A report on the

Emotional Development

Sped 115 (1:30 – 2:30 pm) MWF

Submitted on: July 26, 2010

Members:
Licanda, Jane
Miyahira, Keene Greesa
Pitogo, Princess
Raagas, Kristel
Roa, Dana Mae
Solon, Shayne
Suarez, Joshua
Vasquez, Janet
Villarosa, Jolle Marie Valyn

Submitted to:
Mrs. Donata Abalo
 Emotional Development
Understanding ourselves and others
► Children’s understandings of themselves are concrete at first, and then become more abstract.
► Their thinking about their selves and others is simple, segmented, and rule-bound, not flexible or
integrated into organized systems.
► Children are able to think abstractly about internal processes.

Self-concept- our perceptions about ourselves

► Adults are not actively involved in all academic domains
► Define themselves in terms of their current interests and activities
► Self-concept is more situation-specific in adults

Self-esteem- the value each of us places on our own characteristics, abilities, and behaviors
GENERAL VIEWS OF SELF is made up of:
► Self-concept in English an self-concept in mathematics
► Self-concept for artistic abilities is another separate area
► In older adolescents and adults are not necessarily integrated into an overall self-concept.
► How self-concept develops
1. It evolves through constant self-evaluation in different situations.
2. Young children tend to make self-concept appraisals based on their own improvement.
3. Students compare their performance with their own standards.
4. “Big-fish-little-pond effect” by Marsh (1990). In an inclusive classroom, some students
tend to show some decline in academic self-concepts over time but doesn’t change
through nonacademic self concepts.

School life and self-esteem

► Students with higher self-esteem are somewhat more likely to be successful in school.
(Marsh,1990)
► Depending on the characteristics of the students
► Higher self-esteem is related to more favorable attitudes toward school
► More positive behavior in the classroom and greater popularity with other students.
► Problems with the self-esteem movements
 Many of the self-esteem courses are commercial packages which are costly to some
schools.
 Some people have accused schools of developing programs where the main objective is
“to dole out huge heaping of praise, regardless of actual accomplishments”
 Sensitivity training and self-esteem courses share a common conceptual problem.
 Some psychologists are now contending that low self-esteem is not a problem whereas
high self esteem may be:
► People with high self esteem are more willing to inflict pain and punishment on
others.
► Self-esteem movement has promise
 Self-esteem has a central feature of human dignity and thus inalienable human
entitlement.
 If we view self-esteem accurately as a product of our thinking and our actions, then we
see a significant role.
 Beane (1991) suggests four principles to guide educators:
1. Being nice is crucial
2. Give direct instructions
3. Do not give negative policies since young people tend to partake problems that
are generally not of their own making.
4. Do not misunderstand culture as an advantage to compare self-perceptions
without clarifying cultural differences.
Suggestions for encouraging self-esteem
1. Value and accept all pupils and their accomplishments
2. Create a climate physically and psychologically safe for students
3. Be aware of your own personal biases and expectations
4. Make sure that your procedures in teaching and grouping are really necessary
5. Make a set of standards on evaluation regarding accomplishments clear
6. Model appropriate methods of self-criticism, perseverance, and reward
7. Avoid destructive comparisons and competition
8. Accept a student even when you must reject a particular behavior or outcome
9. Remember that positive self-concepts grow from being valued by important people
10. Encourage students to take responsibility for their actions to show events
11. Set up support groups and teach how to encourage each other
12. Help students clear goals and objectives
13. Highlight the value of different ethnic groups – their cultures and accomplishments

Gender, Ethnicity, and Self-Esteem

► Younger children tend to have positive an optimistic views of themselves
► As they mature, students become more realistic, but many are not accurate judges of their own
abilities
► Some students suffer from “illusions of incompetence” (they seriously underestimate their own
competence)

Diversity and self-esteem

According to Jean Twenge and Keith Campbell (2001)
► They found out that self-esteem decreased slightly for both girls and boys in the transition to
junior high.
► Boys general self-esteem increase dramatically during high school
► Girls self-esteem stayed about the same, leaving girls with significantly lower general self-esteem
than boys by the end of high school

Personal and Collective self-esteem

► Collective self- another basis for self-worth and identity or the self as a member of a family, peer
group, ethnic heritage, class, or team.
► Collective self-esteem- a sense of the worth of the groups to which we belong.
► Ethnic pride- a positive self-concept about one’s racial or ethnic heritage are particularly
important so that examining one’s identity would not be biased in seeing their own as having
deficits or differences.
 Should also foster self-esteem and acceptance of others
 Each of us has an ethnic heritage which are subject to respect
► Language is another aspect to consider of an individuals ethnic heritage and pride which can
affect schooling

