KECERDASAN EMOSI

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KECERDASAN EMOSI (EMOTIONAL INTELLIGENCE):

KECERDASAN EMOSI (EMOTIONAL INTELLIGENCE)

FAKTOR KRITIKAL PENCAPAIAN:

FAKTOR KRITIKAL PENCAPAIAN TAHAP PENCAPAIAN PERSEPSI PERANAN KEMAHIRAN MOTIVASI Tabiat diri Sifat diri Sikap diri Tanggungjawab diri Kepercayaan diri Cara berfikir Nilai diri Kemahiran Konseptual 2. Kemahiran Teknikal Motivasi Dalaman Motivasi Luaran

MEMBENTUK TABIAT:

MEMBENTUK TABIAT TABIAT ILMU MOTIVASI KEMAHIRAN STEPHEN R. COVEY, 1989

POLA TINGKAHLAKU:

POLA TINGKAHLAKU SAYA OK SAYA TIDAK OK ANDA OK ANDA TIDAK OK ASSERTIF AGGRESIF SUBMISSIF PASIF

DI MANA ANDA:

DI MANA ANDA BERMINAT TIDAK BERMINAT TAHU TIDAK TAHU Kefahaman Pengukuhan Pengkayaan Kesedaran Penghayatan Kefahaman Kesedaran

KESEDARAN & KEBOLEHAN:

KESEDARAN & KEBOLEHAN KESEDARAN DIRI RENDAH TINGGI RENDAH KEBOLEHAN TINGGI Terpendam Tidak Kompetan Terpendam Kompetan Terancang Tidak Kompetan Terancang Kompetan ( John W. Newstrom, 1980 )

PINTAR CERDAS:

PINTAR CERDAS PINTAR CERDAS KOMITMEN KEBOLEHAN KREATIVITI ( Renzulli, 1981)

FUNGSI OTAK:

FUNGSI OTAK KIRI Matematik Logik Bahasa Menulis Membaca Urutan Nombor Analisis KANAN Holistik Visualisasi Imaginasi Seni Irama Imej/Gambar Perasaan Kreativiti Sintisis

AGENDA PERUBAHAN:

AGENDA PERUBAHAN APABILA ANDA MENGUBAH PEMIKIRAN ANDA Anda mengubah kepercayaan anda APABILA ANDA MENGUBAH KEPERCAYAAN ANDA Anda mengubah jangkaan anda APABILA ANDA MENGUBAH JANGKAAN ANDA Anda mengubah sikap anda APABILA ANDA MENGUBAH SIKAP ANDA Anda mengubah tingkahlaku anda APABILA ANDA MENGUBAH TINGKAHLAKU ANDA Anda mengubah pencapaian anda APABILA ANDA MENGUBAH PENCAPAIAN ANDA Anda mengubah KEHIDUPAN anda (Dr. Walter Doyle Staples)

HUMAN EMOTIONAL NEEDS:

HUMAN EMOTIONAL NEEDS All human have basics emotional needs. These needs can be expressed as feelings, for example the need to feel - accepted - respected - important All humans share these needs, each differs in the strength of the needs, just some of us need more water, more food or more sleep. One person may need more freedom and independence, another may need more security and social connections.

PRIMARY AND SECONDARY EMOTIONS:

PRIMARY AND SECONDARY EMOTIONS Primary emotion is what we feel first. Secondary emotion is what it leads to. Primary emotion Secondary Emotion INSULTED PRESSURED ANGER CHEATED Discouraged Hopeless Lonely DEPRESSION Isolated Misunderstood Unsupported

IMPORTANCE OF EMOTIONS:

IMPORTANCE OF EMOTIONS SURVIVAL A delicate and sophisticated guidance system Our emotion alert us when natural human need is not being met For example, when we fell lonely, our need for connection with ether people is unmet. When we feel afraid, our need for safety is unmet. When we feel rejected, our need for acceptance is unmet. 2. DECISION MAKING Our emotions are a valuable source of information. Our emotions help us make decision. Studies shows that when a person’s emotional connection are severed in the brain, he can not make even simple decisions.

IMPORTANCE OF EMOTIONS:

IMPORTANCE OF EMOTIONS BOUNDARY SETTING When we feel uncomfortable with a person’s behavior, our emotions alert us. This will help us set our boundaries which are necessary to protect our physical and mental health COMMUNICATION Our emotions help us communicate with others. Our facial expressions , for example can convey a wide range of emotions. If we look sad or hurt, we are signaling to others that we need their help. If we are effective at listening to the emotional troubles of others, we are better able to help them feel understood, important and cared about.

