touching example of the twins. Then we shift to mental health. We will find out how hugs improve our mental health and therefore save humans lives, especially how hugs can assure childs growth. Besides, hugs and suicide will be talk about. Moreover, let us have a look at what are peoples opinions on hugs.
It's wondrous what a hug can do.
A hug can cheer you when youre blue.
A hug can soothe a small childs pain.
And bring a rainbow after rain.
We scarcely could survive without it!
A hug delights and warms and charms;
It must be why we evolved with arms.
We can still remember as infants how mother hugged us. Mothers hug is our favorite place. Hug, which is a basic need of human being, is an action of putting your arms around somebody and holding them tightly, especially to show that you like or love them. This well known international language takes little but has long lasting tremendous effects. Hugs benefit both our body and soul.
2.1 Hug for physical health:
Hugs are more than just skin deep and can protect our hearts. A study by University of North Carolina(UNC) researchers found that hugs increase the love hormone oxytocin that is related to childbirth and breastfeeding and decrease the risk of heart disease, especially for women for whom the importance of oxytocin and its potentially cardio protective effects may be greater. (Marilyn,2003) Experiment on stress and hugs, which was conducted by Assistant Research Professor of UNC Karen M. Grewen, showed when couples hugged for 20 seconds, their levels of oxytocin increased. Those in loving relationships had the highest increases. Meanwhile, womens levels of the stress hormone cortisol and blood pressure decreased. (Karen,2003)
The baby twins rescuing hug demonstrated well to us what hugs can achieve. In the first week of their lives, each baby was in their respective incubator and one was not expected to live. A hospital nurse put the two babies in one incubator. The healthier one threw an arm over her sister in an endearing embrace. Then the smaller babys heart rate stabilized and her temperature rose to normal. Up till now, they both survived and are thriving.
2.2 Hug for mental health:
In my work, I have found that people who receive nurturing maintain a better outlook on their situation. And historically, positive attitude is an important factor in long-term survival. Hugging is capable of making a difference in a persons frame of mind and may help their medical condition.(http://www.gagirl.com/hugs/hug.html) This is a prescription from Dr. Mark Katz who is a member of Los Angeles Shantis Advisory Board. We can tell from this prescription that hugs also do good to our mental health and in return improves physical health. In this way, hugs contribute a lot in healing disease, or even saving ones life.
Hugs are undoubtedly important for children. Children need to be touched and hugged more regularly. They need at least five or six hugs a day compared to three of adults. Unlike food, toys and other entertainment which fulfill only the childrens basic need, hugs cultivate a sense of emotional security, telling them that we are glad they are here. By hugging, we send our children into the world with renewed inner strength to cope with the multitude of challenges they will daily face. If we want our kids to thrive, affectionate hugs are the greatest reassurance of their lovability and worth.
Besides, girl infants less than a year old receive physical affection five times as much as do boy babies. Actually, boys need to be hugged as much as girls do, especially as young children. Whats more, both boys and girls never outgrow the need for hugs.
Considering hugs dramatic effects, can hugs prevent suicide? So far there is no such kind of research about hug and suicide, but I strongly believe hugs are able to prevent suicide. Take Steve Hein, the author of EQ for Everybody, and his partner Laura as an example. Before they were together, both of them were feeling suicidal. They gave each other hundreds of hugs in the first days when they lived together. Afterwards, none of them felt in that way anymore. It is the intenseness of feeling alone which is one of the biggest contributors to feeling suicidal. Hugging is the natural way to make us feel that somebody still cares about us.
3. Opinions on hugs:
But in modern society, people hug less and less. How do they think about hugs? I conducted a survey among my friends and also put up the question on my blog to collect the information. My question is what is your opinion on hug, for example to hug with your friends, parents, relatives and partners. All together I gathered 22 answers.1 It was quite a pity that 3 of them said that they have not hugged or been hugged for a long time that they nearly forget how it feels. They think a friends hug is a way to encourage and support, showing our trust, while to hug with partners can increase intimacy and affection. Owing to the Chinese culture, 5 of them remarked that they seldom hug with parents and relatives, not to mention with strangers. My friend S. L. said it is a little strange. But, nearly all of them agreed that hug is an expression of love. Hugs make you feel warm and secure, and most importantly, tell you that you are not alone. My senior high school classmate E. H. answered that if someone gives you a hug when you feel alone, the loneness will be released. You have the sense of belonging, realizing both physically and psychologically that someone there cares you. I am glad that my friend M. L. and H.Z. even called for more hugs in daily life.
