Yesterday, Vita, my 4-year-old daughter, drew a bright picture of many colored shapes, and said that it was called "The Labyrinth of Happiness." We have been walking through this maze since childhood, and emotional intelligence can become one of the main assistants on the way.
EQ is the basis of positive thinking, the foundation of a successful life and personal happiness. That is why it is so important to develop it. Understanding emotions, the ability to recognize the feelings, intentions and motivations of others opens up more opportunities, does not allow you to give up in a difficult situation.
Only what you see can be controlled. And a developed EQ makes it possible to manage not only your own experiences, but also the feelings of others.
Children see the world through the lens of emotions. For a child with an underdeveloped EQ, failure becomes a personal tragedy and a reason to doubt himself. And an emotionally stable child is distinguished by friendliness and responsiveness, self-confidence and calmness, purposefulness and focus on results. He can become a successful diplomat or businessman, a loving spouse and a happy parent.
Women have more control over emotions than men. A girl from early childhood learns compassion, responsiveness and understanding. Each doll game allows you to imagine yourself as a wife, daughter and mother.
It is not so important what we teach children as what example we set. And the most important example is the ability to be happy.
It is useful to create your own box of happiness in your imagination. “Add” into it everything that you associate with happiness visually, aurally, taste, smell and touch. And then create the same box with your child, discussing his emotions with him in detail. Example:
It will help not only understand your own feelings, but also allow others to understand you better. Such communication with a partner, colleagues and especially with a child will become the basis of mutual understanding in the family and at work. To do this, enter the formula into your speech: “I feel ... because ..., and I would like ...”.
Using the example of communicating with a child, this formula may sound like this: “I'm upset that you spilled water with paints. I wish you were more careful. Now let's get together."
The essence of the game is that every evening the child himself chooses the emotion of today. “Today I felt joy (sadness, curiosity, anger…) when…” To do this, print out all the emotions of the child's favorite character, which he will choose to indicate his experiences. This game teaches awareness and acceptance of one's own feelings.
It is interesting to take pictures not only in the style of “me and the sights”. Try taking emotional photos: “Ah! This palm tree is like a huge cactus - you have to try it”, “The tower does not fall ?!”, “Zhuuuuk!”.
Believe me, such photos are very pleasant to look at with the whole family. And they can also tell stories about the journey. Print out several photos, shuffle and create a new story of your trip.
You can make your own gallery of emotions, where each picture is an emotion expressed by the colors and composition that the child chooses. It's great to draw at the same time and compare how you get joy, sadness, anger.
A unique game that not only introduces the child to emotions, but also shows what feelings a person feels in a given situation. The essence of the game: everyone receives a set of 8 cards: joy, fear, interest, inspiration, doubt, surprise, trust, anger. The list can be supplemented.
The guessing player comes up with a word-concept-situation and, choosing a suitable emotion for it, puts the card in a closed circle. The rest of the players must guess: what kind of emotion does the player feel about the situation.
For example, a mother can choose a “joy” card for the concept of “September 1”, and a daughter can choose “fear”. It is difficult for children to talk about their emotions. And in the game they reveal them.
And do not forget about reading books and good music. These are timeless resources for knowing yourself, others and the whole world.
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays
Davydova Yulia Viktorovna Emotional intelligence: essential features, structure and features of manifestation in adolescence: dissertation ... Candidate of Psychological Sciences: 19.00.01 / Yulia Viktorovna Davydova; [Place of protection: Ros. University of Friendship of Peoples].- Moscow, 2011.- 204 p.: ill. RSL OD, 61 11-19/193
Introduction
Chapter 1. Theoretical and methodological aspects of studying the emotional intelligence of adolescents 14
1.1. Emotional intelligence in the structure of the intellectual and emotional-volitional spheres of personality 14
1.2. Approaches of foreign and domestic scientists to understanding the essence, structure and methods of measuring emotional intelligence 20
1.3. Abstract, practical, social and emotional intelligence of a person: general and specific in terms of social and emotional intelligence 41
1.4. Aspects of studying gender and gender differences in the field of emotional intelligence 64
1.5. Features of the intellectual, emotional and motivational sphere of adolescents: general and specific for different social groups 71
Chapter 2 Empirical Studies of Adolescent Emotional Intelligence 98
2.1. Program, research methods, characteristics of the sample 98
2.2. Processing and analysis of results 106
2.3. Discussion of the features of emotional intelligence of adolescents 122
Conclusion 139
Literature 143
Applications 158
Introduction to work
The relevance of research. The phenomenon of emotional intelligence is recognized all over the world by a growing number of researchers. The importance and necessity of developing the components of emotional intelligence as factors contributing to the personal and professional growth of an individual and influencing his success in life are also undeniable. Intellectual tests, popular at the beginning of the 20th century, are now less and less used to select applicants for a certain job or schoolchildren in the appropriate specialized classes, although they were originally created for this very purpose. There was a need for a new approach to assessing the success of the individual. The answer to a practical request was the concept of emotional intelligence, which is actively developing within the framework of foreign and domestic psychology.
Previously, the intellectual side of human life was opposed to the emotional component of the personality. It is now recognized that emotion, as a special type of knowledge, can enable a person to successfully adapt to environmental conditions and correlates with the category intelligence. Emotions and intellect are able to unite in their practical orientation. This integration is necessary for the harmonious development of the individual.
The problem of emotional intelligence has received great development in the framework of foreign psychology. The theory of emotional-intellectual abilities by J. Mayer, P. Salovey, D. Caruso, the theory of emotional competence by D. Goleman, the non-cognitive theory of emotional intelligence by R. Bar-On represent interesting solutions to many theoretical and practical problems of emotional intelligence. G.G. Garskova, I.N. Andreeva, D.V. Lyusin, E.L. Nosenko, N.V. Kovriga, O.I. Vlasova, G.V. Yusupova, M.A. Manoilova, T.P. Berezovskaya, A.P. Lobanov, A.S. Petrovskaya and other scientists are working on the problem within the framework of domestic psychology.
