A Key to Student Success

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Building Emotional Intelligence

• A Key to Student Success

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• ABMP Education Program Director

Anne Williams
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Session Overview

• Define emotional intelligence
• Identify characteristics of Gen Y students
• Determine what emotional intelligence skills can
  be taught in a massage classroom
• Discuss best practices for building emotional
  intelligence in students
• Explore two emotional intelligence building
  activities

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Emotional Intelligence (EI)

• An area of psychological research popularized by
  Daniel Goldmans 1995 bestseller, Emotional
  Intelligence Why it Can Matter More Than IQ

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Emotional Intelligence Characteristics

• The ability to assess and supervise ones
  emotions, thoughts, and self.
• To be aware of the emotions of others and of
  groups.
• To discriminate among emotions and thoughts and
  use this information to guide future thinking and
  actions.

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Why Pay Attention to EI?

• Gen Y population growing and they need these
  skills!

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GEN Y STUDENTS

• BORN BETWEEN 1982 AND 1994
• COULD COMPRISE UP TO 2/3 OF YOUR STUDENTS

• Interpersonal skills less developed
• Computer skills strong
• Skeptical and desensitized
• Multi-task enjoy multiple stimuli
• Feel comfortable challenging others
• Hold high expectations selves/others
• Negotiate everything

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What Employers Say

• A sense of entitlement
• Bright, but deficient in initiative and energy
• Will not sacrifice outside activities for job
  advancement
• Quality of personal life more important than
  advancement
• Low tolerance for meaningless work even if
  well-paid
• Unlikely to volunteer, even for good cause
• Strongly connected to peer group and pack
  mentality
• Cynical about job security

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Massage Students Massage Professionals

• MASSAGE THERAPISTS MUST HAVE VERY HIGH EMOTIONAL
  INTELLIGENCE

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Massage Students Massage Professionals

• Work with all people
• Establish a therapeutic relationship
• Provide safe, informed touch
• Set clear boundaries
• Plan a treatment
• Adapt to client needs
• Interact with other health care providers

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Emotional Intelligence Skills

• Self-awareness
• Self-assessment
• Self-empowerment
• Crisis management
• Problem solving
• Positive thinking
• Communication
• Tolerance for others

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Time for a Poll!

• Activities to build emotional intelligence would
  benefit students academically and when they enter
  the profession.

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What Skills Can Schools Teach Successfully?
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Self-Awareness

• Understand negative thought processes
• Recognize relationship between thoughts,
  feelings, and actions
• Teach students a process to interrupt negative
  thinking

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Self-Empowerment

• Identify limiting beliefs
• Teach students a process for soothing themselves
  and stepping back from a situation
• Use goal setting and follow up to demonstrate
  power to change destiny

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Communication Skills

• Understanding others
• Paying attention to body language cues
• Learning models of good communication like the
  use of I statements
• Recognizing communication blockers
• Practicing active communication

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Group Interaction

• Learn to be a leader
• Learn to be a follower
• Value contributions of all participants
• Recognize emotional triggers
• Follow through on commitments

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Conflict Resolution

• Step out of the emotional spiral
• Understand the factors at play in a conflict
• Identify wants and needs
• Manage emotions
• Seek an equitable resolution

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Simple Ideas to Promote EI

• Teach Processes
• Any adopted process must be used consistently by
  all
• Assess Grading Procedures
• Shift some of the emphasis of grading points to
  personal development activities and group
  interaction
• Identify and Value Differences
• Myers-Briggs Learning Styles for example
• Share Feelings
• Process activities

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SAMPLE EMOTIONAL INTELLIGENCE ACTIVITY

• Are We Progressing?

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Are We Progressing

• Breaks stuck patterns of interaction
• Positive way to voice concerns about group
  dynamics
• Builds accountability for how the group functions
  
• Important Use this activity consistently
• After each discussion
• One time a week
• At pre-determined intervals
• At least one time a month

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Are We Progressing?

• DIRECTIONS
• Pass out handout
• Students do not place name on handout
• Students complete handout
• Hold General Discussion
• How is our team progressing?
• What is improving?
• What is stagnant?
• What is declining?

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Are We Progressing

• DIRECTIONS CONTINUED
• Ask Each Student
• What can our team do to make one of your scores
  increase?
• What can you do on a personal level to make one
  of your scores increase?
• Collect the handouts
• Calculate the averages
• Enter the averages on a chart
• Post the chart
• Continue to add averages to the chart over time

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SAMPLE EMOTIONAL INTELLIGENCE ACTIVITY

• Mood Check

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Mood Check

• Develops awareness of mood
• How it effects academic performance
• How it effects learning environment
• How it effects others
• How to refocus and regain
  a more positive attitude

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Mood Check

• DIRECTIONS
• Make laminated chart
• Post by classroom door
• Ask students to make a dot by those words that
  best describe their moods
• Process the findings before classes
• Many Uses
• Before activity
• After activity
• Any time motivation is low

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Processing Responses to the Mood Check

• As we look at the board and where people have
  placed their dots, what patterns do we see?
• How might these emotional patterns affect the
  classroom experience today?
• How aware of your mood were you when you walked
  through the classroom door?
• How aware of the moods of your fellow classmates
  were you when you walked through the door?
• Did anyone in the class influence your mood when
  you walked through the door? How?
• What can we do to change the classroom mood to
  make it more productive? OR How can we capitalize
  on the classroom mood to get the most out of
  todays class?

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NEXT STEPS

• Class dynamics early
• Add emotional intelligence content to classes
• Give points for emotional intelligence
• Plan personal growth activities with a point
  value
• Plan group activities where students take clearly
  defined rolls

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Resources

• ABMPs Student Success Curriculum (www.abmp.com
  / School Alliance Section)
• Daniel Goldman Emotional Intelligence Why it
  Can Matter More Than IQ
• Applying Emotional Intelligence in the Classroom

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Conclusions

• Defined emotional intelligence
• Identified the characteristics of emotional
  intelligence
• Discussed Gen Y students
• Recognized EI skills that can be taught
• Identified some EI building activities

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QUESTIONS