Have you not hugged or been hugged for a long time? Have you ever longed for just one hug? Do you feel like being hugged when you are sad? Are you willing to give one hug if your hug can give the person a sunny day? What are you waiting for then? Grab your partners, family members or friends and hug!
More than 50 people have clicked in this page, only 22 of them responded, of which 12 are my friends.
Chrissie You.(June,2007). Survey. Retrieved June 14.2007.
Dean Walley.(n.d.).Hugs. Retrieved May 12,2007.
Mark Katz.(n.d.).A Doctors Prescription for Hugging. Retrieved May 28,2007.
Marilyn Elias.(Oct. 3, 2003).Study: Hugs warm the heart, and protect it. Retrieved June
Nancy Sheehan.(May,1996).Rescuing Hug. Retrieved May 28,2007.
Steve Hein.(n.d.).Hugs. Retrieved May 28,2007.
SixWise.com.(n.d.). How Hugs Are Proven to Help Your Health: Have You Been Hugged
Today?. Retrieved May 28, 2007.from
This student also had some interesting personal blog entries which I copied here
|Mu little faith
Analysis of Recent trend or Special Topic in Curriculum Planning, Design Or Curricular Assessment
--- the Recognition of Emotional Intelligence in School
Key words:Emotional Intelligence; Curricular Assessment; Intelligence Quotient
At the beginning of the semester, I organized
The term emotional intelligence
was first coined by Salovey and Mayer in 1990. They
described emotional intelligence as "a form of
social intelligence that involves the ability to monitor
ones own and others feelings and emotions, to
discriminate among them, and to use this information to
guide ones thinking and action". Salovey and
Mayer also initiated a research program intended to
develop valid measures of emotional intelligence and to
explore its significance. For instance, they found in one
study that when a group of people saw an upsetting film,
those who scored high on emotional clarity (which is the
ability to identify and give a name to a mood that is
being experienced) recovered more quickly. In another
study, individuals who scored higher in the ability to
perceive accurately, understand, and appraise
others emotions were better able to respond
flexibly to changes in their social environments and
build supportive social networks. In the early
After having an understanding of what is EI and why is EI important, a doubt came up: Is EI being recognized by school and being applied in the curriculum? First, I need to trace back to human development to see if it, as one of the four bases of curriculum, is related to EI. The concept of stages of human development is a useful tool for understanding the needs of learners at various levels of education, but it cannot define the development of any one learner at a particular age. Each learner is innately unique, and this inborn individuality indicates the importance of providing many alternatives in educational program (Forrest W.Parkay & Glen Hass2000). And each learner in different period, has different EI. Knowledge of human development enables curriculum planners to design curricula that are shaped, in part, by the nature and needs of individual learner. While in order to achieve the match between the learners developmental stage and the curriculum, five aspects of human development to guide curriculum planning and planning for teaching should be noticed. Among which emotional growth and development is emphasized. As Alan McCluskey mentioned EI can be learned through experience. This relates quite well EI with human development. Second, lets move on to Erik Eriksons developmental outline for stages of growth toward a mature personality, whose theory in the area of human development has had a significant influence on curriculum planning. His model is based on eight stages of growth---from infancy to old age. Each stage is characterized by a psychosocial crisis for the individuals emotional and social growth. As is illustrated in his article: Erik Eriksons Developmental Stages: A Healthy Personality for Every Child, for adolescence, that is, the fifth stage of human development, the psychosocial crisis is identity versus role confusion. The teenager must achieve identity in occupation, gender roles, politics and religion. The central problem of the period is the establishment of a sense of identity. The identity the adolescent seeks to clarify is who he is, what his role in society is to be. Is he a child or is he an adult? Will he be a success or a failure? By reason of these questions adolescents are sometimes morbidly preoccupied with how they appear in the eyes of others as compared with their own conception of themselves. And for some students who may have been privileged in having had a childhood in which there was little inhibition of sensual pleasures, and in which development proceeded by easy, unselfconscious stages, the difficulties arise if their parents lose trust in themselves or if their teachers apply sudden correctives, or if they themselves reject their past and try to act like others(Erik Erikson & Joan Erikson 1950).