Research problem comes down to insufficient knowledge of the structure of emotional intelligence in adolescence, as well as the role of social factors in the manifestation of its features. At present, most of the works are devoted to the study of the emotional intelligence of an already established, mature personality, or a personality of adolescence. However, in adolescence, there are significant changes in the intellectual, emotional and motivational spheres of the individual, which require adequate psychological support, correction and purposeful development.
Purpose of the study- to reveal the essence of emotional intelligence in adolescence, its signs, functions and features of manifestation, taking into account external (social environment) and internal (sex-role and age characteristics) factors.
Object of study- emotional intelligence as an integral category in the structure of the intellectual and emotional-volitional spheres of the personality.
Subject of study- structure, essential features, functions and features of the manifestation of emotional intelligence in adolescence.
Research hypotheses are based on the assumptions that:
emotional intelligence as an integral category in the personality structure takes shape by adolescence;
the peculiarity of the manifestation of emotional intelligence in adolescence is expressed in the stability and heterogeneity of its structure, the presence of sex-role differences both in the general indicator and in the signs of emotional intelligence;
there are general and specific in the social and emotional intelligence of a younger teenager;
adolescents belonging to different social groups demonstrate the features of the development of individual signs of emotional intelligence.
The goal set and the hypotheses put forward predetermined the need to solve the following tasks:
Identify the general and specific in the approaches of scientists to the category emotional intellect in domestic and foreign psychology: consider the emotional intelligence of the individual, its essential features, functions.
To study the structure of emotional intelligence in adolescence, the features of its manifestation and development, taking into account sex-role and age factors based on a longitudinal study.
Reveal the relationship of emotional intelligence with abstract, practical and social intelligence; empirically substantiate the general and specific in the social and emotional intelligence of a younger teenager.
To study the role of the factor of inclusion of a teenager in a social group in the manifestation of the characteristics of emotional intelligence and its signs in adolescence.
Theoretical and methodological basis of the dissertation. In this work, scientific principles have been applied that made it possible to study the category emotional intellect. The principle of consistency made it possible to consider emotional intelligence in the structure of the intellectual-emotional sphere of a person's personality and see the relationship between intelligence and emotions. The principle of development made it possible to study the dynamics of the development of emotional intelligence and its features in adolescence. The principle of determinism made it possible to consider the process of development of emotional intelligence and offer practical recommendations for improving its performance.
The theoretical basis of the study was the provisions of foreign psychology on emotional intelligence (theory of emotional intelligence).
intellectual abilities of J. Mayer, P. Salovey, D. Caruso; D. Goleman's theory of emotional competence; non-cognitive theory of emotional intelligence by R. Bar-On); ideas about practical and social intelligence (R.J. Sternberg, J.B. Forsythe, J. Headland, J. Gilford); approaches of domestic scientists to the category of emotional intelligence (G.G. Garskova, I.N. Andreeva, two-component theory of emotional intelligence by D.V. Lyusin and M.I. Manoilova); the main provisions of developmental psychology and the psychology of a teenager (L.S. Vygotsky, L.I. Bozhovich, J. Piaget, Yu.A. Kleiberg, A.I. Zakharov, S.A. Kulakov).
Research methods. The complex of research methods is determined by the multifaceted nature of the tasks set. Both general scientific methods and psychological ones were used:
theoretical research methods: analysis of primary sources on the research problem; comparison, abstraction, systematization, analogy and classification of the positions of various researchers, representatives of different scientific schools; generalization and interpretation of scientific data;
methods of empirical research: survey, testing. In order to diagnose emotional intelligence, the method of M.A. Manoilova and N. Hall, for the purpose of diagnosing social intelligence, the technique of J. Gilford was used;
mathematical methods of data processing: statistical methods (Student's t-test, Kruskal-Wallis test, Wilcoxon test, Mann-Whitney test, correlation analysis, factor analysis) using Statistica for Windows 7.0 packages. and Statgraphics.
The main scientific results obtained personally by the applicant and their scientific novelty are as follows:
it has been established that emotional intelligence is a stable integral category in the structure of the intellectual and emotional-volitional spheres of the personality, the main functions of which are to ensure the success of activities and processes of intrapersonal and interpersonal interaction. The essential features of emotional intelligence are: awareness of one's feelings, emotional awareness; control of one's feelings, empathy, self-motivation and recognition of emotions and feelings of other people, which in turn form two factors: external - "understanding of emotions" and internal - "emotional self-regulation";
sex-role differences in emotional intelligence and its signs in adolescence were found, and features of its development were revealed taking into account gender: a higher level of development of emotional intelligence in girls was revealed due to the fact that the signs of emotional intelligence that load the “understanding of emotions” factor ( emotional awareness, empathy and recognition of the emotions of other people), girls are higher than boys;
revealed general and specific in emotional and social intelligence in early adolescence; it has been established that in this age period these are two forms of intelligence, some features of which are interconnected (direct connection between self-motivation and interpersonal interaction; direct connection between empathy and understanding and interpretation of non-verbal behavior; direct connection between recognition of emotions and understanding of feelings, thoughts, intentions of communication participants ); the unifying categories are "communication", "cognition" (understanding) and "activity";
it was found that in the presence of differences in a number of signs of emotional intelligence, the general level of development of emotional intelligence in adolescents of the studied social groups is similar.
