INTRODUCTION 
The term "Emotional Intelligence" was first used in 1986 by Peter Salovey and John Mayer. Interest in the issue erupted when Daniel Goleman, psychologist and editor of the NewYork Times in 1995 published his book "Emotional Intelligence." On the cover writes: Why is emotional intelligence more important than IQ?
WHAT IS EMOTIONAL INTELLIGENCE?
Mayer and Salovey EI conceived as an intelligence based on the adaptive use of emotions and their application to our thinking. Emotional Intelligence is conceptualized through four basic skills:
The first ability: perceiving emotions, includes the abilities involved in identifying emotions in faces, voices, photographs, music ... This perception varies from individual to individual. It also refers to the degree to which each identify their own emotions.
Students put these skills into daily practice when regulating their actions in the classroom after a teacher's eyes. The teacher also uses this ability when he sees the faces of the students and sees if they are bored or understanding the explanation.
The second ability to access and / or generate feelings that facilitate thought is about how you have to take into account the feelings when we reason or solve problems, how emotions affect the cognitive system and how our emotional states help the decision-making. Some students need to concentrate and learn a positive mood, others in a state of tension change helps them study and memorize better. These individual differences explain why some students study for exams at the last moment, when the state of tension helps them focus.
The third ability of emotional comprehension involves the ability to break down the wide range emotional signals and label emotions. Therefore involves an anticipatory and retrospective to find the root causes of mood and the future consequences of our actions. Students use this ability to get in place of a fellow who is going through a bad patch and offer support.
The fourth skill: managing emotions own and others by moderating negative emotions and enhancing positive ones. This ability to reach the most complex emotional processes, ie the conscious regulation of emotions to achieve emotional and intellectual growth. A student involved in a conflict on the playground, the resolution nonaggressive conflict involves the implementation of regulation or management skills of interpersonal situations. Also, when exams arrive each student uses different emotion regulation strategies for coping with stress without being affected academic performance. Among them would be: social support and communication problems, carrying out distracting activities, have hobbies, sports, humor relativize the problems ...
types of emotions:
primary emotions: fear, surprise, disgust, anger, anger, joy, sadness.
secondary emotions: Shame, anger, jealousy, nostalgia, guilt, shame, sadness, remorse, indignation, anger, stress, insecurity, disappointment, frustration, worry, depression, love, elation, satisfaction, gratitude, optimism, kindness, assertiveness, tenacity, empathy, admiration, hope, excitement, tranquility, compassion.
BENEFITS OF EMOTIONAL INTELLIGENCE: Recent research
EI assistance in relation to peers and superiors at work. Students with high scores on emotional control were assessed by their friends as more understanding and supportive, also created fewer conflicts. The quality of relationships between couples, it seems that high scores on IE is associated with higher satisfaction in the relationship.
In the school context.
Studies conducted in the U.S. to show that college students with high EI have fewer physical symptoms, less social anxiety and depression, higher self-esteem, greater satisfaction in their relationships with others and recover before the moods experimentally induced negative. In terms of performance
academic, it seems that intelligence influences sobe mental health of students and the psychological balance, in turn, is related to and affects the final achievement. People with certain deficits (poor skills, emotional maladjustment, learning problems) is more likely to experience stress and emotional difficulties during their studies and, therefore, would benefit most from the use of adaptive emotional skills that enable them to face such difficulties.
On the occurrence of problem behaviors, students who have lower level of IE have higher levels of impulsivity, poorer social relationships, which favors the development various antisocial behaviors.
regard to substance abuse by adolescents with a greater range of affective skills based on understanding, managing and regulating their own emotions do not need to use other external regulators (snuff, alcohol and illegal drugs) to repair negative mood states caused by the variety of life events and stressful life events to those reflected in these ages.
CONCLUSIONS:
The home environment is identified as a key element in the process of socialization of emotions. Educators also perform the role of models and modules in the socialization process emotional. In general every person influential in the student can be an example to watch and play.
also through educational programs can help you:
- emotional skills training.
- Encourage good behavior and punish undesirable.
Emotional intelligence is learning that lasts a lifetime. Training in the educational context can help achieve benefits in terms of personal growth and motivation.
(Author: María José Lauroba. Getares IES Counselor of Algeciras).
