Emotional Intelligence

& its intervention

programmes
 Emotional Intelligence
•For psychologists, the 1990s were best known as the “Decade
of the Brain.” But there were moments during those 10 years
when the popular press seemed ready to declare it the “Decade
of the Heart,” not so much for a popular interest in
cardiovascular physiology but rather as a reflection on the
growing interest in emotions.
To help answer a basic question:
Why do some people with high IQ fail in
life, while others with moderate IQ succeed?
 EQ vs. IQ
•Denial Golemen (1995) 20% counts for IQ & rest goes for
emotional and social intelligence.
• In 1998 he found in another study that 67% of abilities
regarded as essential for effective performance were emotional
competencies.
•-It accounts almost twice as much as IQ and Expertise.
• Essential for Interpersonal (Understanding others, and their
feelings) & Intrapersonal relationships (Understanding yourself,
your goals, intentions, responses, behaviour and all.
 What is Emotionally Intelligent
Behaviour?
Non-Ability Factors’ Role:

"…individuals with identical IQ's may differ very markedly in regard

to their effective ability to cope with their environment…It is not
possible to account for more than 50% to 70% of the inter test
correlational variance after all recognizable intellectual factors are
eliminated. This leaves any where from 30% to 50% of the
total factorial variance unaccounted for. It is suggested that
this residual variance is largely contributed by such factors as
drive, energy, impulsiveness, etc."

- Wechsler
 What is Intelligence?
"Intelligence, as a hypothetical construct,
is the aggregate or global capacity of the
individual to act purposefully, to think
rationally, and to deal effectively with his
environment”- Wechsler
•Nature vs. Nurture Debate
•Although experts differ on an exact definition
of intelligence most agree that intelligent
behavior has at least two components:
1. The ability to learn from experience.
2. The ability to adapt to the surrounding
 Where Did the Concept of Emotional
Intelligence Come From?
• In 1983, Gardner first published his theory, derived from
extensive brain research, on Multiple Intelligence including
intrapersonal (self awareness/ self management) and
interpersonal (relationship awareness/ management)
• Reuven Bar-On (1988) has placed EI in the context of
personality theory, specifically a model of well-being
• Peter Salovey and John Mayer first proposed their theory of
emotional intelligence (EI) in 1990 and defined it
• Goleman (1995-2003) has popularized the concept of
emotional intelligence and formulated EI in terms of a theory
of job and work performance
 Gardner’s Seven Intelligences
Intelligence Core Components End-States
Logical- Sensitivity to, and capacity to discern, logical Scientist
mathematical or numerical patterns; ability to handle long Mathematician
chains of reasoning.

Sensitivity to the sounds, rhythms, and

Linguistic meanings of words; sensitivity to the
Poet
different functions of language. Journalist

Musical Abilities to produce and appreciate rhythm, Violinist

pitch, and timbre; appreciation of the forms Composer
of musical expressiveness.

Spatial Capacities to perceive the visual-spatial Sculptor

world accurately and to perform Navigator
transformations on ones initial perceptions.
 Gardner’s Seven Intelligences
Intelligence Core Components End-States
Bodily- Abilities to control ones body Dancer
Kinesthetic movements and to handle objects Athlete
skillfully.

Interpersonal Capacities to discern and respond Therapist

appropriately to the moods, Salesman
temperaments, motivations, and desires
of other people.

Intrapersonal Access to ones own feelings and the Person with

ability to discriminate among them and detailed
draw upon them to guide behavior; accurate self-
knowledge of one’s own strengths, knowledge
weaknesses, desires, and intelligences.
 Is There Multiple
Intelligence?
 Social Intelligence
 the know-how involved in comprehending social
situations and managing oneself successfully
 Emotional Intelligence
 ability to perceive, express, understand, and regulate
emotions
 What Is Emotional
Intelligence?
Emotional intelligence involves the “abilities to perceive,
appraise, and express emotion; to access and/or generate
feelings when they facilitate thought; to understand emotion
and emotional knowledge; and to regulate emotions to
promote emotional and intellectual growth”- Mayer & Salovey
(1997)
•Social communications requires accurate perception of
content, as well as tone and non-verbal signals such as
posture and facial expression
• Emotions are complex, and people can experience a
combination of different emotions.
•Many theorists agree that basic emotions have
universal meaning - universal across cultures and even
 Mayer-Salovey-Caruso Model (MSCEIT)
• MSCEIT is an ability-based measure designed to assess
Emotional Intelligence.

