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Degrees:
Psychology,
Interdisciplinary Studies in Social and
Behavioral Sciences .
Interdisciplinary Studies in
Arts and Humanities.
Grado
Asociado En Psicología.
Grado
Asociado En Estudios Interdisciplinarios En Ciencias Sociales & Del
Comportamiento.
Grado
Asociados Grado En Estudios Interdisciplinarios En Artes & Humanidades.
1.
AA
Degree in Psychology.
2.
AA
Degree interdisciplinary studies in Social and Behavioral Science.
3.
AA
Degree Interdisciplinary Studies in Arts and Humanities.
Licenciaturas:
1.
Psicología,
2.
Estudios
interdisciplinario en Social y Ciencias del Comportamiento.
3.
Estudios
Interdisciplinarios en Artes y Humanidades.
|
A time and emotion study
Forget IQ, whatseparates stars from ploddersin the workplace is emotional intelligence. Ayala Ochert meets the man who wants academics to teach EQ
In the beginning the word was IQ. Everyone believed it was what led to success in school, in university and in work. But then Daniel Goleman gave us EQ - emotional intelligence - and he was lauded by educators and hailed as a messiah by the http://canadacollege.edu/commencement/petitions/Option1.pdf
business world.
business world.
When Goleman's book Emotional Intelligence came out in 1995, it was an instant hit, catapulting its author headlong onto the lecture circuit. It has since sold four million copies worldwide. Goleman has received hundreds of invitations to deliver the message of the book - that IQ is less important to how you do in life than what he calls "emotional intelligence", a set of skills unrelated to academic ability. The book spoke to ordinary people, who felt released from feelings of inadequacy and society's fixation on IQ. Neither was this just another self-help book full of well-meaning platitudes - Goleman had serious scientific data to back up his claims.
"I found that there was a new and compelling understanding of emotions that had been ignored in neuroscience, cognitive science and psychology. Suddenly, we were starting to learn about the dynamics of the emotional centres of the brain. I felt there were implications for our personal lives and for important social problems, particularly those of young people," recalls Goleman, who was then a science journalist for The New York Times, having left a fledgling academic career to become an editor for Psychology Today.
Goleman hoped the book might act as an antidote to the "emotional malaise" that he felt had crept into society and was most pronounced in children. He felt that by learning to recognise emotional intelligence, we could become happier, healthier people. This rosy message stemmed not from naive hopefulness, but from a new understanding of human emotions that had been emerging from neuroscience for over a decade.
Emotional intelligence is nothing magical; it is something we all recognise. It is typified by people who seem at ease - people who get ahead but also get along with all kinds of people. Goleman identifies five "domains" of emotional intelligence: the first is "self-awareness", the ability to recognise your own emotions, to know your strengths and weaknesses and to generate a sense of self-worth. The second is "self-regulation", the ability to control your emotions rather than allowing them to control you. The third is "motivation", the strength of will needed to achieve your goals and to pick yourself up after a fall. While these first three areas concern your own emotions, the last two, "empathy" and "social skills", relate to other people's emotions, the ability to recognise them and to nurture relationships or inspire others.
His books are grounded in examples. He describes the New York bus driver who soothes an irritable crowd of passengers on a stuffy bus with his jovial banter. He contrasts this with the cab driver who feels compelled to vent his frustration at New York's traffic by shouting obscenities out of his window. And to illustrate how IQ and emotional intelligence have little to do with each other, he tells the story of the straight-A student who stabs his physics teacher for giving him a B.
Goleman brings insights in neuroscience to bear on this commonsense understanding of the emotions, drawing together hundreds of pieces of scientific research to explain how two parts of the brain - the "emotional brain" and the "rational brain" - link to form the neural circuitry responsible for emotional intelligence. An intricate dance between the amygdala, the ancient emotional centre responsible for our primal impulses, and the prefrontal lobes of the newer neocortex dictates how we behave in everyday situations.
"IQ is based on the neocortex alone, and the neocortex can do that (largely) without the emotional centres," explains Goleman. "But when we talk about emotional intelligence, we're talking about integrating a wider sweep of the brain, both limbic and cortical areas."
