Relationship Between Emotional Intelligence And The Theory Of Attrition

Title: “emotional intelligence and reflective practice are integral components of building a therapeutic relationship in nursing”

The book, Emotional Intelligence 2.0, provides an alternative approach to how a person achieves success. This book does not focus on the conventional determinant of success, such as formal education and training, experience, and intelligence level (IQ). Although all these components contribute greatly to ones achievement of success, these factors are not the only factors to be considered in whether a person will be successful or not. This book focuses on the concept that it refers to as emotional intelligence (EQ), which is one’s ability to recognize and effectively understand his/her emotions in a productive and rational manner.

The main objectives of these studies are to find out the impact of emotional intelligence at the workplace, in learning institutions as well as in the social circles of human beings. The concept of emotional intelligence has been linked with self-confidence when it comes to learning. This is because according to recent studies emotional intelligence can be related to improving the self-esteem of learners. It’s not possible for an individual to be confident if they don’t recognize who they are, especially how to manage frustrations and temper (Elizabeth, 2002). The ability for an individual to remain calm even in challenging moments shows that they have high emotional stability and great

Fully explain emotional intelligence, and give two (2) examples of the concept. Next, examine the concept of “emotional quotient” compared to traditional “intelligence quotient.”

Two psychologists, John Mayer and Peter Salovey, first introduced the concept of “emotional intelligence”, or EI, in a journal article in 1990 (Goleman, 2005). It was then popularized in 1995, with the book Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman. Goleman posited that EI is as important, if not more important, than IQ in terms of success in academics, business, and interpersonal relationships (2005).

As suggested in Salovey and Mayer’s theory of emotional intelligence (1990), the instrument has three categories: the appraisal and expression of emotion assessed by 13 items; the regulation of emotion assessed by 10 items; and the utilisation of emotion assessed by 10 items.

Often in the social work field, a clinical will hear the term emotional intelligence and the five domains associated with it, which are relationships, tolerance, flexibility, self-management, and emotional awareness. There are many different definitions of emotional intelligence, but it has been described as the ability to motivate oneself and continue in the face of frustrations; to manage impulse and delay gratification; to regulate ones moods and keep distress from overtaking the ability to think; to empathize and to hope (Morrison, 2007). Regarding the social work field, emotional intelligence is something that all clinicians need to be aware of and how it applies. A clinician needs to be able to listen and build empathy when working with others, understand non-verbal communication and its effects, and have self-awareness of how working with others can affect the clinician emotionally (Morrison, 2007). It is crucial to be able to monitor your own feelings and emotions as well as being able to monitor your client’s feelings and emotions.

The article “Emotional Intelligence: A Core Competency for Health Care Administrators” by Freshman and Rubino explains the importance of developing skills in the area of self-awareness, self-regulation, self-motivation, social awareness, and social skills. In order to gain those skills there were training suggestions/assessment resources that were given. This article gave a good understanding of what emotional intelligence is/what is not, why developing EI skills/ competence relevant among health care leader and successful EI

Next, the authors were to determine defining attributes of emotional intelligence. They concluded there were two defining attributes: 1. Emotional intelligence as the individual trait 2. Emotional intelligence as the ability to understand, express and control emotions of one’s self and others (Yekta & Abdolrahimi, 2015).

220 academics and physicians, who were involved in interviews, responded to a request to highlight the types of abilities that should be looked for in admission interviews and the responses contained many references to emotional intelligence. The researchers developed a “semantic differential” measuring tool to assess EI. They referred to the tool as the EI Instrument. A semantic differential tool provides opposites for the respondent to choose, such as good/bad, sociable/unsociable. The rationale for selecting this method was based on the assertion that emotional intelligence is not recognised as a strictly cognitive or rational attribute.

There are many definitions of emotional intelligence. Daniel Goleman discussed this theory in his 1995 book titled, Emotional Intelligence. From the ideas of Mr. Goleman, nurses may find a more useful definition for this profession than from the previous notions of Salovey & Mayer (1990) who simplified emotional

Though emotional labour is a rather modern phenomenon it still occurs in the profession of nursing which has been around for centuries. The purpose of this paper is to evaluate how nurses are obligated to perform emotional labour and the impacts involved. This paper focuses on the different methods of emotional labour, including surface acting and deep acting, amongst the effects and outcomes that occur consequently. It will first analyze and explain Arlie Hochschild’s theory of emotional labour. Next it will demonstrate that nurses are constantly performing emotional labour throughout their job, whether through surface acting or deep acting and methods involved. Then, it will demonstrate the effects of nurses performing emotional labour and the outcomes emotional labour produces. Emotional labour amongst its methods are heavily evident in the nursing profession and the performance of such results in various negative consequences. This is due to the difficulties involved in the behaviors of managing emotions in a specific manner.

Emotional intelligence, or EI, has begun to make head way in the nursing world in its tie to leadership. Nurses are people, so they experience emotion just like every other person. Their work is stressful and trying, it provokes emotion due to the environment and situations at hand. The ability to recognize one’s own emotions, along with those that present in others is an important skill (Morrison, 2008). Being able to recognize emotions makes it easier to manage our lives and our relationship with others. These are the aspects that make a person competent enough to say that they have emotional intelligence. Supporters of emotional intelligence believe that EI may be more valuable in determining a good leader than intellectual

Emotional intelligence was described formally by (Salovey & Mayer). They defined it as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions’. They also provided an initial empirical demonstration of how an aspect of emotional

“Emotional intelligence is the ability to understand and manage our emotions and those around us, therefore, this quality gives individuals a variety of skills, such as the ability to manage relationships, navigate social networks, influence and inspire others. Every individual possesses different level, but in order for individuals to become effective leaders, they will need a high level of emotional intelligence. In today’s workplace, it has become a highly important