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SANTA´S UNIVERSITY

LANGUAGE CENTER OF THE NATIONAL UNIVERSITY OF

SANTA

TEACHER

LIC. JUAN CARLOS HURTADO CERDÁN

DIRECTOR

LIC. MARTINEZ GUILLEN JUAN

STUDENT

VELASQUEZ MEJIA NATALIE YOSETY

2019
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DEDICATION

To God, my parents who have always been an example. To my teachers for the support and

tireless patience. To my brothers to understand me.

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PRESENTATION

Emotional Intelligence is a construct that helps us understand how we can influence in an

adaptive and intelligent way both our emotions and our interpretation of the emotional states

of others.

Focusing emotions on objectives and goals allows us to maintain motivation and focus on

goals rather than obstacles.

Thanks to the ability to motivate ourselves to reach the goals that we rationally know benefit

us, we can leave behind those obstacles that are only based on habit or unjustified fear of

what may happen.

It helps us to think about the causes that have triggered others to behave in a way that makes

us feel in a certain way, instead of starting thinking about how we feel and from there

deciding how we will react to what others say or do.

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INDEX

CHAPTER I: EMOTIONAL INTELLIGENCE ................................................................................. 5

1.1. What is emotional intelligence? .......................................................................................... 5

1.2. Emotional intelligence domains and competencies............................................................. 5

CHAPTER II: THE EMOTIONAL BRAIN ....................................................................................... 5

2.1. What are emotions for? ............................................................................................................ 5

2.2. Emotional kidnapping .............................................................................................................. 7

CHAPTER III: EMOTIONAL INTELLIGENCE APPLIED ............................................................. 8

3.2. Executives with heart ............................................................................................................... 8

CHAPTER IV: THE NATURE OF EMOTIONAL INTELLIGENCE .............................................. 9

4.1. Emotional Intelligence at work ................................................................................................ 9

4.2. Reasons why the workplace would be a logical ....................................................................... 9

CHAPTER V: HOW EMOTIONAL INTELLIGENCE HELPS STUDENTS ................................ 10

5.1. Why is emotional intelligence important for students? .......................................................... 10

CHAPTER V: EMOTIONAL INTELLIGENCE IN THE WORKPLACE, STUDIES AND LOVE

........................................................................................................................................................... 10

5.1. Emotional intelligence at work .............................................................................................. 10

5.2. Emotional intelligence in studies ........................................................................................... 11

5.3. Emotional intelligence in love................................................................................................ 11

CONCLUSIONS ............................................................................................................................... 12

BIBLIOGRAPHIC REFERENCE .................................................................................................... 13

ELECTRONIC REFERENCE .......................................................................................................... 13

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CHAPTER I: EMOTIONAL INTELLIGENCE

1.1. What is emotional intelligence?

Emotional intelligence has been defined as "the ability to monitor one's own and other

people's emotions, to discriminate between different emotions and label them appropriately, and to

use emotional information to guide thinking and behavior" (Peter Salovey and John Mayer).

1.2. Emotional intelligence domains and competencies

Goleman identified the five 'domains' of EQ as:

a) Knowing your emotions.

b) Managing your own emotions.

c) Motivating yourself.

d) Recognising and understanding other people's emotions.

e) Managing relationships.

Emotional Intelligence embraces and draws from numerous other branches of behavioural, emotional

and communications theories, such as NLP (Neuro-Linguistic Programming), Transactional

Analysis, and empathy. By developing our Emotional Intelligence in these areas and the five EQ

domains we can become more productive and successful at what we do, and help others to be more

productive and successful too. The process and outcomes of Emotional Intelligence development also

contain many elements known to reduce stress for individuals and organizations, by decreasing

conflict, improving relationships and understanding, and increasing stability, continuity and harmony.

CHAPTER II: THE EMOTIONAL BRAIN

2.1. What are emotions for?

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Ponder the last moments of Gary and Mary Jane Chauncey, a couple completely devoted to their

eleven-year-old daughter Andrea, who was confined to a wheelchair by cerebral palsy. The Chauncey

family were passengers on an Amtrak train that crashed into a river after a barge hit and weakened a

railroad bridge in Louisiana's bayou country. Thinking first of their daughter, the couple tried their

best to save Andrea as water rushed into the sinking train; somehow they managed to push Andrea

through a window to rescuers. Then, as the car sank beneath the water, they perished. Andrea's story,

of parents whose last heroic act is to ensure their child's survival, captures a moment of almost mythic

courage. Without doubt such incidents of parental sacrifice for their progeny have been repeated

countless times in human history and prehistory, and countless more in the larger course of evolution

of our species. Seen from the perspective of evolutionary biologists, such parental self-sacrifice is in

the service of "reproductive success" in passing on one's genes to future generations. But from the

perspective of a parent making a desperate decision in a moment of crisis, it is about nothing other

than love.

