Emotional Intelligence

1. Emotional Intelligence:-

Emotional intelligence (otherwise known as emotional quotient or EQ) is the

ability to understand, use, and manage your own emotions in positive ways to
relieve stress, communicate effectively, empathize with others, overcome
challenges and defuse conflict. Emotional intelligence helps you build stronger
relationships, succeed at school and work, and achieve your career and personal
goals. It can also help you to connect with your feelings, turn intention into action,
and make informed decisions about what matters most to you.

Emotional intelligence is commonly defined by four attributes:

1. Self-management – You’re able to control impulsive feelings and

behaviors, manage your emotions in healthy ways, take initiative, follow
through on commitments, and adapt to changing circumstances.
2. Self-awareness – You recognize your own emotions and how they affect
your thoughts and behavior. You know your strengths and weaknesses, and
have self-confidence.
3. Social awareness – You have empathy. You can understand the emotions,
needs, and concerns of other people, pick up on emotional cues, feel
comfortable socially, and recognize the power dynamics in a group or
organization.
4. Relationship management – You know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well
in a team, and manage conflict.

Emotional intelligence affects

Your performance at school or work. High emotional intelligence can help you
navigate the social complexities of the workplace, lead and motivate others, and
excel in your career. In fact, when it comes to gauging important job candidates,
many companies now rate emotional intelligence as important as technical ability
and employ EQ testing before hiring.

A. Your physical health. 

 If you’re unable to manage your emotions, you are probably not managing your
stress either. This can lead to serious health problems. Uncontrolled stress raises
blood pressure, suppresses the immune system, increases the risk of heart attacks
and strokes, contributes to infertility, and speeds up the aging process. The first
step to improving emotional intelligence is to learn how to manage stress.2

B. Your mental health

Uncontrolled emotions and stress can also impact your mental health, making you
vulnerable to anxiety and depression. If you are unable to understand, get
comfortable with, or manage your emotions, you’ll also struggle to form strong
relationships. This in turn can leave you feeling lonely and isolated and further
exacerbate any mental health problems.

C.Your relationships.

 By understanding your emotions and how to control them, you’re better able to
express how you feel and understand how others are feeling. This allows you to
communicate more effectively and forge stronger relationships, both at work and
in your personal life.

D.Your social intelligence.

 Being in tune with your emotions serves a social purpose, connecting you to other
people and the world around you. Social intelligence enables you to recognize
friend from foe, measure another person’s interest in you, reduce stress, balance
your nervous system through social communication, and feel loved and happy.

2. Mixed Model of Emotional Intelligence :-

The model introduced by Daniel Goleman focuses on EI as a wide array of

competencies and skills that drive leadership performance. Goleman's model
outlines five main EI constructs (for more details see "What Makes A Leader" by
Daniel Goleman, best of Harvard Business Review 1998):-

1. Self-awareness – the ability to know one's emotions, strengths, weaknesses,

drives, values and goals and recognize their impact on others while using gut
feelings to guide decisions.
2. Self-regulation – involves controlling or redirecting one's disruptive
emotions and impulses and adapting to changing circumstances.

3. Social skill – managing relationships to get along with others.

4. Empathy – considering other people's feelings especially when making

decisions.

5. Motivation – being aware of what motivates them.

Goleman includes a set of emotional competencies within each construct of EI.

Emotional competencies are not innate talents, but rather learned capabilities
that must be worked on and can be developed to achieve outstanding
performance. Goleman posits that individuals are born with a general emotional
intelligence that determines their potential for learning emotional competencies.

3. 360 Degree Assessment

A 360-degree feedback (also known as multi-rater feedback, multi

source feedback, or multi source assessment) is a process through which
feedback from an employee's subordinates, colleagues, and supervisor(s), as
well as a self-evaluation by the employee themselves is gathered. Such
feedback can also include, when relevant, feedback from external sources
who interact with the employee, such as customers and suppliers or other
interested stakeholders.