• It is a performance based scale, meaning it measures how

well an individual performs tasks and solves emotional
problems - instead of simply just asking individuals for their
subjective assessment of their emotional skills.
• It was developed from an intelligence testing perspective.
• Scales- Identifying Emotions: identify emotions in faces;
Using Emotions to Facilitate Thought: use emotions to solve
problems; Understanding Emotions: figure out what makes
people “tick”; Managing Emotions: make optimal decisions.
Four branches---(Ability Model):
• The first of these branches, emotional perception and
expression, involves recognizing and inputting verbal and
nonverbal information from the emotion system.
• The second branch, emotional facilitation of thought
(sometimes referred to as using emotional intelligence), refers
to using emotions as part of cognitive processes such as
creativity and problem solving.
• The third branch, emotional understanding, involves cognitive
processing of emotion, that is, insight and knowledge brought
to bear upon one’s feelings or the feelings of others.
• Fourth branch, emotional management, concerns the
regulation of emotions in oneself and in other people.
 Mixed Model, Golemen (1995,1998)
• Self-awareness--knowing your emotions, recognizing feelings
as they occur, and discriminating between them.
• Mood management--handling feelings so they're relevant to
the current situation and you react appropriately .
• Self-motivation--"gathering up" your feelings and directing
yourself towards a goal, despite self-doubt, inertia (inactivity)
and impulsiveness.
• Empathy--recognizing feelings in others and tuning into their
verbal and nonverbal cues.
• Managing relationships--handling interpersonal interaction
• Intra & Inter EQ
Trait emotional intelligence (trait EI or trait emotional
self- efficacy)

It is defined as a constellation of emotional self-perceptions

located at the lower levels of personality hierarchies (Petrides,
et. al. 2007).
•The construct provides a comprehensive operationalization of
the affect-related aspects of personality and lies wholly outside
the taxonomy of human cognitive ability (Carroll, 1993).
•Trait EI essentially concerns individual differences in people’s
self-perceptions of their emotional abilities.
The Adult Sampling Domain of Trait Emotional Intelligence: 15 traits
emotional intelligence facets)
Facets High scorers perceive themselves as…

Adaptability …flexible and willing to adapt to new conditions.

Assertiveness …forthright, frank, and willing to stand up for their rights.
Emotion perception (self and …clear about their own and other people’s feelings.
others)
Emotion expression …capable of communicating their feelings to others.
Emotion management (others) …capable of influencing other people’s feelings.

Emotion regulation …capable of controlling their emotions.

Impulsiveness (low) …reflective and less likely to give in to their urges.
Relationships …capable of having fulfilling personal relationships.
Self-esteem …successful and self-confident.
Self-motivation …driven and unlikely to give up in the face of adversity.
Social awareness …accomplished networkers with excellent social skills.
Stress management …capable of withstanding pressure and regulating stress.
Trait empathy …capable of taking someone else’s perspective.
Trait happiness …cheerful and satisfied with their lives.
Trait optimism …confident and likely to “look on the bright side” of life.

Copyright (c) K. V. Petrides 2001 - 2010

 What Is Emotional

Intelligence?
Emotional intelligence is “an array of non-cognitive
capabilities, competencies, and skills that influence one’s
ability to succeed in coping with environmental demands
and pressures” - Bar-On (1997)
 Dr. Reuven Bar-On began in 1980, factors that were related
to success in life --- Why some people with moderate IQ
do well in life while others with high IQ fail?
 Distinct from IQ (cognitive intelligence) ---components
resemble personality factors, but can change and can
be altered
 BarOn/EQ-i Factors 

Intra-Personal Adaptability
 Emotional Self-  Problem Solving
Awareness  Flexibility
 Assertiveness  Reality Testing
 Self-Regard
 Self-Actualization Stress
Management
 Independence  Stress Tolerance
Inter-Personal  Impulse Control
 Interpersonal
Relationship General Mood
 Empathy  Optimism
 Social Responsibility  Happiness
 Some of the Applications of
the EQ-i ®