Processes of establishing identity

► Being unaware of, denying, or devaluing ethnic identity
► Being challenge by conflicts and discrimination to confront and examine ethnicity
► Being immersed in a particular ethnic or racial consciousness
► Appreciating their ethnicity
► Integrating their ethnicity into a full and complex bicultural identity
The Self and Others
► Intention
 Is to seek and form understanding the “significant others” around us in the process of
seeking identity in an emotional aspect of progress
► Around Age of 2- children have a sense of intention at least of their own
► By 2 or 3 years old- children extend the understanding of intention to others.
 Aggressive children have more trouble assessing intention; they are likely to attack
anyone who topples their tower even accidentally.
 As children mature, they are more able to assess and consider the intentions of others.
► Taking the perspective of others
 Very young children or underdeveloped individuals do not understand that other people
have different feelings and different experiences which is why there is:
► The Perspective-taking ability
 Understanding that others have different feelings and experiences.
 Develops over time until it is quite sophisticated in adults.
 As children mature and move toward formal-operational thinking, they
take more information into account and realize that different people can
react differently to the same situation.
 Older adolescents and adults can identify differences in culture and
social values in the perspective of these “significant others”.
 Most children develop the ability to analyze the perspectives of several
people involved in a situation from the viewpoint of an objective
bystander.

Emotional competence
► Understanding intentions and taking the perspective of others are elements in the development of
emotional competence or the ability to understand manage emotional situations.
► Carolyn Saarni (2002) says that
“We demonstrate emotional competence when we emerge from an emotion-eliciting encounter
with a sense of having accomplished what we set out to do”

Emotional Competence skills

1. Awareness of your own emotions
2. Ability to read emotions in others
3. Ability to talk about emotions with appropriate vocabulary
4. Capacity for empathy and sympathy with others
5. Knowing that outward emotional expression may not match inner feelings in yourself or in others
6. Capacity to cope with negative emotions and manage stress in ways that are adaptive
7. Awareness that relationships are defined in part by how emotions are expressed within them
8. Capacity for emotional self-efficacy

Emotional Intelligence (EI)

A bit of Emotional Intelligence history

When psychologists began to write and think about intelligence, they initially focused on cognitive aspects, such as memory
and problem-solving. However, there have been researchers who recognized early on that the non-cognitive aspects were
also important:

 Robert Thorndike was writing about social intelligence in 1937

 David Wechsler defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think
rationally, and to deal effectively with his environment (Wechsler, 1958, p. 7). As early as 1940 Wechsler referred to
non-intellective as well as intellective elements (Wechsler, 1940), by which he meant affective, personal, and
 social factors. Furthermore, as early as 1943 Wechsler was proposing that the non-intellective abilities are essential
for predicting ones ability to succeed in life.
 Howard Gardner began to write about multiple intelligence in 1983, when he proposed that intrapersonal and
interpersonal intelligences are as important as the type of intelligence typically measured by IQ and related tests.
 Salovey and Mayer actually coined the term emotional intelligence in 1990. They described emotional
intelligence as "a form of social intelligence that involves the ability to monitor ones own and others feelings
and emotions, to discriminate among them, and to use this information to guide ones thinking and action"

The Five (Four) Domains of Emotional Intelligence

Goleman in 1995 agrees with Salovey's Five Main Domains of Emotional Intelligence (p. 43)

1. Knowing one's emotions (self-awareness - recognizing a feeling as it happens)

2. Managing emotions (the ability of handling feelings so they are appropriate)
3. Motivating oneself (marshalling emotions in the service of a goal)
4. Recognizing emotions in others (empathy, social awareness)
5. Handling relationships (skill in managing emotions in others)

More recently, Goleman favors only Four Domains of Emotional Intelligence

1. Self-awareness (Emotional Self-

Awareness, Accurate Self-
Assessment and Self Confidence)
2. Self-management (Emotional Self-
Control, Transparency
(Trustworthiness), Adaptability,
Achievement Orientation, Initiative,
Optimism, Conscientiousness)
3. Social awareness (Empathy,
Organizational Awareness, Service
Orientation)
4. Relationship management
(Inspirational Leadership, Influence,
Developing Others, Change Catalyst,
Conflict Management, Building Bonds,
Teamwork and Collaboration,
Communication)

An important thing to understand is that -at least

according to Goleman - these EI competencies
are not innate talents, but learned abilities.

IQ or EI?