360-degree feedback is so named because it solicits feedback regarding an

employee's behavior from a variety of points of view (subordinate, lateral,
and supervisory). It therefore may be contrasted with "downward feedback"
(traditional feedback on work behavior and performance delivered to
subordinates by supervisory or management employees only; see
traditional performance appraisal), or "upward feedback" delivered to
supervisory or management employees by subordinates only.

Organizations have most commonly utilized 360-degree feedback for

developmental purposes, providing it to employees to assist them in
 developing work skills and behaviors. However, organizations are
increasingly using 360-degree feedback in performance evaluations and
employment decisions (e.g., pay; promotions). When 360-degree feedback is
used for performance evaluation purposes, it is sometimes called a "360-
degree review".

4. Personal competence is made up of your self-awareness and self-

management skills, which focus more on you individually than on your
interactions with other people. Personal competence is your ability to stay
aware of your emotions and manage your behavior and tendencies.

 Self-Awareness is your ability to accurately perceive your emotions and

stay aware of them as they happen.
  Self-Management is your ability to use awareness of your emotions to
stay flexible and positively direct your behavior.

Social competence is made up of your social awareness and relationship

management skills; social competence is your ability to understand other people’s
moods, behavior, and motives in order to improve the quality of your relationships

 Social Awareness is your ability to accurately pick up on emotions in

other people and understand what is really going on.

 Relationship Management is your ability to use awareness of your

emotions and the others’ emotions to manage interactions successfully.

5. Empathy is the capacity to understand or feel what another person is

experiencing from within their frame of reference, that is, the capacity to
place oneself in another's position. Definitions of empathy encompass a
broad range of emotional states. Types of empathy include cognitive
empathy, emotional (or affective) empathy, and somatic empathy.

Empathy is generally divided into two major components:

 Affective empathy
Affective empathy, also called emotional empathy. the capacity to respond with an
appropriate emotion to another's mental states. Our ability to empathize
emotionally is based on emotional contagion: being affected by another's
emotional or arousal state.
Affective empathy can be subdivided into the following scales:
 Empathic concern: sympathy and compassion for others in response to their
suffering.
 Personal distress: self-centered feelings of discomfort and anxiety in
response to another's suffering. There is no consensus regarding whether personal
distress is a basic form of empathy or instead does not constitute empathy. There
may be a developmental aspect to this subdivision. Infants respond to the distress
of others by getting distressed themselves; only when they are 2 years old do they
start to respond in other-oriented ways, trying to help, comfort and share.

Cognitive empathy
Cognitive empathy: the capacity to understand another's perspective or mental
state. The terms cognitive empathy and theory of mind or mentalizing are often
used synonymously, but due to a lack of studies comparing theory of mind with
types of empathy, it is unclear whether these are equivalent.
Although science has not yet agreed upon a precise definition of these constructs,
there is consensus about this distinction. Affective and cognitive empathy are also
independent from one another; someone who strongly empathizes emotionally is
not necessarily good in understanding another's perspective.
Cognitive empathy can be subdivided into the following scales:
 Perspective-taking: the tendency to spontaneously adopt others'
psychological perspectives.
 Fantasy: the tendency to identify with fictional characters.
 Tactical (or "strategic") empathy: the deliberate use of perspective-taking
to achieve certain desired ends.

Somatic
 Somatic empathy is a physical reaction, probably based on mirror
neuron responses, in the somatic nervous system.

6. Multifactor Personality Test:-

 Personality testing and assessment refer to techniques that are used to accurately
and consistently measure personality.1 Personality tests can be used to help clarify
a clinical diagnosis, to guide therapeutic interventions, and to help predict how
people may respond in different situations.

Personality is something that we informally assess and describe every day. When
we talk about ourselves and others, we frequently refer to different characteristics
of an individual's personality. 

Psychologists do much the same thing when they assess personality but on a much
more systematic and scientific level.

Types of Personality Tests

There are two basic types of personality tests: self-report inventories and projective
tests.