Theoretical significance work is that:
the comprehensive study of emotional intelligence carried out in it proves its heterogeneous structure, which remains stable throughout adolescence;
theoretically substantiated and empirically confirmed the presence of gender-role differences in the field of emotional intelligence, manifested both in the general indicator of emotional intelligence and in the severity of such features as emotional awareness, empathy and recognition of the emotions of other people, which constitute the factor "understanding emotions";
revealed both general and specific in emotional and social intelligence in early adolescence;
the role of the factor of inclusion of a teenager in a social group in the manifestation of the characteristics of the emotional intelligence of adolescents has been studied.
The systematic study of the emotional intelligence of adolescents carried out in the work makes a certain contribution to the general, differential, social, age, pedagogical, gender and personality psychology.
The practical value of the study thing is:
substantiates the need for purposeful development of emotional intelligence in adolescence;
certain theoretical positions and empirical results are used in lectures and special courses on developmental psychology and developmental psychology, modern problems of psychotherapy, psychological counseling, read by the author at the International Independent Ecological and Political Science University and the Peoples' Friendship University of Russia;
the results of the study are used in the work on the method of hippotherapy with elements of play therapy and fairy tale therapy with children and adolescents with developmental disabilities (autism and auto-like behavior, hyperactivity,
mental retardation, psycho-speech development retardation), children from socially disadvantaged families adopted in the CSC "Bitsa" in order to correct and develop the intellectual and emotional-volitional spheres of the personality.
The study was carried out in stages.
At the first stage(2004 - 2005) the scientific literature on the research problem was studied, the goal was substantiated, tasks were defined, research hypotheses were developed, research methods and techniques adequate to the goals and objectives were selected.
At the second stage(2005 - 2006) summed up the results of a longitudinal study of the emotional intelligence of adolescents.
At the third stage(2008 - 2009) revealed the general and specific in the social and emotional intelligence of a schoolchild of younger adolescence.
At the fourth stage(2008 - 2010) the features of emotional intelligence and its essential features in adolescents of different social groups were studied, the results of all stages of the study were summarized, conclusions were formulated, and a dissertation work was framed.
Provisions for defense:
Emotional intelligence in adolescence is a stable heterogeneous category, whose functions are to ensure the success of activities, optimize and harmonize the processes of intrapersonal and interpersonal interaction. The development of emotional intelligence and its essential features is quantitative in nature: by the older adolescence, a greater number of children demonstrate a high ability to recognize the emotions of other people and show empathy. Factor analysis made it possible to single out two factors in its structure: external - "understanding of emotions" and internal - "emotional self-regulation".
In adolescence, there are gender-role differences in emotional intelligence. The overall emotional intelligence score is higher in girls, and this difference persists throughout adolescence. A higher level of development of emotional intelligence in girls is due to the fact that the signs of emotional intelligence that load the “understanding of emotions” factor (emotional awareness, empathy and recognition of other people’s emotions) are higher in girls than in boys.
Emotional and social intelligence in early adolescence are forms of practical intelligence that share a number of common features. Thus, a direct relationship has been established between self-motivation and interpersonal interaction; a direct link between empathy and the understanding and interpretation of non-verbal behavior; direct connection between recognition of emotions and understanding of feelings, thoughts, intentions of communication participants.
The general level of emotional intelligence of adolescents from such social groups as adolescents from an Orthodox gymnasium, adolescents from
Moscow secondary school, deviant teenagers, teenagers-athletes of a football club and teenagers from socially disadvantaged families, similar, despite differences in some signs of emotional intelligence. Teenagers of the Orthodox gymnasium showed a low level of development of emotional awareness; adolescents from socially disadvantaged families have low results in managing emotions, while deviant adolescents have the highest results; deviant teenagers and teenagers from the football club showed the highest results in terms of self-motivation development.
Empirical base of research. The study was conducted on the basis of secondary schools in the city of Moscow. In total, 249 adolescents aged 11-15 years old took part in it at different stages of the study, of which 128 were boys and 74 were girls. The 3-year longitudinal study involved 32 people, of which 14 boys and 18 girls, students of the State Educational Institution "Education Center No. 1272". Observation of the subjects was carried out from the 6th to the 8th grade. The age of the subjects at the time of the study was 11-14 years. Selection method - non-random targeted selection. In the study of the characteristics of the emotional intelligence of adolescents from different social groups, adolescents from the Gymnasium "Svet" took part, where, along with general education subjects, Orthodox education is harmoniously integrated into the program (38 people from grades 6-8, including 15 boys and 23 girls), students 6 -8 classes of secondary school No. 683 (60 people, including 30 boys and 30 girls), students of the Moscow Special School No. 8 for children and adolescents with deviant behavior (12 people, of which 9 boys and 3 girls), students of grade 6 GOU Boarding School No. 33 with in-depth study of physical culture (60 boys, of which: 30 are children from socially disadvantaged families, 30 are members of the Burevestnik sports club). The number of subjects at this stage of the study was 170 people. In the study of general and specific in terms of social and emotional intelligence of younger adolescence, adolescents of the 6th grade of general education schools in Moscow No. 1997 and No. 1716 took part (47 people: 25 of them were boys and 22 girls, the age of the subjects at the time of the study was 12-13 years).
Objectivity and reliability of the main provisions, results and conclusions of the study ensured by the implementation of methodological, logical-scientific principles and compliance with the standards of theoretical and empirical research; representativeness of samples selected and equalized according to age and socio-demographic characteristics. In the work, methods adequate to the goals and objectives of the study, specific methods and methods of statistical data processing were used.
Testing and implementation of research results. The main provisions and results of the study were discussed at meetings of the Department of Psychology and Pedagogy of the Faculty of Philology of the Peoples' Friendship University of Russia and at the following scientific conferences:
Interuniversity psychological readings of students, graduate students and young scientists (Moscow, PFUR, 2004, 2005, 2007, 2009, 2010)
The results of the study are implemented in the educational and methodological programs of courses on developmental psychology and developmental psychology, modern problems of psychotherapy, psychological counseling, taught at the International Independent Ecological and Political Science University and the Peoples' Friendship University of Russia.