These suddenly remind me of one of my students, Tom. The class Im teaching is a little bit special. All the students in my class were strictly observed and tested before entering high school. They are the so-called high IQ students. So everyone in the class is unconsciously proud of themselves and has high self-esteem. One day, after testing their recitation assignment, I asked those who did fairly poor to recite to me next week in class, Tom included. After class, he suddenly ran to me and waved his arm to roar that he did actually review the text, but coincidentally forgot the lines that Ive asked him to recite. Without waiting for my response, he flew into a big temper and crazily argued that he would not come to me. And he even punched the table. I was quite angry, I have never met such a student before and sarcastically he is studying in the so-called high IQ class. I even told myself that I would not say a word to him if he did not apologize to me. During the next week, he didnt come to me for an apology. And in class, he dared not look at me. A week passed, I asked myself, is all my behavior all right? Can I find some reasons for his behavior? Tom was not a bad student though he was not so good at English. And he was trying hard at his study at the beginning of this semester, I can tell from his hardworking. He was always trying hard to help teachers a lot in using computer because he was the computer supervisor in my class. His flying into such a bad temper was just because he felt that he was done wrong, and he felt that the teacher did have bias over him because he was not good at English. After analysis, I found that the student did not have great confidence in himself, and was not so aware of himself, he even cannot control his temper if he thought it was against his will. He, though made me feel uncomfortable at that time, yet, I still decided to talk to him. All worked well after our chat. Tom, now take charge of more class work and becomes more confident in himself. Because I gave him more work to do, and took any chance to praise him in public if he really did a good job. From this, I made a conclusion, that EI matters a lot in students growing period and does play a very important role in students future life. I cant imagine what Tom is like when entering society without teachers and parents help. One thing I am sure is that if he still cant control himself well he will meet with great trouble in his life.
EI really is very important. Though its not easy for teachers to deal with different individuals, special curriculum should be designed to help students improve their EI. Scientific research, in particular on how the brain works, indicates that 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 major activity in that age group (Alan McCluskey 1997). During the breaks for example, Daniel Goleman describes how appointed pupil mediators, once all involved know the rules of the game, resolve conflicts in the playground. Such a "school for emotions" could be a local, community-based activity in conjunction with other activities like scouts, parent-teachers associations, artistic expression groups, clubs etc.
Though EI as a new term appeared recently, yet educators have started to realize the importance and tried hard to apply that. In our school, we had a consultant room. Every day there is consultant on duty to help students with their psychological problems. Teachers are trained periodically to deal with different students in different situations. The psychological files for students are established, it will follow students for three years, until their graduation from high school. Psychology courses for each class has increased into 2 lessons a week. Different field trips are organized and the rights of deciding where to go and what researches to make are gradually under students will in order to cultivate their self-confidence and cooperative ability.
EI, though is still a new term for most of us, has already started to play an important role in education. As Erikson once writes : it is clear, then, that if health of personality is to be preserved much attention must be given to assuring that school makes good on its promises to youth.
