Reaction Paper

On
Golemans Emotional Intelligence



In Partial Fulfillment of the Requirements
Education 1 (Child and Adolescent Development)







By:
Labarento, Jackelyn Joy B.
October 07, 2013
Mindoro State College of Agriculture and Technology
Main Campus
Alcate, Victoria, Oriental Mindoro


Reaction Paper
On
Golemans Emotional Intelligence

In Partial Fulfillment of the Requirements
Education 1 (Child and Adolescent Development)




By:
Labarento, Jackelyn Joy B.
October 07, 2013
TABLE OF CONTENTS
I. Brief Description 1
II. Discussion 2
III. Conclusions 6














I. BRIEF DISCUSSION
Emotional intelligence is the ability to perceive emotions,
to access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to reflectively
regulate emotions so as to promote emotional and intellectual
growth (Mayer & Salovey, 1997). Emotional Intelligence is
increasingly relevant to organizational development and
developing people, because the EQ principles provide a new way
to understand and assess people's behaviors, management styles,
attitudes, interpersonal skills, and potential. Emotional
Intelligence is an important consideration in human resources
planning, job profiling, recruitment interviewing and selection,
management development, customer relations and customer service,
and more.








II. DISCUSSION
The early Emotional Intelligence theory was originally
developed during the 1970s and 80s by the work and writings of
psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and
John 'Jack' Mayer (New Hampshire). Emotional Intelligence is
increasingly relevant to organizational development and
developing people, because the EQ principles provide a new way
to understand and assess people's behaviors, management styles,
attitudes, interpersonal skills, and potential.
With regard to emotional intelligence, Daniel Goldman was
not the first to articulate the concept. But in the double role
of psychologist and journalist, Goleman made the elements of
emotional intelligence accessible to broad segments of society.
His best-selling books beginning with Emotional
Intelligence (1995) have already changed how some businesses
interact with clients and some managers recruit employees. His
impact has been even more profound on education.
Thanks to Goleman, educators now recognize that emotional
intelligence is every bit as important to learning as
intellectual prowess or IQ. As a result, tens of thousands of
schools throughout the world currently incorporate social and
emotional learning in their curricula. In some schools, courses
geared toward developing emotional intelligence are mandatory.
For decades, researchers have studied the reasons why a
high IQ does not necessarily guarantee success in the classroom
or the boardroom. By the 1980s, psychologists and biologists,
among others, were focusing on the important role other skill
sets needed to process emotional information played in
promoting worldly success, leadership, personal fulfillment and
happy relationships.
In 1990, psychologists John Mayer (now at the University of
New Hampshire) and Peter Salovey of Yale theorized that a
unitary intelligence underlay those other skill sets. They
coined the term, emotional intelligence, which they broke down
into four branches:
Identifying emotions on a nonverbal level.
Using emotions to guide cognitive thinking.
Understanding the information emotions convey and the actions
emotions generate.
Regulating ones own emotions, for personal benefit and for
the common good.

As a science reporter for the New York Times, Goleman was
exposed to Mayers and Saloveys work and took the concept of
emotional intelligence a step further. In his eponymous book
from 1995, he argued that existing definitions of intelligence
needed to be reworked. IQ was still important, but intellect
alone was no guarantee of adeptness in identifying ones own
emotions or the emotional expressions of others. It took a
special kind of intelligence, Goleman said, to process emotional
information and utilize it effectively whether to facilitate
good personal decisions, to resolve conflicts or to motivate
ones self and others.
Goleman broadened Mayers and Saloveys four-branch system to
incorporate five essential elements of emotional intelligence
or EQ, the shorthand he sometimes uses:
Emotional self-awareness knowing what one is feeling at any
given time and understanding the impact those moods have on
others.
Self-regulation controlling or redirecting ones emotions;
anticipating consequences before acting on impulse.
Motivations utilizing emotional factors to achieve goals,
enjoy the learning process and persevere in the face of
obstacles.
Empathy sensing the emotions of others.
Social skills managing relationships, inspiring others and
inducing desired responses from them.
There are very practical reasons to promote social and
emotional learning in schools, from kindergarten through
college. According to Goleman, bullying, disciplinary problems,
violence and drug abuse are reduced in schools with a high EQ.
With a solid basis in emotional intelligence, academic
performance as well as behavior improves. There is an
obvious connection to Golemans third, motivational component:
learning stimulates curiosity and promotes feelings of
satisfaction, even joy, when students immerse themselves in the
process of assimilating new information.
The EQ of children starts developing long before they ever
enter a classroom. But EQ levels will vary widely, depending on
each childs home environment. Thus teachers must be able to
recognize those children whose emotional literacy needs a boost.
Teachers should be ready to talk about feelings in the
classroom. The message is that no emotion is wrong, but
certain ways of expressing those emotions or acting on them are
indeed inappropriate.
In 2002, UNESCO launched an international campaign to
promote emotional learning in the classroom. The U.N. body sent
a statement of 10 basic EQ principles to education ministries
throughout the world. Those principles drew heavily from
Golemans exposition of emotional intelligence.

III. CONCLUSIONS
Emotional intelligence is a type of social intelligence
that allows individual to monitor his own and others emotions,
to distinguish among them, and to use the information to guide
his thinking and actions.
The essential idea of Emotional intelligence is to be
successful requires the effective awareness, control and
management of one's own emotions, and those of other people.
This embraces two aspects of intelligence: (1) Understanding
yourself, your goals, intentions, responses, behavior and all.
(2) Understanding others, and their feelings. Goleman identified
the five domains of EQ as: (1) Knowing your emotions. (2)
Managing your own emotions. (3) Motivating yourself. (5)
Recognizing and understanding other people's emotions. (5)
Managing relationships, i.e., managing the emotions of others.
Emotional Intelligence embraces and draws from numerous other
branches of emotional, self-awareness, self-regulation, empathy,
and social skills.
By developing our Emotional Intelligence in these areas and
the five EQ domains we can become more productive and successful
at what we do, and help others to be more productive and
successful too. The process and outcomes of Emotional
Intelligence development also contain many elements known to
reduce stress for individuals and organizations, by decreasing
conflict, improving relationships and understanding, and
increasing stability, continuity and harmony.