The results of the study are used in the work on the method of hippotherapy with elements of play therapy and fairy tale therapy with children and adolescents with developmental disabilities (autism and autism-like behavior, hyperactivity, mental retardation, delayed psycho-speech development), children from socially disadvantaged families adopted in the CSC "Bitza » with the aim of correcting and developing the intellectual and emotional-volitional spheres of the individual.
The structure and scope of the dissertation. The work consists of an introduction, two chapters, a conclusion, a list of references (148 titles) and 6 appendices. The work is illustrated with figures and tables. The appendices present the materials used in the empirical part of the study, as well as statistical data, detailing some of the results of the research work. The volume of the dissertation is 157 pages.
The interest of scientists in the category of intelligence appeared a long time ago. There are many approaches to understanding what intelligence is, what is its nature and structure. The scientists who developed the first intelligence tests considered this property broadly. According to them, a person with intelligence is one who "rightly judges, understands and reflects" and who, thanks to his "common sense" and "initiative" can "adapt to the circumstances of life".
D. Wexler, who created the first intelligence scale for adults - the "Wechsler-Bellevue Intelligence Scale", thought in the same vein, and according to Wexler "intelligence is a global ability to act intelligently, think rationally and cope well with life circumstances".
Currently, most psychologists agree precisely with this approach to understanding intelligence, which is seen as the ability of an individual to adapt to the environment.
This definition is quite broad, but it remains surprising that the same scientists later, when developing their intelligence tests, actually reduced this concept to the speed of performing certain tasks. The tasks themselves also differed for different authors, because strongly depended on how each researcher represented this personality trait.
Many concepts of the structure of intelligence have been developed, such as the concept of C.E. Spearman, JI.JT. Thurstone or the cubic model of J.P. Guilford, however, whatever the approach, all scientists have come to the conclusion that intelligence is not something homogeneous and unified.
However, some authors have gone the other way. For example, Thomson did not dwell on the analysis of factors or abilities due to which certain tasks are solved. He began to study the problems themselves and the factors that are necessary to solve them. He came to the conclusion that such factors are usually specific, their development is individual, they are strongly influenced by the experience accumulated by a person and the peculiarities of thinking and action, which in turn can be acquired innate. This shows that it is difficult, if not impossible, to measure or compare such diverse and individual abilities.
At first glance, it seems that the direction that Thomson set is a dead end. However, task orientation has opened up new possibilities for researchers. Based on the specifics of the tasks, it became possible to divide the intellect into practical and abstract.
With the help of abstract intelligence, we operate with words and concepts, which can be attributed to the level of cognitive abilities. Practical intelligence helps to solve everyday problems and navigate relationships with various objects, which can be attributed to the level of associative abilities that allow the use of certain knowledge, skills and abilities. According to Jensen, the ratio between the two levels of intelligence is determined by hereditary factors.
In one of his latest works, Robert Sternberg, answering the question of what is successful intelligence and what is its definition, writes that "intelligence is defined in terms of a person's ability to achieve success in life from the standpoint of his individual standards, within his sociocultural context" . In the same place, he points out that intelligence is more related to personal goals than to a set of some standardized, artificially created goals for the abstract majority. In other words, he highlights the role of the individual himself in achieving success.
Obviously, in everyday life we feel the difference between the two levels of intelligence. You can often meet people who, along with a high IQ (standardized "goal"), note significant difficulties in social interaction (failure to meet their individual standards). And there are people with a low IQ who easily connect with other people, are sociable and eventually achieve a good place in life. The fact is that the tasks that life sets before us, as a rule, have nothing to do with the tasks that we are taught at school. In life, it is difficult to meet a problem with certain unchanging conditions and a single correct answer. Practically, this is impossible. It is all the more difficult to imagine a life situation in which, faced with some kind of problem, we would act completely detached, not emotionally. Academic tasks do not imply an emotional reaction during the solution and about the result. But in practice, human emotions make their changes in the course of solving the problem. Trying to turn a blind eye to this is an unforgivable mistake.
There are two main models of emotional intelligence, between which there are significant differences in understanding the essence of emotional intelligence. The ability model is a view of emotional intelligence as the intersection of emotion and cognition. Within such models, emotional intelligence is measured by a set of ability tests. The mixed model explains the category of emotional intelligence as a combination of mental and personal traits inherent in each individual person. Emotional intelligence within these models is measured by various questionnaires. The paragraph will focus primarily on the approaches of foreign scientists to the problem of emotional intelligence: mixed models of D. Goleman and R. Bar-On, then on the ability models of P. Salovey, J. Mayer, etc. In conclusion, we will consider the approaches of domestic scientists to the problem of emotional intelligence.
Daniel Goleman's Approach D. Goleman, like other researchers (Gardner; Sternberg), has shown that IQ tests and the like, such as School Grade Tests (SATs), cannot accurately predict who will achieve great success in life. He suggested that about 80% of the success that is not measured by 1Q tests is due to other properties, one of which is emotional intelligence. By it, he meant “capabilities such as self-motivation and resistance to disappointments, control over emotional outbursts and the ability to refuse pleasures, mood regulation and the ability not to let experiences drown out the ability to think, empathize and hope”3.