The amygdala is responsible for the rapid "fight or flight" response in which it creates an "emotional short-circuit", taking over the entire brain in an instant. But in most situations the prefrontal lobes are able to temper the amygdala's primal response with reason. If the prefrontal areas do a good job, a person might defuse a tense situation with humour. If not, the person might fly into a rage or be paralysed with fear.
Emotional Intelligence inspired a host of programmes in emotional development worldwide. Educators rallied to Goleman's cry that something could be done to reverse the trend among children to be more emotionally troubled than previous generations, more unruly and depressed. Although he had expected teachers to take an interest, Goleman was taken aback by the book's impact.
"I was surprised to see that I'd got as much interest from business people as from educators," he says.
"I grew up with a slight disdain for business people, which I think many academics feel," he admits. "I had a stereotype that was erroneous - I find the business world a more congenial universe to operate in than I had anticipated."
His latest book, Working with Emotional Intelligence, explains how emotional intelligence is at least twice as important as IQ or technical skills in determining how well a person will perform on the job. In it he also warns businesses that they are wasting billions of dollars every year on training programmes destined to fail.
Over the years, the business world has come to believe that IQ and personality tests can help them pick the right people. But it was one of Goleman's own professors at Harvard, David McClelland, who pointed out 25 years ago that while IQ is a good predictor of what job a person can get, it is a very poor predictor of how well they will do once in the job. This, he suggested, was because IQ measured the wrong skills.
In the intervening time, firms have followed McClelland's advice and have explored what distinguishes "star performers" from average workers. Time and again, says Goleman, it is emotional intelligence competences, such as initiative, self-confidence, relationship abilities and the drive to improve, that these people excel in.
A well-known test of emotional intelligence and its impact on our lives is the "marshmallow test". A marshmallow is placed in front of a four-year-old, and they are told that it is theirs, but that if they can wait while the adult goes out of the room for a while, then they can have two marshmallows on her return. One such study was conducted at Stanford University in the 1960s. When the children were tracked down as adolescents, those able to delay gratification at age four were found to be more socially competent, less likely to cave in under stress and more self-assertive than those who gave in to temptation and grabbed the marshmallow. They also achieved considerably higher grades on leaving school than their more impulsive peers.
While this example paints a picture of emotional intelligence as something fixed throughout life, Goleman firmly rejects that conclusion. "There is probably a Bell curve for emotional intelligence just as there is for IQ, but the difference is that the emotional brain is very plastic - it reshapes itself through repeated experience. That is one reason I'm against evaluating people for emotional intelligence the way we do for IQ, particularly in childhood," says Goleman. Emotional intelligence rises through each decade of life - in other words, says Goleman, people mature.
One important insight from neuroscience is that the emotional brain learns in a different way to the rational brain. While a classroom setting and textbooks may be appropriate for learning technical skills, they are almost useless for learning how to behave in a more emotionally intelligent fashion. The appropriate model of learning is one of habit change, learning new skills through practice. "It's not enough to just read about it. Companies have been wasting billions of dollars on training and development programmes that don't pay, because they follow the wrong model of learning," asserts Goleman.
Academia is one area Goleman concedes that IQ does count towards on-the-job performance, but it may be the exception that proves the rule. "In terms of how well that article is received and how often it's cited, I'd like to think that the sheer brilliance of the work counts more than any political lobbying you may do on its behalf," says Goleman. "But, equally, if you can't persuade people that yours is an important concept it'll wither, and persuasion is not a purely rational art."
THIS IS AN IMPORTANT "PASS ALONG"
ATTORNEY's ADVICE - NO CHARGE (Number 7 is the best)
Not A Joke!! Even If you dislike attorneys...You will love them for these tips.
Not A Joke!! Even If you dislike attorneys...You will love them for these tips.
Read this and make a copy for your files in case you need to refer to it someday. Maybe we should all take some of his advice! A corporate attorney sent the following out to the employees in his company:
1. Do not sign the back of your credit cards. Instead, put 'PHOTO ID REQUIRED.'
2. When you are writing checks to pay on your credit card accounts, DONOT put the complete account number on the 'For' line. Instead, just put the last four numbers. The credit card company knows the rest of the number, and anyone who might be handling your check as it passes through all the check processing channels won't have access to it.
