Emotional Intelligence & Emotional Regulation Michele Galietta, Ph.D. Emotional Term coined by Peter Salavoy and John Mayer Intelligence Made popular by Daniel Goleman (1996) The ability to: Recognize, understand and manage our own Emotional emotions Recognize, understand and influence the emotions Intelligence of others Defined Others define it as follows: • the capacity to be aware of, control, and express one's emotions, and to handle interpersonal relationships judiciously and empathetically. EQ counts for twice as much as IQ and technical skills EQ vs. IQ combined in determining who will be successful. (Goleman, 1996) Self-Awareness Components Self-Management of Emotional Social Awareness and Social IQ Relationship Management. SELF AWARENESS Emotional Self Self ManagementAwareness Emotional Self Control
SELF Adaptability MANAGEMENT Self Management Achievement Orientation
Positive Outlook Empathy SOCIAL AWARENESS Self Management Organizational Awareness Influence
RELATONSHIP Coach and Mentor MANAGEMENT Self ManagementInspirational Leadership Conflict Management Teamwork Normal Emotional https://www.youtube.com/watch?v=5cvu9aK8pTU Development Emotional Elicitors Emotional States Emotions Emotional Expressions Motional Experiences Hard-Wired or Emotions are hard-wired Acquired? Emotion regulation is ACQUIRED Importance https://www.youtube.com/watch?v=tLiP4b- of Early TPCA&feature=youtu.be Experiences Individual differences exist with regard to reactivity emotion regulation occurs predictably with age Normal This process is dependent on the transaction between experience and biology Development “The emotionally driven ‘sculpting’ of synaptic networks locks in individual differences while advancing cognitive capabilities, so that personality development and emotion regulation are deeply intertwined.” Lewis, Todd & Xu, 2010 Research has examined infant crying and the relationship between tone and maternal response Theory that cry primes child to interact dynamically with the environment; pulls for intervention Infant Cries Tone affects responsiveness Disrupted biology or attachment produces different tone Evidence of anticipation of soothing in predictable relationships changes tone Ways Children Observational Learning (via modeling of emotional responses displayed by adults) Learn to Operantly, by the way in which others respond to the Regulate child’s emotions Emotions Didactic Instruction by adults Intensity may not be sufficient (e.g., dose) or steps in scaffolding or shaping process are missing Why do Motivation, cognitive set, or abilities of Programs caregiver/provider Designed to For individuals with ADHD, PDD, Complex Trauma Teach ER these programs assume the ability to pay attention and sustain attention Often Fail? Mindfulness shown to have powerful positive effects alone or in combination with other ER interventions ER and Complex https://www.youtube.com/watch?v=7hfn0CEm2J0 Trauma Emotional responses are ignored or punished Emotional escalation is reinforced (especially intermittently) Information about emotions, their functions, and how The Failure to to manage them is absent or given at a time where the child cannot access them or in a manner that shames Acquire ER thus creating emotional arousal and failure to uptake Abilities new information Biological or neurological deficits can impede the process This includes neurological consequences of existing in an unpredictable, traumatic environment ER & Family https://www.youtube.com/watch?v=t4okAfKCwRk&list Dynamics =PL2yRU0zqN4egNbYiqXrl_m2i9uH554CuV Earliest in best, most neuroplasticity Helping Be specific in your psychoeducation, this is more complicated than “being nice or nurturing” Parents to Must teaching awareness of child’s emotional Foster ER experience, but parents with ER deficits need to Abilities in develop self awareness and regulation Psychoeducation includes functions of emotions, Children awareness of emotional experiences, emotional labeling, and strategies for regulating emotions 1. Cultivate AWARENESS of emotions and non- avoidant experiencing of emotions Emotion 2. Teach about emotions and their functions Regulation 3. Teach people to decrease vulnerability to Goals negative emotions (lifestyle and cognitive strategies) 4. Teach people to change emotions when they are not effective Model of EMOTIONALEmotions EXPERIENCING & EXPRESSION (Page 338-339 in & Miller, 2015) Interpretation of Event Brain Change (neurochemical) Face and Body Prompting Event 1 Language Emotion (inside or outside) Face and Body Change (e.g., facial expression, Name (e.g., muscles, nerve signals, posture, skin color) blood vessels, heart rate, temperature) Prompting Event 2 Sensing Expression with Words (experience) Aftereffects Action Urge Action (do something)
Originally from Linehan, M. M. (1993). Skills Training Manual for Borderline Personality Disorder. New York: Guilford Press. Mindfulness to Emotions Distraction Self-Soothing Teaching Skills to Regulate Cognitive Strategies Emotions Changing Arousal Physiologically (TIP, Relaxation) Change an Emotion via Opposite Action From Linehan, 2015 DBT Skills Manual STOP (DT4)
Distress Stop, Freeze, Don’t Move a Tolerance Muscle Take a Step Back (Breathe) Observe Proceed Mindfully Mindfulness of Current Experience (observe) your emotion Emotion: Letting Practice mindfulness of body sensations go of Emotional Remember that you are not your emotion Suffering Do not judge your emotion (practice loving “The Wave Skill”(ER your emotion) 22) Wise Mind ACCEPTS (DT7)
Distress Activities Tolerance: Contributing Distraction Comparisons Emotions Pushing away Thoughts Sensations SELF-SOOTHE using the five senses (DT8)
Vision Distress Hearing Tolerance Smell Using Senses Taste Touch Change Your Body Chemistry. Do Steps in Order
Temperature Distress Tolerance: Crisis Survival Skills- Intense Exercise TIP (DT 6)
Progressive Relaxation/ Paced Breathing 1. Identify and Name Emotion Opposite 2. Check the facts Action: 7 Steps 3. Identify and Describe Action Urges (ER 10) 4. Ask Wise Mind (is acing on this effective?) 5. Identify OPPOSITE ACTIONS 6. Do Opposite Action ALL THE WAY! 7. Repeat Acting Opposite until emotion changes Fear • do what is prompting the emotion
Sadness • engage in meaningful activity, behaviorally activate Emotions & Guilt • engage in the behavior over and over (don’t apologize) Opposite Shame • disclose what you are hiding Actions Disgust • approach Envy • count your blessings
Jealousy • wish the best
Love • stop driving by, calling, texting, etc. Questions?? Thank you very much! [email protected]