What Is Emotional Intelligence (part ii)

Part II

Improved EI and efficient SPS, however, cannot be restricted to thought alone. Simply internalizing one’s emotional dialogue limits achievement. There must be a dynamic behavioral component. Articulated thought (AT) (talking out loud to yourself) is designed to give strength to the oft-overlooked dynamic behavioral element.

AT is just a fancy way of saying, Talk out loud to yourself!

Articulated thought is believed to hold the promise of ordering the typically unordered voice of the mind. It is believed that the use of AT enables an individual to more closely examine the questions, concerns and feelings they experience when exposed to stimuli – to stay completely focused on problem-solving. Articulating one’s thoughts may potentially result in fewer confabulations in thinking, daydreaming, inattention and distractions that are inherent to thinking, alone.

AT depends on eliciting cognitive feedback, in real-time, when a thought is believed to be on-line. The learner is instructed to verbalize, using the prompts discussed in the EI problem-solving method. H/er verbalizations may be recorded or written out for later content analysis.

EI theory that depends solely on thinking, and does not include a dynamic behavioral component such as AT is more likely to provide the learner with intellectual, rather than emotional insight, e.g., learners who acquire the knowledge base for EI’s formulaic method may not be benefiting emotionally from the knowledge. If an EI learner can demonstrate proficiency in the principles of EI theory (both through intellectual and behavioral insight), they may be better prepared to practice the model. Essentially, the learner will be less likely to achieve emotional autonomy and self-regulation if s/he focuses on simply thinking through the problem, alone.

The most promising benefit of using the EI theory in SPS with AT is the potential for the learner to recognize the similarities between h/er past and current emotional issues. If the learner were successful at mindful dedication to resolve h/er emotional issues, s/he is more likely to use the solutions acquired from past experience to address future problems.

This process may be described as knowledge flexibility.

EI theory may be best understood as a multidimensional process requiring a balance between cognitive and behavioral strategies. Dexterity in both problem-solution development (process measures) as well as behavioral performance (outcome measures) is believed to be the optimal skill set for competent SPS and improved EI. The practice of EI theory lacking emphasis on either of these two dimensions may result in deficit SPS competence. Articulated thought (AT) appears to be suited as an activity for discovering, analyzing, and resolving faulty cognitions (process measures), but may also be viewed as an in vivo behavioral activity to improve and encourage self-efficacy (outcome measures). (Cornwall, 2011)


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