 Self-report inventories involve having test-takers read questions and then

rate how well the question or statement applies to them. 2 One of the most
common self-report inventories is the Minnesota Multiphasic Personality
Inventory or MMPI.
 Projective tests involve presenting the test-taker with a vague scene, object,
or scenario and then asking them to give their interpretation of the test item.
One well-known example of a projective test is the Rorschach Inkblot Test.

The greatest benefit of self-report inventories is that they can be standardized and
use established norms. Self-inventories are also relatively easy to administer and
have much higher reliability and validity than projective tests.

Projective tests are most often used in psychotherapy settings and allow therapists
to quickly gather a great deal of information about a client.
Projective tests are most often used in psychotherapy settings and allow therapists to quickly gather a
great deal of information about a client.

7. Personality Assessment

Personality is the field within psychology that studies the thoughts, feelings,
behaviors, goals, and interests of normal individuals. It therefore covers a very
wide range of important psychological characteristics. Moreover, different
theoretical models have generated very different strategies for measuring these
characteristics. For example, humanistically oriented models argue that people
have clear, well-defined goals and are actively striving to achieve them
(McGregor, McAdams, & Little, 2006). It, therefore, makes sense to ask them
directly about themselves and their goals. In contrast, psychodynamically oriented
theories propose that people lack insight into their feelings and motives, such that
their behavior is influenced by processes that operate outside of their awareness
(e.g., McClelland, Koestner, & Weinberger, 1989; Meyer & Kurtz, 2006). Given
that people are unaware of these processes, it does not make sense to ask directly
about them. One, therefore, needs to adopt an entirely different approach to
identify these nonconscious factors. Not surprisingly, researchers have adopted a
wide range of approaches to measure important personality characteristics. The
most widely used strategies will be summarized in the following sections.

Objective Tests

Definition

Objective tests (Loevinger, 1957; Meyer & Kurtz, 2006) represent the most
familiar and widely used approach to assessing personality. Objective tests involve
administering a standard set of items, each of which is answered using a limited set
of response options (e.g., true or false; strongly disagree, slightly disagree, slightly
agree, strongly agree). Responses to these items then are scored in a standardized,
predetermined way. For example, self-ratings on items assessing talkativeness,
assertiveness, sociability, adventurousness, and energy can be summed up to create
an overall score on the personality trait of extraversion.

Basic Types of Objective Tests

Self-report measures

Objective personality tests can be further subdivided into two basic types. The first
type—which easily is the most widely used in modern personality research—asks
people to describe themselves. This approach offers two key advantages. First,
self-raters have access to an unparalleled wealth of information: After all, who
knows more about you than you yourself? In particular, self-raters have direct
access to their own thoughts, feelings, and motives, which may not be readily
available to others (Oh, Wang, & Mount, 2011; Watson, Hubbard, & Weise, 2000).
Second, asking people to describe themselves is the simplest, easiest, and most
cost-effective approach to assessing personality. Countless studies, for instance,
have involved administering self-report measures to college students, who are
provided some relatively simple incentive (e.g., extra course credit) to participate.
Informant ratings

Another approach is to ask someone who knows a person well to describe his or
her personality characteristics. In the case of children or adolescents, the informant

is most likely to be a parent or teacher. In studies of older participants, informants

may be friends, roommates, dating partners, spouses, children, or bosses.

8. Counselling Skills
 Counsellors use counselling skills to help them better understand and listen
to clients.Through active listening, rapport is built, trust forms and the
speaker feels heard and understood by the counsellor or listener.

Core Counselling Skills

Core listening skills are basic counselling skills, or practiced techniques, that help
the counsellor to empathetically listen to the speaker.
Skills include:

 active listening
 being aware of nonverbal communication
 building rapport

The core counselling skills are described below.

1. Attending
Attending in counselling means being in the company of someone else and giving
that person your full attention, to what they are saying or doing, valuing them as
worthy individuals.

2. Silence
Silence in counselling gives the client control of the content, pace and objectives.
This includes the counsellor listening to silences as well as words, sitting with
them and recognising that the silences may facilitate the counselling process.

