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Modern societies of the 21st century are immersed in a growing complexity that implies greatdevelopment and opportunities, but also certain costs and difficulties. Different studies thatevaluate and compare the quality of life of both adults and children in different dimensionsindicate that economic development, wealth and GDP are not always accompanied bysimilar levels of well-being and happiness. For example, a country like the United Stateswith impressive levels of wealth and technological development has one of the lowest wellbeing rates in developed countries. Europe is not exempt from these contradictions and thepopulation suffers serious physical and mental health problems, as well as psychologicaland social maladjustment such as suicide, violence, or addictions that have a very negativeimpact on the well-being of our society.From this perspective, some countries have reacted by realizing that education in the21st century must assume a double mission and educate both the head and the heart,the academic and intellectual side, but also the emotional and social side. In the UnitedStates, for example, one of the most active movements in this line of action is the CASELorganization that promotes Emotional and Social Learning in society (“Social and EmotionalLearning” SEL; see SEL principles are proposed as an integrative framework to coordinate all the specificprogrammes that are applied under the assumption that most of the problems that affectpeople are caused by the same emotional and social risk factors. Therefore, the best wayto prevent these specific problems would be through the practical development of emotionaland social skills at the earliest age possible. That is, starting from childhood in schooland continuing throughout the life cycle in both our personal and professional lives. SELprogrammes are based on the concept of Emotional Intelligence developed by scientistsPeter Salovey (Yale University) and John Mayer (University of New Hampshire) in 1990 anddisseminated with great success by the popularizer Daniel Goleman in 1995.Specifically, influenced by the works of professors Peter Salovey and John Mayer, wehave the scientific explanation to a fact that we all witness on a daily basis: being brilliantacademically does not always imply that professional and personal success is achieved.The academic training of an engineer, for example, develops his intellectual, spatial andabstract capacity, but not his emotional and social skills. However, usually, this professionalwill have to work with other people as a team and for this he will need to master these skillsin an effective way.For us, following the EI Model of Mayer and Salovey (1997), emotional intelligence is definedas: «Emotional intelligence involves the ability to perceive accurately, appraise, and expressemotion; the ability to access and/or generate feelings when they facilitate thought; theability to understand emotion and emotional knowledge; and the ability to regulate emotionsto promote emotional and intellectual growth». In short, EI is specified in four basic skills:• Perception and emotional expression: ability to perceive emotions, as well as the abilityto express them properly.• Emotional facilitation: ability to generate feelings and emotions that facilitate decisionmaking and problem solving.• Emotional comprehension: ability to integrate what we feel into our emotional knowledge.7• Emotional regulation: capacity for acceptance and emotional regulation, that is, being opento positive and negative emotional states, to reflect on the in
Lingua originaleEnglish
Numero di pagine86
Stato di pubblicazionePublished - 2020


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