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Kan emotionele intelligentie worden getraind? [Is emotional intelligence trainable?]
Abstract
In this paper we describe a study on emotional intelligence. The hypothesis is that emotional intelligence can be trained.
106 managers took part in a 6 day training in emotional intelligence (TrEIn), spread over a period of 6 months. The Bar-On
EQ-I, a well-known and validated measure for emotional capabilities, was used to assess the effect of the training. As a comparison
group, 59 managers were assessed without being trained. The average score in the training group was 100.03 before the training
and 111.85 at the follow-up (M = 100, SD = 15). The comparison group scored 108.27 before and 111.75 at the follow-up. The
hypothesis was supported by the study. Your EQ can increase if you take part in the TrEIn. The Bar-On EQ-I is a self-report
measure, in the future we can learn more about the trainability of Emotional Intelligence if we use a 360-degrees-measure.
... Finally, research on EI has shown that this construct is trainable (Freedman 2003; Zijlmans et al. 2011). For instance, Wasseveld et al. (2007) showed that an EI-training lead to increased EI among partici- pants. Slaski & Cartwright (2003) found that a training for managers focusing on EI, resulted in increased well-being and reduced subjective stress experiences of managers. ...
Background
Recent research addressed the relationship between staff behaviour and challenging behaviour of individuals with an intellectual disability (ID). Consequently, research on interventions aimed at staff is warranted. The present study focused on the effectiveness of a staff training aimed at emotional intelligence and interactions between staff and clients. The effects of the training on emotional intelligence, coping style and emotions of support staff were investigated.Method
Participants were 214 support staff working within residential settings for individuals with ID and challenging behaviour. The experimental group consisted of 76 staff members, 138 staff members participated in two different control groups. A pre-test, post-test, follow-up control group design was used. Effectiveness was assessed using questionnaires addressing emotional intelligence, coping and emotions.ResultsEmotional intelligence of the experimental group changed significantly more than that of the two control groups. The experimental group showed an increase in task-oriented coping, whereas one control group did not. The results with regard to emotions were mixed. Follow-up data revealed that effects within the experimental group were still present four months after the training ended.ConclusionsA staff training aimed at emotional intelligence and staff-client interactions is effective in improving emotional intelligence and coping styles of support staff. However, the need for more research aiming at the relationship between staff characteristics, organisational factors and their mediating role in the effectiveness of staff training is emphasised.
... Birks and Watt (2007) proposed that emotional intelligence could affect patient-centred care, in which the ability to manage, read, and understand emotions and feelings of one self and one's client is crucial. In addition, emotional intelligence can change over time (Goleman, 1995) and appears to be trainable (Freedman, 2003; Wasseveld, Overbeeke, & Derksen, 2007). Research has even shown that a training program focused on emotional intelligence related to treatment skills of support staff of clients with intellectual disability and challenging behavior is effective in improving emotional intelligence (Zijlmans, Embregts, Gerits, Bosman, & Derksen, 2011). ...
Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach.
Staff working with clients with intellectual disabilities (ID) who display challenging behaviour may contribute to the continuation of this behaviour, because it causes emotional reactions such as anxiety, anger and annoyance, which may prohibit adequate response behaviour. To enhance staff behaviour and treatment skills a training that aimed at improving emotional intelligence (EQ) was developed.
The goal of this study was to assess whether an EQ training in combination with a video-feedback training programme improves emotional intelligence of staff working with clients with ID and challenging behaviour.
Participants were 60 staff members working with individuals with ID and challenging behaviour. Thirty-four staff members participated in a 4-month training programme and 26 constituted the control group. A pretest-posttest control group design was used. Effectiveness was assessed by using the Dutch version of the Bar-On EQ-i and the judgments of experts on emotional intelligence.
Emotional intelligence of the experimental group changed significantly more than that of the control group. Judgments of experts on emotional intelligence indicated that the change of emotional intelligence of the experimental group improved positively.
The positive effect of the training programme on emotional intelligence is consistent with previous research on emotional intelligence and suggests that emotional intelligence of staff working with clients with ID and challenging behaviour can be influenced by training.
This article critically reviews the claimed role of emotional intelligence (EI) in the educational and school context. Our review shows that most intervention programs were not specifically designed to change EI, and very few systematic interventions meet the canons of internal and external validity. Consequently, little objective evidence attesting to the useful role of EI as a predictor of school success and adjustment exists beyond that predicted by intelligence and personality factors. Herein we discuss several crucial issues that need to be addressed prior to developing and implementing EI programs, and we provide specific guidelines for the development, implementation, and evaluation of future EI programs. Currently, the successful schooling of EI is still undetermined.
This study explored links between emotional intelligence, measured as a set of abilities, and personality traits, as well as the contribution of both to the perceived quality of one's interpersonal relationships. In a sample of 103 college students, we found that both emotional intelligence and personality traits were associated with concurrent self-reports of satisfaction with social relationships. Individuals scoring highly on the managing emotions subscale of the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT), were more likely to report positive relations with others, as well as perceived parental support, and less likely to report negative interactions with close friends. These associations remained statistically significant even controlling for significant Big Five personality traits and verbal intelligence. Global satisfaction with one's relationships was associated with extraversion, neuroticism (negatively), and the ability to manage one's emotions, as assessed by the MSCEIT.
Emotional intelligence (EI) is one of the most widely discussed topics in current psychology. Although first mentioned in the professional literature nearly two decades ago, in the past five years it has received extensive media attention. The term "emotional intelligence" refers to the ability to identify, express, and understand emotions; to assimilate emotions into thought; and to regulate both positive and negative emotions in oneself and others. Yet despite the flourishing research programs and broad popular interest, scientific evidence for a clearly identified construct of EI is sparse. It remains to be seen whether there is anything to EI that researchers in the fields of personality, intelligence, and applied psychology do not already know.
This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants, and consequences of EI, and evaluates the state of the art in EI theory, research, assessment, and applications. It highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, it examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.
Bradford Books imprint
The information given in this report should be used as a means of generating hypotheses and as a guide to development. Higher standard scores are associated with greater levels of emotional intelligence and better performance. 100 represents effective emotional functioning. Scores greater than 100 represent enhanced emotional functioning, and scores of less than 100 indicate areas that may be improved.
The study examined reliability and validity of a new measure of emotional (i.e. non-cognitive) intelligence, the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997, in a sample of 243 university students. Results indicated that the EQ-i domain and component scales had good item homogeneity and internal consistency. Scores were not unduly affected by response styles or biases. The EQ-i scales had a meaningful pattern of convergent validities with respect to measures of normal personality, depression, somatic symptomatology, intensity of affective experience and alexithymia. The reliability and validity results for men and women were very similar. Overall, the results suggested that the EQ-i is a promising measure of emotional intelligence. We recommend strategies for further validation of the EQ-i, as well as the construct of emotional intelligence.
"Psychopaths with modest IQ's (90-100) frequently show an excellent ability to manipulate their environment,… whereas neurotics, with considerably higher IQ's, often fail badly in managing their own lives… . The difference… is largely the result of differences in amount of non-intellective intelligence possessed by each." These non-intellective factors "include all affective and conative abilities which in any way enter into global behavior." Total intelligence cannot be measured until the tests also include some measures of the non-intellective factors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study builds on earlier work (Slaski & Cartwright, 2002), examining the role of Emotional Intelligence (EI) as a moderator in the stress process. A sample of UK managers (n = 60) were given training in emotional intelligence. Pre and post measures were taken relating to EI, stress and health and management performance. The study also incorporated a matched control group. It was found that training resulted in increased EI and improved health and well being. Copyright © 2003 John Wiley & Sons, Ltd.