According to some scientists, IQ by itself is NOT a very good predictor of job performance. Hunter and Hunter (1984) estimated
that at best IQ accounts for about 25 percent of the variance. Sternberg (1996) has pointed out that studies vary and that 10
percent may be a more realistic estimate. In some studies, IQ accounts for as little as 4 percent of the variance. In a recent
meta-analysis examining the correlation and predictive validity of EI when compared to IQ or general mental ability, Van Rooy
and Viswesvaran (2004) found IQ to be a better predictor of work and academic performance than EI. However, when it
comes to the question of whether a person will become a “star performer” (in the top ten percent, however such performance is
appropriately assessed) within that role, or be an outstanding leader, IQ may be a less powerful predictor than emotional
intelligence (Goleman 1998, 2001, 2002).
 IQ and EI: pure types

According to Goleman, IQ and EI are not opposing competencies, but rather separate ones. People with a high IQ but low EI
(or the opposite) are, despite the stereotypes, relatively rare. There is a correlation between IQ and some aspects of EI. The
stereotypes (pure types) are:

 (Pure) High-IQ male is typified - no surprise - by a wide range of intellectual interest and abilities. He is ambitious and
productive, predictable and dogged, and untroubled by concerns about himself. He also tends to be critical and
condescending, fastidious and inhibited, uneasy with sexuality and sensual experience, unexpressive and detached,
and emotionally bland and cold.
 (Pure) High-EI male is socially poised, outgoing and cheerful, not prone to fearfulness or worried rumination. He has
a notable capacity for commitment to people or causes, for taking responsibility, and for having an ethical outlook; he
is sympathetic and caring in his relationships. His emotional life is rich, but appropriate; he is comfortable with himself,
others, and the social universe he lives in.
 (Pure) High-IQ female has the expected intellectual confidence, is fluent in expressing her thoughts, values
intellectual matters, and has a wide range of intellectual and aesthetic interests. She tends to be introspective, prone
to anxiety, rumination, and guilt, and hesitates to express her anger openly.
 (Pure) High-EI female tend to be assertive and expresses her feelings directly, and feels positive about herself; life
holds meaning for her. She is outgoing and gregarious, and expresses her feelings appropriately; she adapts well to
stress. Her social poise lets her easily reach out to new people; she is comfortable enough with herself to be playful,
spontaneous, and open to sensual experience. She rarely feels guilty, or sinks into rumination.

How can we assess and measure Emotional Intelligence?

Instruments used for measuring Emotional Intelligence include:

EQ-I (Bar-On, 1997): a self-report instrument to assess those personal qualities that enabled some people to possess better
emotional well-being than others.

Multifactor Emotional
Intelligence Scale
(Mayer, Caruso, &
Salovey, 1998): a test
of ability where the test-
taker performs a series
of tasks that are
designed to assess the
persons ability to
perceive, identify,
understand, and work
with emotion.

Emotional Competence Inventory (ECI) (Goleman, 1998): a 360 degree instrument, where people
evaluate either the individuals within an organization (Individual Feedback Reports) or the organization as
a whole (Work Force Audits). These audits can provide an organizational profile for any size group within
the company. The Emotional Competence Inventory works with the 19/21 competencies that
Goleman's research suggests which are linked to emotional intelligence (See above under Four Domains
of EI).
2 aspects of Emotional Intelligence

EQ embraces two aspects of intelligence:

► Understanding yourself, your goals, intentions, responses, behavior and all.

► Understanding others, and their feelings.

Daniel Golemans book reveals certain aspects of an individuals' life that can be directly attributed to
his/her emotional intelligence. These are as follows:

Daniel Golemans book reveals certain aspects of an individuals' life that can be directly attributed to
his/her emotional intelligence. These are as follows:

1) Self-Awareness - Such ability helps the person to evaluate oneself. Most of the times people
are so blinded by their own shortcomings that they aren't able to think objectively. However, a
person with better emotional intelligence levels never feels overwhelmed by his/her emotions
and is able to clearly separate hi/her thoughts from his/her emotions.

2) Control over Impulses - The level of an individuals' emotional intelligence also determines
his/her efficiency in controlling impulsive behaviors and actions. A person who is emotionally well
equipped will always be able to weigh the options correctly and be in better control of his/her
emotions.

3) Sociability - This is a very important sphere of ones life that is affected greatly by the
individuals' emotional intelligence. To interact with other people socially not only involves our
own emotional state of life, but also brings into play our ability to show sensitiveness to other
peoples emotions. A person who is emotionally well aware can go very far in life by the
effectiveness of his/her social interactions based on sound EQ levels.

Daniel Golemans 'Emotional Intelligence' is targeted at the core of human principles and is written to
appeal to the people all over the world. It may appear to be like just another get-rich-quick system at
some places, but closer observation will throw up some valid arguments. If studied and applied
religiously, this has the potential to change the course of your life for the betterment of its nature