Positive Psychotherapy as a Means of Research and Development of Emotional Intelligence in the Course of Individual’s Life Fulfillment

2022 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Yevhen Karpenko

The purpose of this article is to present a psychological hermeneutic triangulation model of emotional intelligence in the course of individual’s life fulfillment. In this context, the methodological framework and psychotechnical tools of positive psychotherapy contribute to the explication of the axiological potential of the emotional intelligence in three modes of realization: internal, external and integrative through the bodily sensation and emotional competence and understanding, interpretation and hermeneutic circle mechanisms. Application of positive psychotherapy at the empirical stage of the study has resulted in a training program for the development of emotional intelligence in the areas of individual’s life fulfillment relevant for the participants, as well as through individual consultations. The article presents evidence of the effectiveness of a prolonged formative experiment on the development of emotional intelligence by means of positive psychotherapy, which helped verify the author’s theoretical model. Keywords: emotional intelligence, positive psychotherapy, training, bodily sensation, emotional competence, mode of individual’s life fulfillment

The article analyzes the conceptual potential of positive psychotherapy in studying the role of emotional intelligence (EQ) in the process of personal life fulfilment. Components of EQ, the organismic sense (the mechanism of understanding) and emotional competence (the mechanism of interpretation), have been found to be formed on the basis of innate abilities to love and learn. The imbalance in their development leads to the formation of a naive-primary or secondary-reactive type of personality, which is characterized by an internal or external mode of life, respectively. The former condition is marked by prevailing primary abilities and a neurotic need for contact (with oneself or with others), while the latter – by the dominance of secondary abilities and a compensatory reaction of escape into activity. The most optimal in terms of a congruent, meaningful and authentic life is an integrative mode, characterized by a relative harmony of actual abilities, and a high and balanced level of development of both EQ components. It has been established that basic emotional settings in the spheres of the I and Proto-We are responsible for the development of the organismic sense, whereas those of the We and You contribute to the formation of emotional competence. Thus, the organismic sense evolves mainly in the domains of Body and Senses, whereas emotional competence - through Activity and Contacts. This is due to the psychosomatic and axiological potential of the organismic sense, on the one hand, and the activity-based and social character of emotional competence, on the other. An innate ability to develop them has been proved by modern neurological studies. In accordance with them, interpretation is an innate ability of the human brain to construct an intra- and extrapsychic reality, which is later comprehended through understanding.


Author(s):  
I. V. Somina ◽  
V. L. Kondakov ◽  
M. V. Kondakov

Emotional intelligence is the sum of a person's skills and abilities to recognize emotions, to understand the intentions, motivations and desires of other people and their own, as well as the ability to manage their emotions and the emotions of other people in order to solve practical problems. The purpose of the study is to develop and test a methodology for the development of emotional intelligence as a fundamental quality of leadership formation in conjunction with managerial competencies. The study involved 576 students. The following complex of methods was used in the work: theoretical analysis and generalization of scientific and special literature data; conceptual-terminological and systemic-structural analysis; testing: a questionnaire of general empathic tendencies; communicative tolerance; tolerance test; test for assertion; diagnostics of self-esteem and level of aspirations; factorial personality questionnaire by R. Cattell; diagnostics of emotional intelligence N. Hall; pedagogical experiment; analysis and generalization of the results of experimental studies; methods of mathematical statistics. Summing up the results of our research, it should be noted that all thirteen studied parameters showed positive dynamics of their development. Eight of them have significant differences in the results before and after the experiment according to the Student's t-criterion (P ? 0.01): empathy, tolerance, tact, the significance of empathy, the significance of tolerance, the significance of tact, the level of self-esteem and aspirations. It is important to note that for three of them: the significance of empathy, the level of self-esteem and aspirations - the reliability according to the Student's t-criterion is P ? 0.05. Upon completion, N. Hall's emotional intelligence was diagnosed. Of the 70.14% of students with a low level of development of emotional intelligence, at the end of the formative experiment, only 5.90% remained in this group. The proposed methodology includes structural diagnostics of the level of development of emotional intelligence, generalization of the results in order to identify problem areas and the development of recommendations that contribute to the development of emotional intelligence.


2010 ◽  
Vol 3 (1) ◽  
pp. 21-41 ◽  
Author(s):  
Jennifer L. VanSickle ◽  
Heidi Hancher-Rauch ◽  
Terry G. Elliott

This study compared intercollegiate athletic coaches’ self-perceptions to the perceptions of their players concerning a coach’s emotional intelligence. Sixteen coaches and 223 players from two Division I softball conferences completed the Emotional Competence Inventory-2 (Boyaztis, Goleman, & Hay/McBer, 2001). Mean analysis revealed that coaches rated themselves higher on 14 of the 18 emotional intelligence competencies and on all four emotional intelligence clusters. Coaches rated themselves highest in Social Awareness (Error! Bookmark not defined.x̅ = 4.27/5) while their athletes rated them highest in Self-Awareness (Error! Bookmark not defined.x̅ = 3.63/5). Meanwhile, athletes gave coaches their lowest rating in Relationship Management (Error! Bookmark not defined.x̅ = 3.44/5). Coaches need to be aware that the self-perceptions of their own behavior differ from the perceptions of their athletes. Since it is well known that the behavior of the coach affects the performance of the athlete, techniques to train coaches to recognize and overcome this difference could be beneficial and are provided.


2021 ◽  
Author(s):  
Veneta Ivanova ◽  

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.


Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel

This chapter present the techniques and interventions of Goal Focused Positive Psychotherapy (GFPP). Highlighted are the therapist’s intentions to emphasize the client’s strengths and to facilitate the expression of positive emotions, hope, and goals while focusing on the therapeutic alliance. Psychotherapy is not viewed as a set of potent scripted treatments that act upon the client. The therapeutic techniques include nonverbal communication, mirroring, open and closed questions, paraphrase and reflection, challenge, summarizing, empathy, interpretation, self-disclosure, immediacy, information giving, and direct guidance. The interventions include capitalization, self-affirmation, formula-first-session-task, reframing, success-finding, encouragement, visualizing success, miracle question, scaling questions, best-possible-self, count your blessings, self-compassion, and mindfulness. The practitioner is urged to use GFPP’s theoretical model to guide the treatment intentions and use any techniques and interventions that fit with the client and the GFPP model.


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