EMOTIONAL INTELLIGENCE TRAINING IN HIGHER EDUCATION

1
EMOTIONAL INTELLIGENCE TRAINING IN HIGHER
EDUCATION

• International Conference on Emotional
  Intelligence
• Chicago, USA, June 30 July 1, 2008
• Isabella K. Reichel, Ed.D
• Speech-Language Pathologist and Audiologist,
  CCC-SLP/A
• Board Recognized Fluency Specialist
  
• Fluency
  Renaissance Center, NY
• 
  fluencyren_at_aol.com

2
Challenges of Higher Education

• Higher cost of post-secondary education
• Increased accountability for producing educated,
  successful, and well-rounded people
• Increased scrutiny for preventing student
  misconduct, including rioting, hate crimes,
  campus and sexual violence, substance abuse, and
  dealing with psychopathology. (Luderman, 2004).

3
Changes in College Students During the Past 50
Years

• TV-influenced
• Computer literate
• More independent of family and religious leaders
• Less trusting of government
• Higher education becomes a source of providing
  values, emotional support, and role models
  (Higgins, 1998)

4
Changes in Higher Education During the Past 50
Years

• Methodology
• Dialogues and discussions
• Team learning
• Interdisciplinary approach
• Computer as a teaching tool

• Curriculum
• Connections among disciplines
• Women accepted as a powerful force
• Policies in the society
• Link between theory and practice -- internship
• (Higgins, 1998)

5
Changes in Campus Life During the Past 50 Years

• Ethnic diversity
• Networking with other colleagues
• Students emotional needs are addressed
• Counseling services
• Social bonding to feel connected
• Support of family life (day care centers)
• Goal of higher education is to transform lives
• (Higgins, 1998)

6
Influence of Emotional Intelligence on Higher
Education

• EI promotes the academic achievement, student
  retention in college and successful transition
  from high school to higher education, (Parker, J.
  D. A., Summerfeldt, L. J., Hogan, M. J.
  Majeski, S. (2004), Vella Schlatter, 2006)
• Based on EI literature, 6 components of social
  and emotional intelligence influence academic
  performance and interpersonal skills of students.
  These components have been modified to higher
  education, as presented below (Liff, 2003)

7
Self-Awareness and Self-Advocacy

• Self-aware students are able to recognize and
  reflect on
• their emotions and understand causes of the
  emotions, in situations
• such as
• Overwhelmed by homework
• Anger at a professor
• Anxiety due to exam
• Disappointment regarding grade
• Frustration about being late
• Concerns about friends, family, housing, and
  finances
• Deprivation of sleep and nutrition
• Students who have self-advocacy skills are more
  assertive, less demanding.
• They have less confusion, moodiness, and
  displaced feelings
• (Liff, 2003)

8
Self-Regulation of Emotions

• Allows students to stay on task, focus, think,
  and perform
• Develops coping tools to self-soothe
• Prevents substance abuse or other undesirable
  behaviors

• College educators facilitate
• the management of students
• emotions by
• Discussing expectations
• Being approachable
• Encouraging students to reflect upon
  disappointments
• (Liff, 2003)

9
Goal Setting

• Students need to
• Set personal and academic goals
• Consider contingency and alternative plans
  for reaching them
• Persevere at times of adversity

• College professors need to
• Generate motivation,
• Provide feedback
• Allow students to earn extra points
• Provide hands-on learning, by interaction and
  visual stimuli
• (Liff, 2003)

10
Self-Monitoring

• Professors need to
• Reflect honestly on students performance, and
  regroup if necessary
• Have good time management
• Set up a reward system to encourage students to
  stay on task

• Students need to
• Integrate social, academic, and work-related
  responsibilities
• Minimize distractions by developing delayed
  gratification
  (Liff, 2003)

11
Empathy

• Students need to understand the affect of
  their professors when deciding whether to comment
  or make a joke in class

• Professors need to
• Have good listening skills
• Maintain eye contact
• Repeat students words for clarity
• Acknowledge students participation
• Respect diversity
• (Liff, 2003)

12
Social Skills

• Students need to develop the ability to
• Maintain relationships, which facilitates student
  achievements
• Collaborate with partners or learning teams
  
  
  
  

• College professors need to encourage
• Open discussions
• Critical thinking,
• Strong communication skills
• Effective persuasion
• Assertiveness
• Positive faculty-student relationships
  (Liff, 2003)

13
Interventions for Emotional Intelligence

• EI training is becoming more common in higher
  education in the fields, such as business
  administration, health care, education, and
  counseling.
• This author will describe how EI training was
  integrated into graduate fluency disorders
  courses of a Communication Sciences Disorders
  Department (Reichel, 2007 Reichel, 2005 Reichel
  St. Louis, 2004).