Alan McCluskey (1997). emotional intelligence in schools
Carry Cherniss, Ph.D. (2000). Emotional Intelligence: What it is and Why it Matters
Erik Erikson & Joan Erikson (1950). Growth and Crises of the Healthy Personality
Forrest W.Parkay & Glen Hass(2000).Curriculum Planning
Goleman's book makes a mockery of science. He is a disgrace to the profession of psychology. I am a researcher who studies emotional intelligence. While it does have some merit, scientific research has demonstrated that EQ is not all that Goleman purports it is. Of course, IQ isn't everything - we have known that for a long time. We don't need a catchy new concept to tell us that IQ isn't everything - other constructs, such as personality (remember that??), have been telling us that for a long time! EQ is simply a new name for an old concept, designed to make money! Anyway, I digress...back to the book. There are numerous grounds upon which this book can be criticized. Most importantly, Goleman misinterprets the research he cites in this book, reports findings incorrectly, and misleads readers with his ridiculous claims. He is not taken seriously by anyone who values science and research, and has been publicly reprimanded by some of the original scientists whose findings he has misrepresented. Please do not buy into this hype - even if Oprah tells you to! Here's the bottom line: Emotional intelligence (a) is not a new concept - it is an old idea with a catchy new name, (b) is not the solution to all the world's problems, or yours, for that matter (c) is not best understood by reading Goleman's pop psychology garbage, (d) has not been shown to live up to most of Goleman's claims in scientific studies, (e) does not even have a single agreed-upon definition in the scientific literature, and (f) is a money-making scheme! Again, the idea of emotional intelligence does have some merit (i.e., it has been shown to correlate with some important outcomes), but it is not everything (or even close) Goleman claims it is. Please, do yourself a favour: If you want to learn about emotional intelligence, don't use this book as a source. Look for a more scientific source, written by an author that doesn't distort research evidence to make his case. If you're not into reading scientific journals, check out the website www.eqi.org for a summary of the scientific literature on EI and on Goleman's misleading writing in this
A quick comment about Emotional Intelligence. The very first paragraph in the book struck me funny. Mr. Goleman mentions the "Black" bus driver as his first example, as if to imply that his "blackness" was part of the information that we, (as readers), needed to understand the irony of the situation. He states that the black driver had an infectious, positive attitude, which was in sharp contrast to the sullen disposition of those who got on the bus. To the uninformed reader who is white, there would be nothing strange about this, but to me, as a black person, it seems that this was written for a white audience that would instantly "understand that this man was demonstrating emotional intelligence, even though, to some folks, an unfortunate stereotype remains that a black person may not be as highly "intelligent" in IQ as the white passengers.
My point regarding this example is that while emotional intelligence is significant and important, there may be other forms of "intelligence" that come into play in life. For example, what kind of "intelligence", (or lack of intelligence) would we attribute to the great minds who shaped this country, such as Benjamin Franklin, George Washington, Thomas Jefferson and others... all God fearing white men who created a brilliant constitution of "all men equal under God", and yet, they kept slaves and women had no rights...they simply could not see or realize the great inherent injustice of human bigotry at the time! It took America hundreds of years to overcome that basic "insensitivity to others different than us"...and even now we are not yet fully color, gender, or race blind. (In Football, the quarterback has traditionally been a "white" position, in part, because of this same stereotype that the black man is not "intelligent" in the IQ way... women still deal with the "glass ceiling"... and also, sometimes, I believe that our intolerance of other nations, religions etc., may be part of this lack of "another form of Intelligence", which causes people to see things in different ways because of which side of the fence they sit on... man, woman, black, white, Americans, Iraqis... )
My point is this; Goleman, (who is a white male), may himself have written those words unconsciously, with a white audience in mind, knowing that they would appreciate the irony, but I think it is unfortunate that he did not see the potential insensitivity in his first example...could this be a lack of "another form of intelligence"?
|Is there anyone else in
your family that you can live with?Anyone at all?You need
to get out of this situation or develop some coping
skills that will get you through this until you are able
to get out on your own, go away to school, or get a
job.Do not let your parents destroy your self - esteem
and self - confidence.The things they are saying to you
and the way they are treating you is wrong.Do not let
these hurtful things they darken your outlook on life.You
have to figure out a way to try and ignore what they say
and avoid them as much as you can.Please visit the site
below.It will be very helpful to you and might help you
to be able to make some decisions.
2?????worry,anxiety,scare,disappointment...????????????negative feeling list,??http://eqi.org/fw_neg.htm????keep busy?curiosity.
Emotional Literacy PDF Translated by Viktor Parhomets
Emotional Intelligence (EQ) and its components - Darina Sosnovskaya