8 | 1 Copyright © 2014 Cengage Learning. All rights reserved. Strategies for Creating Success in College and in Life On Course Chapter 8 DEVELOPING EMOTIONAL INTELLIGENCE

8 | 2 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS U NDERSTANDING E MOTIONAL I NTELLIGENCE What is emotional intelligence? How can you experience the full range of natural human emotions and still stay on course to a rich, fulfilling life?

8 | 3 Copyright © 2014 Cengage Learning. All rights reserved. E MOTIONAL I NTELLIGENCE There are four components of emotional intelligence: two personal and two social. What are the two personal components of emotional intelligence? Emotional Self-Awareness Emotional Self-Management

8 | 4 Copyright © 2014 Cengage Learning. All rights reserved. E MOTIONAL I NTELLIGENCE Pair up with a classmate and discuss times in your life when you did not manage strong emotions well.  What was the outcome of these experiences?

8 | 5 Copyright © 2014 Cengage Learning. All rights reserved. E MOTIONAL I NTELLIGENCE There are four components of emotional intelligence; two personal and two social. The two personal components are Emotional Self-Awareness and Emotional Self-Management. What are the two social components of emotional intelligence? Social Awareness Relationship Management

8 | 6 Copyright © 2014 Cengage Learning. All rights reserved. E MOTIONAL I NTELLIGENCE Pair up with a classmate and discuss times in your life when you did not handle emotions in a relationship with skill and harmony.  What was the outcome of these experiences?

8 | 7 Copyright © 2014 Cengage Learning. All rights reserved. F OUR C OMPONENTS OF E MOTIONAL I NTELLIGENCE Looking back at your examples, what do you believe would have been the outcomes if you were more experienced at the following:  Emotional Self-awareness  Emotional Self-management  Social Awareness  Relationship Management

8 | 8 Copyright © 2014 Cengage Learning. All rights reserved. F OUR C OMPONENTS OF E MOTIONAL I NTELLIGENCE Identify each of the following statements as an example of effective or ineffective Emotional Self-Awareness, Emotional Self-Management, Social Awareness or Relationship Management. I got angry with my math instructor, so I dropped the course. I noticed my friend appeared to be really frustrated with her English grade. I got angry with my history instructor and called him an idiot in front of the entire class. I am really upset about my grades this school term. Emotional Self- Management Social Awareness Relationship Management Emotional Self- Awareness

8 | 9 Copyright © 2014 Cengage Learning. All rights reserved. ONE STUDENT'S STORY: Lindsey Beck Lindsey Beck Identify which component(s) of emotional intelligence got Lindsey off course. What new choice helped her get on course? What lesson from Lindsey ’ s story could you apply to your own life?

8 | 10 Copyright © 2014 Cengage Learning. All rights reserved. K NOWING Y OUR E MOTIONS Get out a piece of paper and number from List 15 different positive emotions and 15 different negative emotions. Did anyone come up with 30 different emotions? Why do you think this activity is challenging? (Save your list for a later activity) Peshkova

8 | 11 Copyright © 2014 Cengage Learning. All rights reserved. K NOWING Y OUR E MOTIONS How can you become more attuned to your own emotions? Build a vocabulary of emotions Be mindful of emotions as they are happening Understand what is causing your emotions

8 | 12 Copyright © 2014 Cengage Learning. All rights reserved. R ECOGNIZING THE D IFFERENCE B ETWEEN A F EELING AND A R ESULTING A CTION Emotions and behaviors are separate experiences; emotions are internal, behaviors are external.  On the same paper where you listed 30 emotions, complete the following sentence for each emotion:  “When I feel (emotion), I typically (behavior)”.  Place an “X” by any negative emotion or behavior that you would like to change. (save this paper for another activity)

8 | 13 Copyright © 2014 Cengage Learning. All rights reserved. W HAT IS S TRESS ? Stress is any interference that disturbs a person’s mental or physical well-being.  Make a list of stressors in your life.  Form groups and share your lists.  Are there any common stressors within your group?  In your group, brainstorm how you can minimize these stressors in your life.

8 | 14 Copyright © 2014 Cengage Learning. All rights reserved. W HAT H APPENS W HEN S TRESS P ERSISTS ? In your group, make a list of what may happen to people when they are physically or mentally stressed. What did you learn or relearn about stress and its effects?

8 | 15 Copyright © 2014 Cengage Learning. All rights reserved. U NHEALTHY S TRESS R EDUCTION Form groups. Make a list of unhealthy behaviors that some people engage in when feeling stressed. Choose three of the most damaging behaviors from your list and identify the likely outcomes if someone continues engaging in those unhealthy behaviors? Be prepared to share your list of damaging behaviors and their outcomes.

8 | 16 Copyright © 2014 Cengage Learning. All rights reserved. H EALTHY S TRESS R EDUCTION Identify a healthy strategy you use (or could use) to reduce stress in college. Form groups and share your strategies. What new stress reduction strategies, if any, did you learn?

