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Other people and other minds
Published in David Cohen, How the child's mind develops, 2017
Many psychologists realised in the 1980s that the traditional concept of intelligence was too narrow precisely because, like Piaget, it omitted the social dimension. In his list of multiple intelligences, Howard Gardner (1992) includes: interpersonal intelligence – how we think about other people;intrapersonal intelligence – how we think about ourselves.
The person-based approach to actively caring
Published in E. Scott Geller, Working Safe, 2017
Achieving the vision of an injury-free workplace requires awareness and control of our own emotions, as well as the ability to assess, understand, and draw on the influence of other people’s emotions. This requires empathic and persuasive communication skills (interpersonal intelligence), as well as self-confidence, personal control, self-esteem, and optimism (intrapersonal intelligence) to develop and implement new tools for safety management.
Cognition, Language and Intelligence
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
A worldwide survey of how local communities defined intelligence included many foci that would be ignored or not given high value in traditional definitions offered by Western academic professionals or many clinicians. Included were metacognition (ability to understand and control oneself); depth or processing rather than speed; interpersonal intelligence (PI); intrapersonal intelligence; intellectual self-assertion; intellectual self-effacement; de-emphasis upon verbal skills; memory for facts; noticing, recognizing, and determining mental efforts, feelings, and opinions; practical skills and speed; speaking less; skills that facilitate and maintain harmonious and stable intergroup relations; social responsibility, cooperativeness; obedience; depth (listening rather than talking); seeing all aspects of an issue; placing the issue in its overall context; practical and adaptive rather than school intelligence; and social competence skills.
Emotional Intelligence, Executive Functions and Sensory Processing in Daily Life in Children Aged Between 8 to 11 Years: A Pilot Study
Published in Occupational Therapy in Mental Health, 2023
Dulce Romero-Ayuso, Araceli Ortiz-Rubio, Carmen Vidal-Ramírez, Sonia Pérez-Rodríguez, José Matías Triviño-Juárez
The EQ-i:YV is a 60-item self-report designed for use with school-aged youths, 7–18 years, which uses a rating scale (1 = very seldom true or not true of me, 4 = very often true of me or true of me) (Davis & Wigelsworth, 2018). The instrument offers a total EI score based on the scores obtained on four scales: intrapersonal intelligence, interpersonal intelligence, stress management and adaptability. In addition, it includes an additional scale to know the general mood and two scales to assess the coherence of the responses and the positive impression shown by the child (Bar-On & Parker, 2018). The EQ-i: YV ranges from 60 to 240 points (Bar-On & Parker, 2018). The higher the score in EQ-i:YV, the higher the emotional competence. According to the test scales, the average score for the Spanish population is between 90 and 109. Thus, it is understood that values between 80 and 89 indicate a low score in EI, between 70 and 79 a very low score in EI, and <70 an extremely low score in EI. Values between 110-119 are high scores in EI, between 120 and 129 correspond to very high scores in EI and values ≥130 are extremely high scores in EI. A score <90 suggests that the child needs an improvement in EI. The time it takes each child to complete the EQ-I: YV questionnaire is between 20 and 25 min. A Cronbach’s alpha ≥.70 has been reported by EQ Total score, and a good reliability has been reported by intrapersonal (.69), interpersonal (.73), adaptability (.77), stress management (.70), and general mood (.79) (Bar-On & Parker, 2018).
Identifying strengths in youths at substance use treatment admission
Published in The American Journal of Drug and Alcohol Abuse, 2019
Maria E. Pagano, Nadia M. Raj, Christine Rhodes, Amy R. Krentzman, Michelle Little
While all seven of Gardner’s multiple intelligences were reported, as well as two that he later proposed (49), interpersonal intelligence, generic intelligence, and grit were the top three assets identified in this population. The frequent mentioning of “being smart” extends prior research indicating high intelligence among individuals with SUD (30). Grit, such as “being hardworking”, is increasingly recognized as a strength in perseverance and creative use of resources to obtain a targeted goal (32). Being resourceful may be a helpful way for youths to understand their using behavior. While not healthy, using alcohol and other drugs can be viewed as a creative but maladaptive method that temporarily silenced difficult emotions. Interpersonal strengths, such as “caring” or “good mentor”, were common (i.e., 73%) while few (e.g., 12%) identified intrapersonal strengths, such as “I am myself”. These findings may be useful in treatment planning and facilitating 12-step participation. Youths with intrapersonal strengths may latch on to 12-step service to get and stay sober (50). Low self-awareness, on the other hand, may improve through taking a personal inventory and meditation, which are other encouraged practices of the 12-step program.