In our emotional repertoire each emotion plays a unique role, as revealed by their distinctive

biological signatures (see Appendix A for details on "basic" emotions). With new methods to peer

into the body and brain, researchers are discovering more physiological details of how each emotion

prepares the body for a very different kind of response:

 With anger blood flows to the hands, making it easier to grasp a weapon or strike at a foe;

heart rate increases, and a rush of hormones such as adrenaline generates a pulse of energy

strong enough for vigorous action.

 With fear blood goes to the large skeletal muscles, such as in the legs, making it easier to

flee— and making the face blanch as blood is shunted away from it (creating the feeling that

the blood "runs cold").

 Love, tender feelings, and sexual satisfaction entail parasympathetic arousal—the

physiological opposite of the "fight-or-flight" mobilization shared by fear and anger.

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 Around the world an expression of disgust looks the same, and sends the identical message:

something is offensive in taste or smell, or metaphorically so. The facial expression of

disgust.

2.2. Emotional kidnapping

Most intriguing for understanding the power of emotions in mental life are those moments of

impassioned action that we later regret, once the dust has settled; the question is how we so easily

become so irrational. Take, for example, a young woman who drove two hours to Boston to have

brunch and spend the day with her boyfriend. During brunch he gave her a present she'd been wanting

for months, a hard-to-find art print brought back from Spain. But her delight dissolved the moment

she suggested that after brunch they go to a matinee of a movie she'd been wanting to see and her

friend stunned her by saying he couldn't spend the day with her because he had Softball practice. Hurt

and incredulous, she got up in tears, left the cafe, and, on impulse, threw the print in a garbage can.

Months later, recounting the incident, it's not walking out she regrets, but the loss of the print. It is in

moments such as these—when impulsive feeling overrides the rational—that the newly discovered

role for the amygdala is pivotal. Incoming signals from the senses let the amygdala scan every

experience for trouble. This puts the amygdala in a powerful post in mental life, something like a

psychological sentinel, challenging every situation, every perception, with but one kind of question

in mind, the most primitive: "Is this something I hate? That hurts me? Something I fear?" If so—if

the moment at hand somehow draws a "Yes"—the amygdala reacts instantaneously, like a neural

tripwire, telegraphing a message of crisis to all parts of the brain. In the brain's architecture, the

amygdala is poised something like an alarm company where operators stand ready to send out

emergency calls to the fire department, police, and a neighbor whenever a home security system

signals trouble.

The role of emotions in even the most "rational" decision-making. In work with far-reaching

implications for understanding mental life, Dr. Antonio Damasio, a neurologist at the University of
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Iowa College of Medicine, has made careful studies of just what is impaired in patients with damage

to the prefrontal-amygdala circuit. Their decision-making is terribly flawed—and yet they show no

deterioration at all in IQ or any cognitive ability. Despite their intact intelligence, they make

disastrous choices in business and their personal lives, and can even obsess endlessly over a decision

so simple as when to make an appointment.

CHAPTER III: EMOTIONAL INTELLIGENCE APPLIED

3.1. Intimate enemies

The implications of this emotional gender gap for how couples handle the grievances and

disagreements that any intimate relationship inevitably spawns. In fact, specific issues such as how

often a couple has sex, how to discipline the children, or how much debt and savings a couple feels

comfortable with are not what make or break a marriage. Rather, it is how a couple discusses such

sore points that matters more for the fate of their marriage. Simply having reached an agreement about

how to disagree is key to marital survival; men and women have to overcome the innate gender

differences in approaching rocky emotions. Failing this, couples are vulnerable to emotional rifts that

eventually can tear their relationship apart. As we shall see, these rifts are far more likely to develop

if one or both partners have certain deficits in emotional intelligence.

