0221 Emotional Intelligence: Why Emotional Intelligence Is More Important Than IQ – John McCormick (5)

Part V: Emotional Literacy

Chapter Fifteen: The Cost of Emotional Blindness

1. Emotional blindness refers to the lack of knowledge to manage emotions, the lack of emotional adaptation to the environment, and the lack of emotional competitiveness.

2. Causes of depression: the rise of individualism, the decline of religious power, and the decline of community and extended family support. The disappearance of the spiritual power to support individuals against setbacks and failures increases the degree of destruction of failures, turning temporary frustrations into a source of continued despair.

3, pessimistic view of setbacks in life, feeling helpless or hopeless, is the source of depression.

4, psychological vaccine: with a positive attitude to look at difficulties can reduce the risk of depression, can not let go of anxiety, sadness and anger and other emotions, can change their feelings through thoughts.

5. Children receive relevant emotional and social competitiveness training, which can help them better protect themselves from harm.

Emotional skills include: self-awareness; identifying, expressing, and managing feelings; impulse control and delayed gratification; and dealing with stress and anxiety. A key ability to control impulses is to understand the difference between feelings and actions, and to learn to make better emotional decisions, first by controlling the impulses to act and then identifying other alternative actions and their consequences before acting. A lot of emotional competitiveness falls into the interpersonal aspect: understanding social and emotional cues, listening, eliminating negative effects, seeing things from the perspective of others, and understanding what is appropriate to act in a particular situation.

Chapter 16: Emotional Education

1, to avoid conflict: to communicate, do not guess, do not rush to conclusions. Act with confidence, listen proactively, and express feelings bluntly, but not as aggressively.

2. Self-awareness: identify and describe feelings in words, discover the connection between thoughts, feelings and reactions; understand whether thoughts or feelings dominate decisions; understand the consequences of alternative choices; identify their own strengths and weaknesses, and look at themselves with a positive and realistic attitude.

3. Emotional management: recognize the causes of feelings and learn to deal with anxiety, anger and sadness. Take responsibility for decisions and actions and keep your promises.

4. Empathy: Key social skills, understanding the feelings of others, standing in the position of others, and respecting people's different feelings about things.

5. Build interpersonal relationships: learn to listen, ask questions appropriately, distinguish between the words and actions of others and their own reactions and judgments; be confident and decisive, but not angry or dumb; learn the skills of cooperation, conflict resolution and negotiation and compromise.

6. The mission of the school: In addition to teaching students to do things, we must also teach students to be human. Act as a social agent to ensure that children master important life lessons and return to the role of classical education.

7. The ideal emotional literacy program is to start as early as possible, teach according to different age levels, and run through the entire school career, while the school, family and community should work together. Responsible adult volunteers act as mentors for students, regularly accompanying students who lack family care and affection.

8) The foundation of character is self-discipline, and philosophers since Aristotle believe that the basis of moral life is self-control.

Self-science course

1. Self-awareness: observe and identify your own feelings; establish a vocabulary system to express feelings; understand the relationship between thoughts, feelings and reactions.

2. Personal decision-making: examine one's own behavior and understand the consequences of the action; understand whether thoughts or feelings dominate the decision; apply these understandings to issues such as sexual behavior and drugs.

3. Manage feelings: Monitor "self-talk" to capture negative information such as self-deprecation; be aware of the causes of feelings (e.g., injury triggers anger); and find ways to cope with fear, anxiety, anger, and sadness.

4. Cope with stress: learn to reduce stress through exercises, guided thoughts, and relaxation techniques.

5, empathy: understand the feelings and concerns of others, push themselves and others; appreciate the difference in people's feelings.

6, communication: effectively talk about feelings, good at listening and asking questions; distinguish between the words and actions of others and their own reactions or judgments; convey the message of "me", rather than blindly accusing.

7, self-disclosure: identify with the value of openness, build trust in interpersonal communication; understand when you can reveal private feelings.

8. Comprehension: Recognize patterns of one's own emotions and reactions, and recognize similar patterns of others.

9, self-acceptance: feel proud and treat yourself with a positive attitude; identify your own strengths and weaknesses; learn to laugh at yourself.

10, personal responsibility: responsible, identify the consequences of their own decisions and actions, accept their own feelings and feelings, and keep their commitments.

11. Self-confidence: Express your worries and feelings without being humble.

12. Group dynamics: collaborate, understand when and how to play a leadership role, and when to follow others.

13. Conflict Resolution: How to Fight Reasonably with Other Children, Parents and Teachers; Negotiate a Win-Win Model of Compromise.