The contribution of education to health promotion
Robin Bunton, Gordon Macdonald in Health Promotion, 2003
This interest in relationships and emotions in health education is starting to be supported by similar concerns in mainstream education. As we have seen, Maslow’s theory has demonstrated that emotional needs such as self-esteem and loving and caring underpin the ability to move onto higher goals such as intellectual understanding. More recently, scientists such as Gardner (Gardner et al. 1995) have been highly influential in obtaining recognition for emotional and social competence as valuable in their own right, not just as a stepping stone to intellectual development. Gardner’s work on ‘multiple intelligences’, has brought relationships and emotions into a central position in education. He suggests that limiting the definition of what we mean by ‘intelligence’ to the cognitive and intellectual is too restrictive and narrow. He has identified seven separate intelligences, some of which are traditional (e.g. logical and spatial) but two of which are concerned with relationships and emotions. ‘Interpersonal intelligence’ is the ability to understand others, how they work, what motivates them, and how to work co-operatively with them. ‘Intra personal intelligence’ is the ability to understand oneself, to form an accurate model of oneself, and use it to operate effectively in life. Gardner suggests educators need to treat these emotional and social forms of intelligence as being of equal worth to those more traditionally transmitted by education.
Other people and other minds
David Cohen in 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
E. Scott Geller in Working Safe, 2017
In his influential book, Gardner (1993) refers to the first ability as “intrapersonal intelligence” and the second as “interpersonal intelligence.” We show intrapersonal intelligence when we keep our negative emotions (including frustration, anger, sadness, fear, disgust, and shame) in check and use our positive emotions or moods (such as joy, passion, love, optimism, and surprise) to motivate constructive action. The driver in Figure 15.8 is attempting to control his negative emotions elicited by an unfriendly interpersonal communication.
The Development and Validation of the Appreciative Intelligence® Scale
Published in Human Performance, 2020
Brian Whitaker, Tojo Thatchenkery, Lindsey N. Godwin
Thatchenkery and Metzker (2006) performed a thematic analysis of 960 stories of “Leaders and Success” from Investor’s Business Daily over a ten-year period. Exploring the life stories of successful leaders, themes such as their emotional reaction to failure, capacity to reinterpret traumatic events into learning opportunities, ability to work from “rags to riches,” capacity to see the positives in distressing situations, and childhood attitudes toward success emerged. Based on these findings, as stated earlier, Thatchenkery and Metzker (2006) conceptualized Appreciative Intelligence® as the ability to reframe and perceive the positive potential in a situation and to act mindfully to transform the potential of a situation to positive outcomes. Embedded in the theory of multiple intelligences proposed by Gardner (1983, 1999)), which demonstrated that intelligence was not a single ability but a number of capacities, AI adds to the intrapersonal and interpersonal intelligences popularized by Goleman (1994) and Salovey and Mayer (1990).
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.
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).
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