3.2. Executives with heart

Working memory is an executive function par excellence in mental life, making possible all other

intellectual efforts, from speaking a sentence to tackling a knotty logical proposition. 2 The prefrontal

cortex executes working memory—and, remember, is where feelings and emotions meet. 3 When the

limbic circuitry that converges on the prefrontal cortex is in the thrall of emotional distress, one cost

is in the effectiveness of working memory: we can't think straight, as I discovered during that dread

calculus exam.
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CHAPTER IV: THE NATURE OF EMOTIONAL INTELLIGENCE

4.1. Emotional Intelligence at work

Emotional intelligence is critical in the workplace as Bradberry and Greaves (2005) point out: “The

intensity and variety of emotions that can surface over the course of a day are astounding. People

experience an average of 27 emotions each waking hour. The understanding of an organisation‟s

culture largely rests on how the organisation responds to emotions within it and deals with emotional

management” (Hothschild 1983).

According to Dulewicz and Higgs (1998), the core of Goleman’s findings (1995, 1998a, 1998b) is

that emotional intelligence makes a difference in terms of individual and organizational success. In

practice this implies that if managers and employees develop their emotional intelligence, both parties

will benefit. This view is supported by Langley (2000). He concurs that managers will have a

workforce willing to engage with passion, and employees will have managers who are receptive and

open to their needs.

4.2. Reasons why the workplace would be a logical

a) Cherniss (2000) outlines four main reasons why the workplace would be a logical setting for

evaluating and improving emotional intelligence competencies:

b) Emotional intelligence competencies are critical for success in most jobs.

c) Many adults enter the workforce without the competencies necessary to succeed or excel at

their job.

d) Employers already have the established means and motivation for providing emotional

intelligence training.

e) Most adults spend the majority of their waking hours at work

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CHAPTER V: HOW EMOTIONAL INTELLIGENCE HELPS STUDENTS

The way your child identifies, understands, and manages emotions can have an impact on everything

from his or her relationships with classmates to performance in the classroom.

Because of this, emotional intelligence is an important stepping stone to success, both inside the

classroom and beyond. But what exactly is emotional intelligence and how can it help students?

5.1. Why is emotional intelligence important for students?

Students with higher levels of emotional intelligence are able to better manage themselves and relate

to others around them. This can help them develop improved self-motivation and more effective

communication skills—essential skills to helping students become more confident learners.

On the other hand, students who lack emotional intelligence can become less connected to school,

negatively affecting performance in the classroom.

CHAPTER V: EMOTIONAL INTELLIGENCE IN THE WORKPLACE, STUDIES AND LOVE

5.1. Emotional intelligence at work

 Give feedback not criticism. Challenge behavior, not people.

 If criticized, acknowledge appropriate responsibility. Then see it as an opportunity to solve a

problem.

 Identify and cultivate key people who would be useful when difficulties occur. They will

respond more willingly, when you need them.

 Be available to talk to people. This is more important the more senior you become in an

organization. Set achievable targets, e.g. ‘I’ll make two points at the meeting.’ If someone is

shouting, don’t shout back. Keep eye contact and say what you want to say calmly.

Acknowledge new ideas even if they’re hopeless. Instant dismissal crushes creativity.
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 Take the role of the other person – colleague, boss, employee, customer. What do they want

to achieve?

5.2. Emotional intelligence in studies

Finally, we will point out that for a high school performance to occur, the student must count some

important factors in the intra and extra-school environment:

 Confidence in yourself and your abilities

 Curiosity to discover

 Solving family and school problems

 Intentionality, linked to the feeling of being able and effective.

 Self-control

 Relationship with the peer group

 Ability to communicate

 Cooperate with others and work as a team

5.3. Emotional intelligence in love

It is important to emphasize that emotional intelligence in love is a permanent work that we do both

when we are single and in a couple, regardless of the years we have together.

When you accept your imperfections, you will feel a peace and serenity that rarely feel those who do

not give up in life. We spend many times in which we neglect our emotional needs. We offend or

even hurt our loved ones. We must be humble enough to learn from our transgressions. Of course you

must accept the responsibilities of your actions. However, do not fall into the trap of remorse. The

best we can do is repair any damage and move on. And try not to incur the same fault again.
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CONCLUSIONS

a) Emotional intelligence is important in people's lives, being balanced in an emotional

reaction, knowing how to control emotions and feelings, knowing yourself.

b) This gives the person the ability to be a better person, with better relationships, what

he will do in his personal and professional life.

c) The goal is to achieve a mature personality, which is the existential and dynamic set

of physical, temperamental features that make us unique and original.

d) Developing emotional intelligence will make us better people, and help us to make

others.
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BIBLIOGRAPHIC REFERENCE

ELECTRONIC REFERENCE