Also Try
- Bullying
Materials
- Test of Emotional Intelligence (Utne Reader - Goleman)
"So far, there's no single, well-validated paper-and-pencil test for emotional intelligence like an IQ test, but there are many situations in which the emotionally intelligent response is quantifiable. The following questions will give you a rough sense of what your EQ might be." 3-02
Papers
- -Emotional Intelligence - Defined by Goleman (Association for Supervision and Curriculum Development - O'Neil)
 "Emotional intelligence is a different way of being smart. It includes knowing what your feelings are and using your feelings to make good decisions in life. It's being able to manage distressing moods well and control impulses. It's being motivated and remaining hopeful and optimistic when you have setbacks in working toward goals. It's empathy; knowing what the people around you are feeling. And it's social skill--getting along well with other people, managing emotions in relationships, being able to persuade or lead others."
"The literature on resilient children, those who have grown up in the worst circumstances and yet thrived, shows that what made the difference wasn't the terrible circumstance of their chaotic home life, but the fact that one caring adult really got involved in their lives and helped them out. And oftentimes that person is a teacher."
"Goleman believes schools must teach children how to recognize and manage their emotions, and that educators must model emotional intelligence in caring, respectful interactions with children." 3-02
- Definition of Emotional Intelligence (Emotions and Emotional Intelligence)
Defines emotional intelligence and discusses similar kinds of intelligence. "Researchers investigated dimensions of emotional intelligence (EI) by measuring related concepts, such as social skills, interpersonal competence, psychological maturity and emotional awareness, long before the term 'emotional intelligence' came into use." The author claims that no validated paper-and-pencil tests of emotional intelligence exist. 3-02
- Emotional Intelligence - Guidelines (Emotional Intelligence Consortium)
Provides 22 guidelines for promoting emotional intelligence in the workplace, based on research findings. Can be applied to school environments also. 10-99
- Emotional Intelligence - Research on Bringing EI into the Workplace (Emotional Intelligence Consortium)
Provides summary of findings from 30 years of research on the development of emotional intelligence in the workplace. Can be applied to school environments. 10-99
- Emotional Intelligence - Teaching Your Children (Long)
Provides an interview with Daniel Goleman, a leading expert on research related to emotional intelligence. 10-99
- Emotional Intelligence - Teaching in Schools (McCluskey)
Describes emotional intelligence skills that should be taught in schools. 10-99
- Emotional Intelligence Can Be Taught (San Francisco Chronicle - Holt)
Goleman states that, during childhood and teen years, "if the emotions stored are those of restraint, self-awareness, self-regulation, self-motivation, empathy, hope and optimism, we become endowed with an 'emotional intelligence' that serves rather than enslaves us for the rest of our lives." Emotional intelligence, according to Goleman, is developed in the amygdala of the brain. Further, "the amygdala takes a long time to mature, around 15 or 16 years, which means to Goleman that 'emotional intelligence can be taught, not only in the home but perhaps more importantly, in school.' " 3-02
- Emotional Intelligence in the Workplace (American Psychological Association - Murray)
Describes the importance of emotional intelligence in the workplace. 3-02
- Emotionally Safe Schools (Six Seconds - Bedford)
Discusses how to make schools emotionally safe for children. "Punishing intolerance and disrespect is not a way to teach tolerance and respect. That is the model we have now."
Kate: "Then how do you see teaching tolerance and respect? How do you go about putting that into a school?"
Jane: "You put kids in situations where they are interacting with people who are different from them but with a shared goal. For example, one of the principals I worked with took over a school that was an absolute mess - totally unsafe. She took some of the biggest bullies, some of the toughest kids in the class, and paired them with the special-needs students. Suddenly, all kinds of behavior changes started happening."
In order to change bullying behavior, Jane Bluestein suggests putting bullies in roles of mentoring others. "We know we can take these low-social-skills kids and put them in a situation where they can be a helper, where they can do service, or be a mentor with somebody who looks up to them, somebody who needs something they have, somebody who respects who they are and what they have to offer, that’s when we see the changes." 3-02
Research
- Research on Emotional Intelligence (Consortium for Research on Emotional Intelligence in Organizations)
Provides articles related to research on emotional intelligence. 3-02
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