14
The Reasons for EI Training in Fluency Disorders
Classes

• Many speech-language pathologists (SLPs) have
  difficulties managing affective aspects of
  stuttering (Shapiro,1999 Reichel St.
  Louis,2004)
• Some SLPs do not understand clients feelings and
  experiences
• Many SLPs are not aware of their own negative
  attitudes toward people who stutter (PWS)
• Many SLPs are unable to address their own
  negative biases toward (PWS)
• 
  (Reichel and St. Louis 2007)

15
Methods

• The EI training was integrated into 3 graduate
  fluency disorders classes
• 47 graduate students participated
• 14, 19, and 14 students in the 3 classes, during
  spring, summer, and fall semesters
• EI training lasted about 30 minutes within 2-hour
  fluency disorders classes weekly
  
  
  
  

• The EI training included short lectures, student
  presentations, role playing, group discussions,
  and laboratories with PWS
• Assessment instruments were presented before and
  after each course
• Open-ended questionnaire about the EI training
  was presented after the course concluded
  (Reichel St. Louis, 2004)

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Purpose of the Study

• The purpose of the study was to determine the
  effects of the EI curriculum on students
• Self-rating of EI
• Changes in attitudes toward PWS
• Perceptions of the importance of EI training

17
Curriculum Content

• The EI module was based on the theoretical
  frameworks of Mayer Salovey (1997), Goleman
  (1995), and Bar-On (1997).
• Definition of emotion and other related concepts
  (feelings, mood, affect, and emotional
  intelligence)
• Neurophysiology and neurobiology of emotion, and
  of EI
• Autonomic nervous system in emotion
• Cognitive-emotional interactions
• Relations between emotion and memory
• The role of emotions in stereotyping and
  prejudice

18
Curriculum Content (Continued)

• Awareness of ones own emotions
• Individual differences in emotions
• Cultural influences on emotions
• Development of empathy and sympathy
• Emotions of anxiety, fear, anger, embarrassment,
  guilt, and shyness, and their management in
  stuttering intervention
• Theory of change

19
Curriculum Content (Continued)

• Ability to understand emotions of the client
• Ability to understand clinicians own emotions
• Ability to manage emotions of the client and self
• Models of emotional intelligence
• Emotional intelligence and education
• Emotional intelligence and health
• Improving students emotional competencies
• Critical evaluation of emotional intelligence
• (Reichel St. Louis, 2004)

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Emotional CompetenciesDiscussed with Graduate
Students

• Empathy
• Creativity
• Flexibility
• Motivation
• Confidence

• Risk-taking
• Tolerance of diversity
• Optimism
• Persistence
• (Goleman, 2005 Reichel St. Louis, 2004)

21
Assessment Instruments

• The Emotional Intelligence Scale (EIS)
• (Shutte Malouff, 1999)
• The Public Opinion Survey of Human Attributes
  Experimental Edition (POSHA-E) (St. Louis, et al,
  2001)
• The 25 Bipolar Adjective Scale (BAS)
• (Wood Williams, 1976)
• Qualitative instrument assessing students
  perceptions of the EI training (Reichel, 2004)

22
Perceived Changes in Emotional Intelligence

• On the EIS, none of the comparisons were
  statistically significant but there was a trend
  in a positive direction
• Post-test scores were higher in 94 of the items
• EIS pre-test ratings were quite high, possibly
  creating a ceiling effect, so that post-test
  scores could not show much improvement
• A large majority of the respondents of the
  open-ended questionnaire considered EI abilities
  and competencies to be helpful to them personally
  and professionally

23
Perceived Changes in Students Attitudes Toward
PWS

• POSHA-E -- statistically significant improvement
  in the students perceived knowledge about PWS
  78 improved knowledge of PWS
• 56.3 of the students improved their attitudes
  toward PWS
• On the BAS, more positive and fewer negative
  responses on the post-test than on the pre-test
  were measured in 84 of adjective pairs