The substantiation of the concept from the anatomical and physiological point of view, which was described by the author T.Oletan 1994, seems interesting. In his work, he points out that the neural systems responsible for intelligence and emotions, although separated, are closely interconnected. Referring to the work of Joseph LeDox rHeBoich 1992, 1993, 1994] on the study of the visual analyzer, D. Goleman describes the neural basis of emotional intelligence in such a schematic way. Studies have shown that the sensory signal from the retina travels first to the thalamus and then through a single synapse to the amygdala (amygdala). The second signal from the thalamus follows the ieocortex - the thinking brain. This branching allows the amygdala to begin the response before the neocortex, which processes the incoming information in several more areas of the brain to the point where it is fully perceived and realized and an appropriate response will be developed to it. The same scheme of information analysis is observed not only when the visual analyzer of a person is affected, but also on the auditory, tactile one.
D. Goleman in his monograph claims that this discovery by J. LeDox is truly revolutionary for understanding the emotional life of a person, because it opened the neural pathway of emotions, which is ahead and, in fact, ignores the neocortex, i.e. thinking brain. It used to be assumed that there was only one way for stimuli: through the thalamus to the neocortex, which takes time to compile signals, then to the limbic brain, and from there the response to the stimulus spreads to the brain and body. The discovery of a shortcut for signals, bypassing the neocortex, established the existence of a primary response to external stimuli and undermined the well-established notion that the emotional response that forms the amygdala is completely dependent on the work of the neocortex. Those feelings that arise, passing through the amygdala, are the strongest and most primitive. The discovered workaround of emotions explained why emotions have such power and easily suppress the rational principle in a person.
Although Goleman did not offer a valid generally accepted test to determine the level of emotional intelligence, he analyzed the work of other authors available at that time and developed a whole system of practical applications. His further work is connected with the selection of the criteria that companies should be guided by when recruiting, how parents should raise children, and schools should teach them, how a harmonious marriage is created, etc. He pointed to the characteristic features of emotional intelligence, such as empathy and flexibility in relation to oneself, the presence of which determines the difference between emotional intelligence and IQ.
In his opinion, emotional intelligence consists of the following components: personal competence and social competence. Under personal competence, he meant self-understanding, self-regulation and motivation, under social - success in establishing relationships and empathy. As signs of emotional intelligence, he highlights: understanding one's emotions and feelings, self-regulation, self-motivation, empathy, and managing relationships with others (see Figure 1.1).
Building on Goleman's work, Davis, Stankov, and Roberts used Goleman's emotional intelligence scale, where test participants rated hypothetical situations. Critics tend to perceive the results of their study as experimental due to the fact that Goleman did not develop his scale as an empirical research tool.
This study can be characterized as theoretical and applied. It brings together a series of studies on adolescent emotional intelligence conducted between 2005 and 2009. The study is aimed at a deeper and more comprehensive study of the emotional intelligence of adolescents of various social groups. The study focuses both on the study of the possible dynamics of the development of emotional intelligence and its signs in adolescence, and on the sex-role and social features of its development. Interpretation and explanation of the data obtained is focused on solving the problem of a teenager's success in communication and learning activities. Practical recommendations are aimed at optimizing the psychological support of a student in adolescence, taking into account his social environment.
Problem situation
The problem of emotional intelligence is reduced to insufficient knowledge of the structure of emotional intelligence in adolescence, as well as the role of social factors in the manifestation of its features. At present, most of the works are devoted to the study of the emotional intelligence of an already established, mature personality, or a personality of adolescence. However, in adolescence, there are significant changes in the intellectual, emotional and motivational spheres of the individual, which require adequate psychological support, correction and purposeful development. The epistemological side of the problem is seen in a comprehensive study of emotional intelligence and its components. The subject side of the problem is in revealing the essence of the phenomenon, taking into account internal and external factors that affect the development and manifestation of emotional intelligence in adolescence.
Setting goals and objectives of empirical research
The purpose of the study is to study emotional intelligence and its characteristics in adolescence, taking into account external (social environment) and internal factors (gender and age) that affect its development in the course of a longitudinal study (grades 6-8), as well as a number of cross-sectional studies of adolescents of various social groups . Research objectives:
1. measure the emotional intelligence of adolescents according to the method of N. Hall and M.A. Manoilova;
2. measure the social intelligence of adolescents according to the method of J. Gilford;
3. carry out statistical data processing, which includes a number of stages: study of the development of emotional intelligence and its signs based on a longitudinal study of adolescents from the Moscow secondary school using the Hall method; study of the development of emotional intelligence and its signs in boys and girls, as well as the identification of sex-role differences based on a longitudinal study of adolescents of the Moscow secondary school using the Hall method; factor analysis of data from a longitudinal study of teenagers at the Moscow secondary school using the Hall method; determination of the relationship between two forms of intelligence: social and emotional; comparative analysis of the signs of emotional intelligence and its general significance in adolescents of various social groups;
4. testing the research hypotheses;
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Theoretical aspects of studying the components of emotional intelligence in adolescent students. Features of the development of intelligence in adolescence. Substantiation of the program for the formation of components of emotional intelligence in adolescents.
thesis, added 07/02/2017
The concept of emotional intelligence as an alternative to the traditional one, methods of its diagnostics. Emotional intelligence as a factor in the effectiveness of business negotiations and the resolution of business conflicts. The influence of emotional intelligence on the activities of the leader.
term paper, added 01/12/2013
Studying the relationship of the ability to recognize deception with social intelligence. Study of the relationship of emotional intelligence with indicators of psychodynamics and personality traits. Dependence of the level of emotional intelligence on the subjective position of the individual.
abstract, added 03/22/2010
The concept of human emotional intelligence in psychology. Basic models of emotional intelligence. Theories of emotional intelligence in foreign and domestic psychology. Victimization as a teenager's predisposition to produce victim behavior.
term paper, added 07/10/2015
The relationship between emotional intelligence and anxiety. Emotions in psychological research, models of emotional intelligence. The psychological nature of anxiety. An empirical study of the relationship between emotional intelligence and anxiety in adults.