3. Put your work phone # on your checks instead of your home phone. If you have a PO Box use that instead of your home address. If you do not have a PO Box, use your work address. Never have your SS# printed on your checks. (DUH!) You can add it if it is necessary. But if you have It printed, anyone can get it.
4. Place the contents of your wallet on a photocopy machine . Do both sides of each license, credit card, etc. You will know what you had in your wallet and all of the account numbers and phone numbers to call and cancel. Keep the photocopy in a safe place.
I also carry a photocopy of my passport when I travel either here or abroad. We've all heard horror stories about fraud that's committed on us in stealing a Name, address, Social Security number, credit cards. In case your luggage is lost, take another list in your carry on bag, especially if you are abroad and need immediate access to those numbers.
I also carry a photocopy of my passport when I travel either here or abroad. We've all heard horror stories about fraud that's committed on us in stealing a Name, address, Social Security number, credit cards. In case your luggage is lost, take another list in your carry on bag, especially if you are abroad and need immediate access to those numbers.
Unfortunately, I, an attorney, have first hand knowledge because my wallet was stolen last month. Within a week, the thieves ordered an expensive monthly cell phone package, applied for a VISA credit card, had a credit line approved to buy a Gateway computer, received a PIN number from DMV to change my driving record information online, and more.
But here's some critical information to limit the damage in case this happens to you or someone you know:
But here's some critical information to limit the damage in case this happens to you or someone you know:
5. We have been told we should cancel our credit cards immediately. But the key is having the toll free numbers and your card numbers handy so you know whom to call. Keep those where you can find them.
6. File a police report immediately in the jurisdiction where your credit cards, etc., were stolen. This proves to credit providers you were diligent, and this is a first step toward an investigation (if there ever is one).
But here's what is perhaps most important of all: (I never even thought to do this.)
7. Call the 3 national credit reporting organizations immediately to place a fraud alert on your name and also call the Social Security fraud line number. I had never heard of doing that until advised by a bank that called to tell me an application for credit was made over the Internet in my name.
The alert means any company that checks your credit knows your information was stolen, and they have to contact you by phone to authorize new credit.
By the time I was advised to do this, almost two weeks after the theft, all the damage had been done. There are records of all the credit checks initiated by the thieves' purchases, none of which I knew about before placing the alert. Since then, no additional damage has been done, and the thieves threw my wallet away this weekend (someone turned it in). It seems to have stopped them dead in their tracks.
Now, here are the numbers you always need to contact about your wallet, if it has been stolen:
1.) Equifax: 1-800-525-6285 1-800-525-6285
2.) Experian (formerly TRW): 1-888-397-3742 1-888-397-3742
3.) Trans Union : 1-800-680 7289 1-800-680 7289
We pass along jokes on the Internet; we pass along just about everything.
If you are willing to pass this information along, it could really help someone that you care about.
Screen Addiction Is Taking a Toll on Children
Excessive use of computer games among young people in China appears to be taking an alarming turn and may have particular relevance for American parents whose children spend many hours a day focused on electronic screens. The documentary “Web Junkie,” to be shown next Monday on PBS, highlights the tragic effects on teenagers who become hooked on video games, playing for dozens of hours at a time often without breaks to eat, sleep or even use the bathroom. Many come to view the real world as fake.
Chinese doctors consider this phenomenon a clinical disorder and have established rehabilitation centers where afflicted youngsters are confined for months of sometimes draconian therapy, completely isolated from all media, the effectiveness of which remains to be demonstrated.
While Internet addiction is not yet considered a clinical diagnosis here, there’s no question that American youths are plugged in and tuned out of “live” action for many more hours of the day than experts consider healthy for normal development. And it starts early, often with preverbal toddlers handed their parents’ cellphones and tablets to entertain themselves when they should be observing the world around them and interacting with their caregivers.
In its 2013 policy statement on “Children, Adolescents, and the Media,” the American Academy of Pediatrics cited these shocking statistics from a Kaiser Family Foundation study in 2010: “The average 8- to 10-year-old spends nearly eight hours a day with a variety of different media, and older children and teenagers spend more than 11 hours per day.” Television, long a popular “babysitter,” remains the dominant medium, but computers, tablets and cellphones are gradually taking over.