24
Students Responses on Open-Ended Questionnaire

• 77 perceived EI construct as crucial for SLPs
• 64 felt that EI helps SLPs to understand
  clients emotions
• 38 believed that EI helps them to manage
  clients emotions
• 100 saw improvement in their ability to address
  affective aspects of PWS
• 19 believed that EI helps SLPs to understand
  their own emotions toward PWS
• 9 believed that knowledge of neurophysiology of
  emotion helps SLPs to understand stuttering
• 70 saw an improvement in their emotional
  competencies

25
Conclusion

• Although many EI programs have been developed
  to deal with challenges in the post-modern
  society, it is advisable that teachers continue
  enhancing their students emotional and social
  skills in naturally occurring situations, such as
  literature, history, and athletics, from a young
  age to adulthood.
• (Salovey, 2007)

26
References

• Bar-On, R. (1997). Bar-On Emotional Quotient
  Inventory A measure of emotional
  intelligence. Toronto, Canada Multi- Health
  Systems, Inc.
• Goleman, D. (1995). Emotional intelligence Why
  it can matter more than IQ. New York Bantam.
• Higgins,. T. (1998). Evolutions in higher
  education. Momentum, 29, (3), 1215.
• Liff, S. B. (2003). Social and emotional
  intelligence Applications for developmental
  education. Journal of Developmental Education,
  26(3), 2834.
• Liptak, J. J. (2005). Using emotional
  intelligence to help college students succeed in
  the workplace. Journal of Employment Counseling,
  42(4). 2178.

27
References (Continued)

• Ludeman, R. B. (2004).Arrested emotional
  development Connecting college men, motions, and
  misconduct. New Directions for Student Services,
  107, 7586.
• Mayer, J. D., Salovey, P. (1997). What is
  emotional intelligence? In Salovey, P. Sluyter,
  D. J. (Ed.), Emotional development and emotional
  intelligence (pp. 3-31). New York Basic /
  HarperCollins.
• Parker, J. D. A., Summerfeldt, L. J., Hogan, M.
  J. Majeski, S. (2004). Emotional intelligence
  and academic success Examining the transition
  from high school lo university. Personality and
  Individual Differences, 36, 1 63-172.

28
References (Continued)

• Reichel, I. (2007). Emotional intelligence and
  stuttering intervention. 10th International
  Stuttering Awareness Day Online Conference J.
  Kuster, Conference Chair, Minnesota State
  University, Mankato For retrieval,
  http//www.mnsu.edu/comdis/isad10/papers/reichel10
  .html.
• Reichel, I., St. Louis, K. O. , 2007,
  Mitigating Negative Stereotyping of Stuttering in
  a Fluency Disorders Class. In J. Au-Yeung M.
  Leahy (Eds.), Research, treatment, and self-help
  in fluency disorders New horizons Proceedings
  of the Fifth World Congress on Fluency Disorders
  (pp. 236-244). International Fluency Association.

29
References (Continued)

• Reichel, I. (2005). Development of emotional
  intelligence module in graduate fluency disorders
  courses. Unpublished doctoral dissertation, Nova
  Southeastern University, Florida.
• Reichel, I., St. Louis, K. O. , 2004, The
  Effects of Emotional Intelligence Training in
  Graduate Fluency Disorders Classes. In H-G
  Bosshardt, J. S. Yaruss, H. F. M. Peters
  (Eds.), Fluency disorders Theory, research,
  treatment, and self-help (pp. 474481).
  Nijmegen, The Netherlands International Fluency
  Association/Nijmegen University Press.
• Salovey, P. (2007). Integrative summary. In R.
  Bar-On, J. G. Maree, M. J. Elias (Eds.),
  Educating people to be emotionally intelligent
  (pp. 291299). Westport, Connecticut, London
  Praeger.
• Schutte, N. S., Malouff, J. M. (1999).
  Measuring emotional intelligence and related
  constructs. Lewiston, NY Edwin Mellen.

30
References (Continued)

• Shapiro, D. (1999). Stuttering intervention A
  collaborative journey to fluency freedom. Austin,
  TX Pro-Ed.
• St. Louis, K. O., Fisher, E., Yaruss, J. S.,
  Lubker, B. B. (2001, November). Reliability of
  ratings on a public opinion survey of stuttering
  attitudes. Poster session presented at the annual
  convention of the American Speech-Language-Hearing
  Association, New Orleans, LA.
• Vella, P., Schlatter, N. (2006). Student
  retention and success The emotional
  intelligence factor. Association for University
  and College Counseling. December, 79.
• Woods, C. L., Williams, D. E. (1976). Traits
  attributed to stuttering and normally fluent
  males. Journal of Speech and Hearing Research,
  19, 267-278.