thesis, added 10/14/2010
The concept of emotional intelligence and the main approaches to its study in modern psychology. Self-awareness, self-control and relationship management. Four methods for diagnosing emotional intelligence and its relationship with adaptation. Questionnaire "EmIn" D.V. Lucina.
term paper, added 03/18/2013
The concept of emotional intelligence, approaches to its study and defining qualities: inquisitiveness and depth of mind, flexibility and mobility, logic and evidence. The relationship of emotional intelligence with the status of the individual in the group, the value and role of the leader.
test, added 09/23/2016
Analysis of the concept of emotional intelligence and approaches to its study. Formation of the emotional sphere of preschoolers. Organization and description of methods for studying the process of this psychological phenomenon in young children, as well as its results.
thesis, added 05/26/2017
ANNOTATION
The article analyzes the features of emotional intelligence in adolescence, provides data from the author's diagnostic methods of domestic authors conducting their scientific research in the field of emotional intelligence and deviant problems.
Keywords: emotional intelligence, deviant behavior, addiction, psychological problem, ability.
Research in the field of emotions in recent decades has been at the peak of popularity, and is conducted at the intersection of many sciences: psychology, sociology, neurophysiology, biology and economics. The reasons for such popularity are in the features and capabilities of the system of adaptive abilities of a person through his interaction with others in various activities. Economists predict that the economy of the future will be built on the knowledge of the impact of emotions. According to the definition of American scientists J. Meyer and P. Salovey, the founders of the concept of this phenomenon, emotional intelligence is one of the main types of intelligence, which is a group of mental abilities that contribute to awareness and understanding of one's own emotions and the emotions of others. In Russian psychology, studies of emotional intelligence are devoted to the works of such authors as Davydova Yu.V., Gavrilova T.P., Ivanova E.S., Aleksandrova A.A., Elshansky S.P., Meshalevskaya S.V., T. P. Berezovskaya, I.I. Vetrovoy, I.I. Volochkova, O.I. Vlasova, G.G. Garskova, N.V. Kovrigi, A.P. Lobanova, D.V. Lyusino, M.A. Manoilova, E.L. Nosenko, A.S. Petrovskoy, Seligman M., E.A. Sergienko, P.V. Simonova, G.V. Yusupov. Research and implementation of practical knowledge in the field of emotional intelligence for schoolchildren, who in the next decade will have to make a career guidance and social choice, are especially relevant, since the level of their interpersonal communication and personal development will determine the success of social interaction in general. Even more than half a century ago, the works of talented domestic scientists (Vygodsky L.S., Leontiev A.N.), it was determined that the main categories for this age group that determine effective personal interaction are “communication”, “cognition” (understanding) and “ activity". The problem of deviant behavior in high school is directly related to the issue of understanding and controlling emotions. In the context of the above, it is also relevant for researchers. Behavior problems (BCP) are now widespread among children and adolescents, and over time they can reach the degree of conduct disorder (CD) and move into the stage of stable addictive behavior. According to epidemiological studies, the reported incidence of "behavioral syndromes" in Russia is 366.6 per 100,000 children aged 0-14 and 146.4 per 100,000 aged 15-17. . Deviant behavior includes various actions of an aggressive, antisocial, addictive nature (alcoholism, toxic and drug addiction), various offenses, and such typical adolescent reactions as opposition reaction, running away from home, grouping reaction with peers. Socio-pedagogical reasons, among which the family (parental) and school stand out. Contradictions in the family and attitude towards them, in adolescence, are especially acute. Many socio-economic processes have exacerbated conflict conditions in functionally insolvent families. However, even in complete families with a “healthy microclimate”, adolescence creates serious problems, and ignorance of the correct ways to solve them leads to deviations in the behavior of high school students. The school, as a more conservative and regulated social institution, is often incompetent in the interaction between parents and a teenager, thereby exacerbating behavioral problems. Among the reasons for such behavior, school maladjustment stands out - it is expressed in the aggressiveness and social passivity of adolescents. When looking for psychological mechanisms that can affect this, scientists consider the ability to motivate and volitional self-regulation of the emotional sphere. The experimental results obtained by domestic scientists (Badmaeva N.Ts.) led to the conclusion that there is a close relationship between motivational indicators and personal indicators, including the characteristics of emotional intelligence. The formation of "internal" educational and cognitive motivation, aimed at the task itself, regardless of the external situation in which it is given, is of great importance in the development of students' intellectual abilities and their achievement of success in all areas of their activity. A personal approach to the analysis of these abilities involves studying them in the general system of human life, including in the system of social relations. For example, schoolchildren experiencing a deficit in communication with peers and adults have a high level of anxiety, both interpersonal and general, and low motivation to master educational programs. A teenager, often getting into a difficult psychological situation, is deprived of emotional support, finding himself in a psychological "closed space". The limbic system, which at the current stage of development is responsible for the work of the emotional sphere, does not cope with its functions, forming a number of negative symptoms: increased anxiety, depression, aggressiveness, etc. The consequence of such symptoms is rumination (eng. Rumination - per.: "chewing") - an unconscious tendency to repeat in the present previously traumatic moments and situations. This is not only obsessive constant thoughts about the problem, but also the inability to distinguish one's own thoughts from real reality. These mechanisms underlie many psychological problems and are associated with dysfunction of the emotional sphere, since all the actions of a person's external and internal motivation are reflected in its manifestations. Based on the results of a study of the educational motivation of schoolchildren (Badmaeva N.Ts.), we can conclude that the current system of education in modern schools does not contribute to an increase in cognitive motivation (similar results were obtained in many other schools). Educational and cognitive motives are formed mainly spontaneously, as a rule, by the 9th grade, the interest of schoolchildren in education is greatly weakened. To increase the intellectual and creative potential of schoolchildren, new programs and forms of education are needed, which include the inclusion of knowledge about emotional and motivational mechanisms in the stages of the educational process, both for students and for the teacher. This will help to form not only socially adapted manifestations of the emotional sphere of high school students, the correct mechanisms of psychological defense in difficult situations, but also the basic abilities of emotional intelligence, characterized by a willingness to accept generally accepted norms of behavior. At the same time, emotional intelligence has an age dynamics of development [Davydova Yu.V.]. With sufficient knowledge of the issue of youthful deviance, gender characteristics of emotional intelligence of adolescents, emotional intelligence and creativity, there is practically no data on the relationship between deviant behavior and the level of emotional intelligence. In this regard, the relevance of a comparative analysis of the emotional intelligence of adolescents with different levels of its development and a tendency to problematic behavior is determined.