3. Reflecting and Paraphrasing

Reflecting in counselling is part of the ‘art of listening’. It is making sure that the
client knows their story is being listened to.
This is achieved by the helper/counsellor by both repeating and feeding a shorter
version of their story back to the client. This known as 'paraphrasing'.

4. Clarifying and the Use of Questions

Questions in counselling are classed as a basic skill. The counsellor uses open
questions to clarify his or her understanding of what the client is feeling.
Leading questions are to be avoided as they can impair the counselling
relationship.
5. Focusing
Focusing in counselling involves making decisions about what issues the client
wants to deal with.
The client may have mentioned a range of issues and problems and focusing allows
the counsellor and client together to clear away some of the less important
surrounding material and concentrate on the central issues of concern.

6. Building Rapport
Building rapport with clients in counselling is important, whatever model of
counselling the counsellor is working with.
Rapport means a sense of having a connection with the person.

7. Summarising
Summaries in counselling are longer paraphrases. They condense or crystallise
the essence of what the client is saying and feeling.
The summary 'sums up' the main themes that are emerging.

8. Immediacy
Using immediacy means that the therapist reveals how they themselves are feeling
in response to the client.
According to Feltham and Dryden (1993: 88), immediacy is ‘the key skill of
focusing attention on the here and now relationship of counsellor and client with
helpful timing, in order to challenge defensiveness and/or heighten awareness’.
9. Physiological Testing:-

Psychological testing is the administration of psychological tests, which are

designed to be "an objective and standardized measure of a sample of
behavior".The term sample of behavior refers to an individual's performance
on tasks that have usually been prescribed beforehand. The samples of
behavior that make up a paper-and-pencil test, the most common type of
test, are a series of items. Performance on these items produce a test score. A
score on a well-constructed test is believed to reflect a psychological
construct such as achievement in a school subject, cognitive ability, aptitude,
emotional functioning, personality, etc. Differences in test scores are thought
to reflect individual differences in the construct the test is supposed to
measure. The science behind psychological testing is psychometrics.
 A psychological test is an instrument designed to measure unobserved
constructs, also known as latent variables. Psychological tests are typically,
but not necessarily, a series of tasks or problems that the respondent has to
solve. Psychological tests can strongly resemble questionnaires, which are
also designed to measure unobserved constructs, but differ in that
psychological tests ask for a respondent's maximum performance whereas a
questionnaire asks for the respondent's typical performance.

A useful psychological test must be both valid (i.e., there is evidence to support the

specified interpretation of the test results) and reliable (i.e., internally consistent or
give consistent results over time, across raters, etc.).

It is important that people who are equal on the measured construct also have an
equal probability of answering the test items accurately . For example, an item on a
mathematics test could be "In a soccer match two players get a red card; how many
players are left in the end?"; however, this item also requires knowledge of soccer
to be answered correctly, not just mathematical ability. Group membership can
also influence the chance of correctly answering items (differential item
functioning). Often tests are constructed for a specific population, and this should
be taken into account when administering tests. If a test is invariant to some group
difference (e.g. gender) in one population (e.g. England) it does not automatically
mean that it is also invariant in another population (e.g. Japan).

Psychological assessment is similar to psychological testing but usually involves a

more comprehensive assessment of the individual. Psychological assessment is a
process that involves checking the integration of information from multiple
sources, such as tests of normal and abnormal personality, tests of ability or
intelligence, tests of interests or attitudes, as well as information from personal
interviews. Collateral information is also collected about personal, occupational,
or medical history, such as from records or from interviews with parents, spouses,
teachers, or previous therapists or physicians. A psychological test is one of the
sources of data used within the process of assessment; usually more than one test is
used. Many psychologists do some level of assessment when providing services to
clients or patients, and may use for example, simple checklists to osis for treatment
settings; to assess a particular area of functioning or disability often for school
settings; to help select type of treatment or to assess treatment outcomes; to help
courts decide issues such as child custody or competency to stand trial; or to help
assess job applicants or employees and provide career development counseling or
training.
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