“Many parents seem to have few rules about use of media by their children and adolescents,” the academy stated, and two-thirds of those questioned in the Kaiser study said their parents had no rules about how much time the youngsters spent with media.
Parents, grateful for ways to calm disruptive children and keep them from interrupting their own screen activities, seem to be unaware of the potential harm from so much time spent in the virtual world.
“We’re throwing screens at children all day long, giving them distractions rather than teaching them how to self-soothe, to calm themselves down,” said Catherine Steiner-Adair, a Harvard-affiliated clinical psychologist and author of the best-selling book “The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age.”
Before age 2, children should not be exposed to any electronic media, the pediatrics academy maintains, because “a child’s brain develops rapidly during these first years, and young children learn best by interacting with people, not screens.” Older children and teenagers should spend no more than one or two hours a day with entertainment media, preferably with high-quality content, and spend more free time playing outdoors, reading, doing hobbies and “using their imaginations in free play,” the academy recommends.
Heavy use of electronic media can have significant negative effects on children’s behavior, health and school performance. Those who watch a lot of simulated violence, common in many popular video games, can become immune to it, more inclined to act violently themselves and less likely to behave empathetically, said Dimitri A. Christakis of the Seattle Children’s Research Institute.
In preparing an honors thesis at the University of Rhode Island, Kristina E. Hatch asked children about their favorite video games. A fourth-grader cited “Call of Duty: Black Ops,” because “there’s zombies in it, and you get to kill them with guns and there’s violence … I like blood and violence.”
Teenagers who spend a lot of time playing violent video games or watching violent shows on television have been found to be more aggressive and more likely to fight with their peers and argue with their teachers, according to a study in the Journal of Youth and Adolescence.
Schoolwork can suffer when media time infringes on reading and studying. And the sedentary nature of most electronic involvement — along with televised ads for high-calorie fare — can foster the unhealthy weights already epidemic among the nation’s youth.
Two of my grandsons, ages 10 and 13, seem destined to suffer some of the negative effects of video-game overuse. The 10-year-old gets up half an hour earlier on school days to play computer games, and he and his brother stay plugged into their hand-held devices on the ride to and from school. “There’s no conversation anymore,” said their grandfather, who often picks them up. When the family dines out, the boys use their devices before the meal arrives and as soon as they finish eating.
“If kids are allowed to play ‘Candy Crush’ on the way to school, the car ride will be quiet, but that’s not what kids need,” Dr. Steiner-Adair said in an interview. “They need time to daydream, deal with anxieties, process their thoughts and share them with parents, who can provide reassurance.”
Technology is a poor substitute for personal interaction.
Out in public, Dr. Steiner-Adair added, “children have to know that life is fine off the screen. It’s interesting and good to be curious about other people, to learn how to listen. It teaches them social and emotional intelligence, which is critical for success in life.”
Children who are heavy users of electronics may become adept at multitasking, but they can lose the ability to focus on what is most important, a trait critical to the deep thought and problem solving needed for many jobs and other endeavors later in life.
Texting looms as the next national epidemic, with half of teenagers sending 50 or more text messages a day and those aged 13 through 17 averaging 3,364 texts a month, Amanda Lenhart of the Pew Research Center found in a 2012 study. An earlier Pew study found that teenagers send an average of 34 texts a night after they get into bed, adding to the sleep deprivation so common and harmful to them. And as Ms. Hatch pointed out, “as children have more of their communication through electronic media, and less of it face to face, they begin to feel more lonely and depressed.”
There can be physical consequences, too. Children can develop pain in their fingers and wrists, narrowed blood vessels in their eyes (the long-term consequences of which are unknown), and neck and back pain from being slumped over their phones, tablets and computers.
This is the first of two columns on electronic media use by children and adolescents. Next week: Parents’ role in children’s use of electronics.
Related:
- “Do Brain Workouts Work? Science Isn’t Sure”
- “Activity Trackers Don’t Sense Everything”
- “Can Orange Glasses Help You Sleep Better?”
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