The term "Emotional Intelligence" was first used in 1986 by Peter Salovey and John Mayer. Interest in the issue erupted when Daniel Goleman, psychologist and editor of the NewYork Times in 1995 published his book "Emotional Intelligence." On the cover writes: Why is emotional intelligence more important than IQ?
WHAT IS EMOTIONAL INTELLIGENCE?
Mayer and Salovey EI conceived as an intelligence based on the adaptive use of emotions and their application to our thinking. Emotional Intelligence is conceptualized through four basic skills:
The first ability: perceiving emotions, includes the abilities involved in identifying emotions in faces, voices, photographs, music ... This perception varies from individual to individual. It also refers to the degree to which each identify their own emotions.
Students put these skills into daily practice when regulating their actions in the classroom after a teacher's eyes. The teacher also uses this ability when he sees the faces of the students and sees if they are bored or understanding the explanation.
The second ability to access and / or generate feelings that facilitate thought is about how you have to take into account the feelings when we reason or solve problems, how emotions affect the cognitive system and how our emotional states help the decision-making. Some students need to concentrate and learn a positive mood, others in a state of tension change helps them study and memorize better. These individual differences explain why some students study for exams at the last moment, when the state of tension helps them focus.
The third ability of emotional comprehension involves the ability to break down the wide range emotional signals and label emotions. Therefore involves an anticipatory and retrospective to find the root causes of mood and the future consequences of our actions. Students use this ability to get in place of a fellow who is going through a bad patch and offer support.
The fourth skill: managing emotions own and others by moderating negative emotions and enhancing positive ones. This ability to reach the most complex emotional processes, ie the conscious regulation of emotions to achieve emotional and intellectual growth. A student involved in a conflict on the playground, the resolution nonaggressive conflict involves the implementation of regulation or management skills of interpersonal situations. Also, when exams arrive each student uses different emotion regulation strategies for coping with stress without being affected academic performance. Among them would be: social support and communication problems, carrying out distracting activities, have hobbies, sports, humor relativize the problems ...
types of emotions:
primary emotions: fear, surprise, disgust, anger, anger, joy, sadness.
secondary emotions: Shame, anger, jealousy, nostalgia, guilt, shame, sadness, remorse, indignation, anger, stress, insecurity, disappointment, frustration, worry, depression, love, elation, satisfaction, gratitude, optimism, kindness, assertiveness, tenacity, empathy, admiration, hope, excitement, tranquility, compassion.
BENEFITS OF EMOTIONAL INTELLIGENCE: Recent research
EI assistance in relation to peers and superiors at work. Students with high scores on emotional control were assessed by their friends as more understanding and supportive, also created fewer conflicts. The quality of relationships between couples, it seems that high scores on IE is associated with higher satisfaction in the relationship.
In the school context.
Studies conducted in the U.S. to show that college students with high EI have fewer physical symptoms, less social anxiety and depression, higher self-esteem, greater satisfaction in their relationships with others and recover before the moods experimentally induced negative. In terms of performance
academic, it seems that intelligence influences sobe mental health of students and the psychological balance, in turn, is related to and affects the final achievement. People with certain deficits (poor skills, emotional maladjustment, learning problems) is more likely to experience stress and emotional difficulties during their studies and, therefore, would benefit most from the use of adaptive emotional skills that enable them to face such difficulties.
On the occurrence of problem behaviors, students who have lower level of IE have higher levels of impulsivity, poorer social relationships, which favors the development various antisocial behaviors.
regard to substance abuse by adolescents with a greater range of affective skills based on understanding, managing and regulating their own emotions do not need to use other external regulators (snuff, alcohol and illegal drugs) to repair negative mood states caused by the variety of life events and stressful life events to those reflected in these ages.
CONCLUSIONS:
The home environment is identified as a key element in the process of socialization of emotions. Educators also perform the role of models and modules in the socialization process emotional. In general every person influential in the student can be an example to watch and play.
also through educational programs can help you:
- emotional skills training.
- Encourage good behavior and punish undesirable.
Emotional intelligence is learning that lasts a lifetime. Training in the educational context can help achieve benefits in terms of personal growth and motivation.
(Author: María José Lauroba. Getares IES Counselor of Algeciras).
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