Our study involved 123 schoolchildren (average age 16) from secondary schools in the city of Barnaul, Altai Territory.
The basis for the research hypothesis was the assumption that there are differences in emotional intelligence in adolescents with a tendency to manifest deviant behavior: in high school students with deviant behavior, the level of emotional intelligence is lower than in adolescents with a low propensity for problematic behavior. Due to the fact that the problems of youthful addictions are associated with various forms of expressing emotional experiences, the diagnostic technique makes it possible to identify the area of localization of the main problems, which are confirmed by direct correlations with the results of diagnosing the level of development of emotional intelligence. The methodological apparatus of the study was based on the methods of analysis, synthesis, generalization of data from existing studies on this topic, as well as standardized diagnostic methods successfully tested by the authors in a longitudinal study. In the present study, diagnostic methods performed on a new experimental sample reflect the practical significance and novelty of the experiment.
To confirm the hypothesis, the method of diagnosing the psychological problems of adolescents L.A. Regush, E.V. Alekseeva, A.V. Orlova, Yu.S.
The first method is based on the questionnaire “Psychological problems of adolescents”. When creating the methodology, the authors used the “Scale of Personal Anxiety” by A.M. Prikhozhan, which made it possible to establish validity according to the criterion of “Emotional Concern”, as well as the “Symbolic Analyzer of the World” method by A.M. Parachev, which is a modified version of the well-known “Color Test relations." As a result, eight scales were included in the standardized methodology:
1) - problems associated with attitudes towards the future;
2) - problems associated with the parental home;
3) - problems associated with the school;
4) - problems associated with peers;
5) - problems associated with oneself;
6) - problems associated with behavior, leisure;
7) - problems related to health;
8) - problems associated with the development of society.
Each scale contains a list of difficult situations (from 9-14) that can cause psychological problems. Problematic concerns are assessed on a scale from 1 to 5.
The methodology is based on the socio-cultural conditionality of the socialization process and empirical material that reflects the real problems of adolescents living in Russia in 2005-2012. The test battery consists of eight subtests, during which it is necessary to work with the proposed questionnaire.
The technique reveals the levels of concern, both with various problems and problems in a particular group, diagnoses the relationship between anxiety and general concern about problems. Reveals emotional experiences (including aggression, auto-aggression, etc.) as direct links between especially significant areas of a teenager's life. At the first stage of the study, using the Regush method, 97% of adolescents had problems.
In the second one, the links between the most problematic areas were revealed. The results can be used not only to identify specific difficult situations, but also to substantiate programs of socio-psychological support.
Since in the second method of "Emotional Intelligence of Adolescents" the result is assessed on the basis of four scales, it was necessary to select adolescents with the same level of EMR and create groups corresponding to the general high, medium and low levels of EMR. As a result, three groups were formed.
This technique is based on the “Emotional Intelligence Scale”, consisting of 33 questions, created on the basis of the J.D. Mayer P. Salovey model. This technique, according to experts, is the most complete, logically connected and justified. The authors supplemented this technique with the “Ego Plasticity Scale”, based on the position that “flexibility” is the most important feature of any adaptation and thus it is possible to more fully judge the quality of emotional intelligence. Thus, a single questionnaire was formed, which made up a methodology for studying emotional intelligence, from questions - 10 in each of the 4 main scales 40. Using this method, the overall indicator is also calculated as the sum of all scales.
1. Scale EI1 - understanding your emotions and empathy.
2. Scale EI2 - Ability to emotional regulation.
3. Scale EI3 - Use of emotions in activities.
4. Scale EI4 - Plasticity.
5. Scale EI - General indicator - the sum of the results on the four scales listed above.
The study showed differences in the performance of different scales of boys and girls:
The indicators on the EI1 scale (“Understanding one's emotions and empathy”) are higher than those of young men. As well as EI3 (“Use of emotions in activities”) and the overall indicator.
The group of adolescents with a high level of EMR is characterized by a low tendency to deviations. These teenagers are focused on successful social implementation, they show interest in complex things and ideas, it is common for such teenagers to defend their ideas without paying attention to others. The group of adolescents with an average level of EMR is characterized by an average adaptability to problematic and difficult situations of choice. Peculiarities of adolescents with a low level of EMR are passivity in showing initiative. They prefer to use the already known solution to the problem, they also have the features of conformists. During the study, they also behaved passively, trying not to show their true attitude to the study, which is also an indirect confirmation of the accuracy of the results obtained.
To determine the level of emotional intelligence, the norms defined for girls and boys were used. With respect to 40 statements, subjects are asked to express their degree of agreement using a four-point scale (strongly disagree, somewhat disagree, somewhat agree, strongly agree). Processing is carried out on the following scales: EI 1 (recognition of emotions, level of alexithymia, empathy), EI2 (self-motivation, self-regulation), EI3 (self-motivation, emotional awareness), EI4 (level of alexithymia, self-motivation) and the total total coefficient of EI includes the following indicators: the level of alexithymia , self-regulation, self-motivation, empathy, emotion recognition.