• Recruiting high performers • Risk management

• Retaining high performers • Self development
• Teambuilding • Change
management
• Managing diversity
• Merger integration
• Leadership development & re-shaping culture
• Coaching • Restructuring &
• Performance management realignment
• Stress management
• Career planning
https://blog.tuf.edu.pk/how-emotional-intelligence- https://www.ebwglobal.com/what-is-business-eq
impacts-your-life/
In brief:
https://kapable.club/blog/emotional-intelligence/emotional-intelligence-theory/
 Interventions:
• Relaxation techniques and increasing pleasant
activities: from behaviorism- for emotional positivity.
• One example of a therapy with such a goal is
Emotionally focused therapy (EFT; e.g. Greenberg &
Paivio, 1997; Safran & Greenberg,1991), which seeks to
help clients achieve more adaptive functioning through
evoking and exploring emotions and restructuring
maladaptive emotional schemes*.
*Maladaptive emotional schemas are pervasive, dysfunctional patterns of
thoughts, feelings, and behaviors regarding oneself and relationships, rooted
in early childhood experiences that negatively impact current functioning.

• Emotion-focused therapy was aimed at acceptance,

exploration, and discharge of emotions related to the
loss.
 For Emotional Intelligence
• For instance, in a guidebook for developing
emotional intelligence curricula for elementary
school students, Schilling (1996) recommends
units on self-awareness, managing feelings,
decision making, managing stress, personal
responsibility, self-concept, empathy,
communication, group dynamics, and conflict
resolution.
Social & Emotional learning program (SEL
programme)
There are over 300 curriculum-based programs in the
United States purporting to teach Social and
Emotional Learning (Cohen, 1999b).
•“character development” (Lickona, 1991).
•The curriculum provides 25 to 50 hours of highly
structured classroom instruction at each grade level.
Included in the early years of this curriculum are units
on self-monitoring, feelings awareness,
perspective taking (empathy), understanding
nonverbal communication, anger management,
and many other topics, some of which are loosely
consistent with our model of emotional intelligence.
Self Science, which was developed, and field tested by
Jensen, et. al (1998). This program begins with three
assumptions:
1.There is no thinking without feeling and no
feeling without thinking;
2. More conscious one is of what he is experiencing, the
more learning is possible; and self-knowledge is
integral to learning.
3. Becoming More Aware of Multiple Feelings
 Intervention in the
workplace
 Old and familiar training sessions on human
relations, achievement motivation, stress
management, and conflict resolution.
•MBA students receive experiences designed to
promote initiative, flexibility, achievement drive,
empathy, self-confidence, persuasiveness
(expressive), networking, self-control, and group
management.
Source for next two slides:
Collaborative for Academic, Social, and Emotional
https://superbloov.life/
product_details/
43497637.html
How to improve emotional intelligence in 9 steps:
1. Be more self-aware
2. Recognize how others feel

3. Practice active listening

4. Communicate clearly
5. Stay positive
6. Empathize
7. Be open-minded
8. Listen to feedback

9. Stay calm under pressure

Source : https://www.indeed.com/career-advice/career-development/how-to-improve-
emotional-intelligence
Figure 5. The main training elements in positive psychology interventions.
Mitsea, E., Drigas, A., & Skianis, C. (2024). Well-Being Technologies and Positive Psychology
Strategies for Training Metacognition, Emotional Intelligence and Motivation Meta-Skills in Clinical
Populations: A Systematic Review. Psych, 6(1), 305-344. https://doi.org/10.3390/psych6010019
Figure 3. The emotional meta-skills required for positive minds.
Mitsea, E., Drigas, A., & Skianis, C. (2024). Well-Being Technologies and Positive Psychology
Strategies for Training Metacognition, Emotional Intelligence and Motivation Meta-Skills in Clinical
Populations: A Systematic Review. Psych, 6(1), 305-344. https://doi.org/10.3390/psych6010019
Figure :The number of studies that demonstrate the main meta-skills trained after the
implementation of positive psychology interventions.
Figure: The most promising well-being technologies for positive psychology Interventions. Mitsea, E.,
Drigas, A., & Skianis, C. (2024). Well-Being Technologies and Positive Psychology Strategies for
Training Metacognition, Emotional Intelligence and Motivation Meta-Skills in Clinical Populations: A
Systematic Review. Psych, 6(1), 305-344. https://doi.org/10.3390/psych6010019
Thanks