8 | 17 Copyright © 2014 Cengage Learning. All rights reserved. M ANAGING Y OUR E MOTIONS Refer to your paper where you placed an “X” by the negative emotions or behaviors that you would like to change. On a clean sheet of paper, change the “X” marked sentences so that you are now using a healthy stress reduction technique.  “When I get (emotion), I WILL (behavior)”. On your way out, take your old habits paper, crumple it up, throw it in the trash.

8 | 18 Copyright © 2014 Cengage Learning. All rights reserved. S TRESS What four emotions are often causes or effects of stress? OVERWHELM ANGER SADNESS ANXIETY

8 | 19 Copyright © 2014 Cengage Learning. All rights reserved. S YMPTOMS OF S TRESS Match the following symptoms to the emotions that often cause them.  Tightness in chest, jaw, shoulders and/or lower back.  Flushed skin, tensed muscles and increased heart rate.  “Butterflies” in stomach, increased pulse, and shallow breathing.  Low energy, constant fatigue and lack of a positive will to perform tasks. Anxiety Sadness Anger Overwhelm

8 | 20 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS C REATING F LOW What are you doing when you feel most happy to be alive…when you become so absorbed that time seems to disappear? How can you create more of these peak experiences in college and beyond?

8 | 21 Copyright © 2014 Cengage Learning. All rights reserved. C REATING F LOW Flow states are highly enjoyable periods of time. Flow is characterized by total absorption in what one is doing, by loss of thoughts or concerns about oneself, and by a distorted sense of time. What two factors are needed to create flow? CHALLENGESKILL

8 | 22 Copyright © 2014 Cengage Learning. All rights reserved. C REATING F LOW Imagine you took an advanced calculus class in high school and made all “A’s.” The day before you took your college placement exams, you stayed out all night with friends and were exhausted on the day of the exam. As a result, you failed the math section and you were placed in a developmental math course. Since your math skills far exceed the challenge of developmental math, what emotion would you likely experience during the course? BOREDOM

8 | 23 Copyright © 2014 Cengage Learning. All rights reserved. C REATING F LOW Imagine you seldom paid attention in your high school math classes; as a result, you just barely passed them. After taking your college placement exams, you were mistakenly placed in an advanced calculus course. Since the challenge of the math course far exceeds your math skills, what emotion would you likely experience during the course? ANXIETY

8 | 24 Copyright © 2014 Cengage Learning. All rights reserved. C REATING F LOW Imagine you worked hard in high school and received good grades, especially in math. The day you took your college placement exams, you were confident, prepared, and you did your best. As a result, you were placed in the appropriate math course. Since your math skills are the same as…or slightly below…the challenge of the math course, what emotion would you likely experience during the course? FLOW

8 | 25 Copyright © 2014 Cengage Learning. All rights reserved. C OLLEGE AND F LOW Form groups of three. As a group, make a list of questions you could ask other students in order to identify excellent instructors who create flow in their classes.

8 | 26 Copyright © 2014 Cengage Learning. All rights reserved. W ORK AND F LOW How could you create flow at work?  Find a career where you can use and enhance your skills.  Find a career that challenges your abilities.  Find a career that matches your interests.

8 | 27 Copyright © 2014 Cengage Learning. All rights reserved. Make a list of three actions you could do to nurture yourself physically. Make a list of three actions you could do to nurture yourself mentally. Make a list of three actions you could do to nurture yourself emotionally. If you choose, make a list of three actions you could do to nurture yourself spiritually. On your paper, mark the one action you will commit to doing every day for the next 32 days. D EVELOP A S ELF -C ARE P LAN

1 | 28 Copyright © Cengage Learning. All rights reserved. Q UICK R EVIEW  Low Skill + High Challenge =  High Skill + Low Challenge =  Skill + Equal or Slightly Greater Challenge = Anxiety Boredom Flow Identify the emotion resulting from…

1 | 29 Copyright © Cengage Learning. All rights reserved. What are the 4 components of emotional intelligence? Q UICK R EVIEW Emotional Self- Awareness Relationship Management Emotional Self- Management Social Awareness

1 | 30 Copyright © Cengage Learning. All rights reserved. Q UICK R EVIEW What are four emotions that are a cause or effect of stress? Feeling Overwhelmed Anger Depression Anxiety

8 SS | 31 Copyright © 2014 Cengage Learning. All rights reserved. Identify the following strategies for increasing money flowing in.  Helps you make important decisions about the dollars flowing in/out of your account.  Helps you manage your money by offering financial services like checking.  Helps you pay college tuition and expenses and need not be repaid. I NCREASING M ONEY F LOWING I N Grants and Scholarships Bank/Credit Union Financial Plan (budget)

8 SS | 32 Copyright © 2014 Cengage Learning. All rights reserved. Identify the following strategies for increasing money flowing in.  Money guaranteed by the federal government that must be repaid.  Enables you to make money, gain experience, and accumulate possible recommendations.  Enables you to put money away that will grow for the future. I NCREASING M ONEY F LOWING I N Savings & Investments Work Low Cost Loans