The study also reflected the ability to apply various strategies in solving problems, the ability to consider the available information from different angles.
Analysis of the results showed that this component of emotional intelligence is more developed in adolescents with high and medium levels of EMI - 66%, in adolescents with a high level of EMI, they have a high level of understanding of emotions, 24% - medium and 10% low. In turn, 76% of adolescents with a low level of EMI are able to recognize an emotion, to establish the very fact of the presence of an emotional experience in themselves or in another person, and to identify this experience.
60% of adolescents with a high level of deviant manifestation show a low and medium level of ability to control the intensity of emotions. They do not know how to diagnose strong emotions in themselves in time, and muffle their outward expression. But if necessary, they are able to arbitrarily evoke this or that emotion. In 34% this level is medium and in 6% it is low.
To confirm our hypothesis, the method of correlation analysis was used. Emotional intelligence indicators were compared in two groups of adolescents with different levels of deviant behavior, and significant differences were revealed.
The study confirmed our hypothesis that adolescents with low emotional intelligence have a higher level of propensity for deviant manifestations than adolescents with a high and average level of emotional intelligence. In this regard, in order to reduce deviant manifestations, adolescents need to develop emotional intelligence using methods and techniques of self-regulation of the emotional sphere. These techniques in various forms can be organically included in educational programs. The new philosophy of education, focused on the harmonious individual development of the personality, again brings us back to the interests of the child, but at a new level of scientific experience and knowledge in the field of emotional intelligence.
Bibliography:
Becoming a specialist in feelings means mastering several skills, explains Mark Brackett, director of the Yale Center for Emotional Intelligence. First, acknowledge the emotions in yourself and others ("Yes, I'm really upset!"). Secondly, understand the causes and consequences of emotions (“Is this blues because of the weather or because of the exchange rate?”). Thirdly, accurately label what is happening (“My annoyance is due to confusion”). Fourth, express emotions in a socially acceptable way (“In this tribe, the fired tear their hair out”). Fifth, manage your emotions (“I’ll stand on my head and everything will pass”), as well as help other people cope with feelings (“I brought you tea and I’m ready to listen to you”).
A hero with a strong-willed chin who successfully acts without fear or doubt is a myth. Without emotions, people will not even be able to write a test, and in general they will not come to it: there is no need. The work of the American neurologist Antonio Damasio clearly shows that by turning off emotions, a person completely loses the ability to make decisions. By and large, emotion is additional information. If a person understands what to do with it, then it helps a lot in solving various life problems.
Parents tend to focus on developing academic skills. It is believed that it is more important for children to be able to perform arithmetic operations with mushrooms than to guess in time that someone is about to cry. American scientists are ready to argue with this, who assure that emotional competence plays a decisive role in academic success. And this is understandable. Nearly thirty years ago, emotional intelligence pioneers Meyer and Salovey proved that the sensory realm directly affects attention, memory, learning ability, communication skills, and even physical and mental health.
Psychologists from the University of Oregon add that students with developed emotional intelligence are better at concentrating, better at building relationships at school and more empathic than their unsavvy peers.
Frame from the movie Warner Bros.
Actually, yes. Psychologists believe that parental responsiveness helps children grow emotional intelligence, as well as coaching approach to emotions: dad and mom talk about their experiences, and at the same time demonstrate by their example that with feeling you can not only bang your fist on the table, but also work. In addition, much depends on the situation in the family. The more prosperous the home atmosphere, the more likely it is to learn to recognize mood semitones by the tilt of the grandmother's head. In 2011, British scientists published a study examining the lives of 17,000 children. From it it became clear that the level of mental well-being was strongly correlated with future success.
At 2-4 years old, children fully recognize basic emotions: happiness, sadness, sadness, fear. The better a kindergarten visitor understands emotions, the more words he knows to designate them, the less behavioral problems he has.
Frame from the film Universal
Irina Belyaeva, a psychologist and teacher at the Dom Gnoma Children's Center, recommends four steps for developing emotional intelligence in children under 7 years of age.
It is useful to create books of emotions. The child's face with comments is pasted there. “Here I am angry and clenched my fists.” An important knowledge for a child is that emotions are not forever, they pass, change, and you can also influence them.
Shot from a Sony/Columbia film
Clinical psychologist, psychotherapist Ekaterina Blyukhterova, creator of the Home Psychology Workshop, advises the next steps.
Frame from the film Universal
All of the above can help teenagers. What is worth paying special attention to.
Yes, it works. Research from the University of British Columbia, the University of Illinois at Chicago, and Loyola University sums up the results of emotional intelligence programs that Americans have implemented in schools and states in solidarity: children do improve mental health, social skills, and learning outcomes. And all this is useful even after years.
Psychologist Irina Belyaeva recommends books to parents "Emotional Intelligence" by D. Goleman and "Emotional Intelligence of a Child" by D. Gottman and D. Dekler. You can discuss emotions with children using the example of children's books: a game book is suitable for 3-year-olds Mikhail Yasnov "The Big Book of Emotions", book Judith Wiorst "Alexander and the Terrible, Horrible, No Good, Bad Day", series Ruse Lagercrantz "My Happy Life" and Dorothy Edwards "My Naughty Sister". It is better to choose books with stories about children, rather than anthropomorphic animals, since children perceive stories about people more as stories about themselves. From the age of 5 you can reflect on the books of Oscar Brenifier, for example "What are feelings?". From 7 years old to old age - develop emotional intelligence with the help of fiction, cinema, art, even with the help of computer games. It is important to discuss with the child why there are such heroes, such pictures, such music, such color. Any good book has something to discuss: from Sasha and Masha by Annie M.G. Schmidt to Hamlet and "The Brothers Karamazov".