IMPORTANCE OF EMOTIONS:

IMPORTANCE OF EMOTIONS HAPPINESS The only real way to know that we are happy is when we feel happy. When we feel happy we feel content and fulfilled. This feeling comes from having our needs met, particularly our emotional needs. Our emotions let us know when we are unhappy and when something is missing or needed. 6. UNITY Our emotions are perhaps the greatest potential source of uniting all members of human species. The emotions of empathy, compassion, cooperation, forgiveness, for instance, all have the potential to unite us. Beliefs divide us, Emotions unite us.

EI, EQ and IQ:

EI, EQ and IQ Emotional Intelligence, or EI, is also referred to as EQ, for Emotional Quotient in order to correspond with IQ. Although IQ may be a strong contributor to academic achievement, it is not necessarily a determining factor of success in school and fulfillment in life. Unlike IQ, which cannot be significantly changed by experience or education, emotional competencies can be learned, practiced and improved. Family is the first institution in which children are trained emotionally, the teaching is often indirect, through actions; the lessons and examples cab be positive or negative The public education has the responsibility for educating students to act emotionally intelligent.

EQ : Salevoy’s Definitions:

EQ : Salevoy’s Definitions Emotional Intelligence includes both inter- and intrapersonal skills and is outlined in five domains; KNOWING ONE’S EMOTIONS /SELF AWARENESS The ability to recognize a feeling as it happens. The ability to monitor feelings from moment to moment is crucial to psychological insight and self understanding. People with a greater certainty about their feeling are better navigators of their lives. MANAGING EMOTIONS The ability to handle feelings so they are appropriate, which builds on self-awareness. The capacity to soothe oneself, to shake off anxiety, gloom, irritability and the consequences of failure. People who excel in this domain can bounce back far more quickly from life’s setbacks and upsets.

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MOTIVATING ONESELF Channeling emotions in the service of a goal is essential for paying attention, for self-motivation, mastery and creativity. Emotional self control , which is delay of gratification and stifling of impulsiveness , underlies accomplishment of every kind. People who have the skill of motivation tend to be highly productive and effective in their undertakings. RECOGNIZING EMOTIONS IN OTHERS Empathy : ability that builds on emotional self-awareness Handling relationship : combines managing emotions in self and in others including the ability to have popular leadership effectiveness.

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HANDLING RELATIONSHIPS Combines managing emotions in self and in others Includes the ability to have popular leadership effectiveness People possessing the intelligence to handle relationship are social stars and excel at anything relying on interacting with others.

EI /EQ : Goleman (1995):

EI /EQ : Goleman (1995) His research explores definition and characteristics of EI finding it to be twice as important as either cognitive ability or technical expertise in determining an individual success. Golemen categorizes EI into five different groups: EMOTIONAL SELF AWARENESS Improvement in recognizing and naming one’s emotions. Being better able to understand the causes of one’s feelings The ability to recognizes the difference between feelings and actions. MANAGING EMOTIONS Better frustration tolerance and anger management Appropriate expression of anger Stress management and less social anxiety

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SELF RESPONSIBILITY AND SELF CONTROL Minimizing impulsive behavior Delaying gratification EMPATHY AND ABILITY TO READ THE EMOTION OF OTHERS Proficiency at being able to take another person’s perspective Improved sensitivities for ethers feeling and better listening to others HANDLING RELATIONSHIPS Includes all aspects of interaction with others. Harmony in groups including sharing, cooperation and helpfulness Diplomacy in dealing with others Being able to resolve conflicts and negotiate disagreements Assertiveness in dealing with others

PHASES OF EMOTIONAL LEARNING:

PHASES OF EMOTIONAL LEARNING ACQUISITION – (Expression and perception of emotion) A person not only acquires and practices different emotions but also shows a temperament for them and eventually label them. Much of basic acquisition skills occur during infancy and are almost automatic among human being. During infancy children use information about emotion to make decision about their own behavior. Indirect and subconscious messages Learns emotional skills by example not by lessons. 2. REFINEMENT ( Attaching and detaching of the expression ) Simple changes or additions are made to the emotional repertoire Basic meaning of emotion does not change, only the manner and place of expression Children learn to refine their emotion through their family and culture

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TRANSFORMATION (Changes in whole system) The way in which a particular emotion transform the process of thinking, learning and getting ready to act. Different emotional states usually illicit different processing technique How the emotional process is change with experience and knowledge sp that the context and meaning of emotion becomes personalized. Much like a fear can become phobia, an emotion can remain simple or it can be transform into a system of thoughts and behavior.

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