EI 3

 

            QUESTION ·3: TRAITS IN Adults and Childhood: Domains

 

Trait is less well understood in high childhood rather than in adult people!

TRAIT in low adolescents is less understood because the fundamental structure is battle between two different dimensions: Emotional control and socio emotional.

As children move towards late childhood and adolescents their profile became stable between 10 and 11 years old and became invariant from 12-13 to 17-18.

In that moment we spoke about a Amygdala Hijack !

They need to develop your self-awareness to the point that you will be able to recognize those emotional signals. Other might called it a sixth sense an intuition or instinct that enable a person to make a correct judgment or decision without conscious use of the 5 senses or normal cognitive process.

In fact, adolescent’s brains make a hijack or elimination of neuroconectors or amygdala hijack and at the same moment, many of them still don´t have a clear sense of personal identity or gender identity.

As an answer for this situation we should be teaching students about emotional and social learning and teaching stress management, decision maiking, self-aware, social responsibility and problem solving

In sort I really believe that focused on emotional brainstorming  first, following for planning, later implementation and finally with a performance assessment

Domain of trait children. Facets:

Adaptability, Affective disposition,   Emotion expression, Emotion perception, Emotion regulation   Impulsive control   Peer relations   Self-esteem, self-motivation

 

Trait in Adults.

The first and foremost benefit of trait EI training is enhanced mental well –being benefitc, like: Improvement of self-report health and relationship and an incremental happiness for that.

Domain trait in adults

Well-being: self-esteem, trait happiness and optimism   Self-control: Emotion control, stress management, impulsive control   Emotionality: emotional perception + express, relationship and trait empathy     Sociability: social awareness, emotion management, assertiveness, adaptability and                    Self-motication

 

 

 

 

 

 

 

 

 

 

PART III: Maps and models.

Types of models

EI types, concept

EI components

Measures; trait, ability and workplace

 

i

Goleman (95)	Self-awareness, self-motivation, empathy, relationships, self-regulation.
Mayer + Salovey (97)	Expression emotions, facilitation emotional analyse and reflective thinking
Bar-on (97)	Adaptation, stress management, general mood, inter,intrapersonal
Cooper+ Sawaf (97)	E literacy, E fitness, E depth, E alchemy
Goleman (98)	Self- awareness, regulation, motivation   Empathy and social skill
Weisinger (98)	Self-awareness, communication skills, e.mamagement, interpersonal expertise, self-motivation and emotional coaching
Higg+ Dulewicz (99)	Drivers, motiva.Constrainers, resilence and Enables, self-awareness
Petrides (2001)	Adaptability, Impulsiveness (low), Assertiveness, relationship skills, Emotion expression, E management, E regulation, Self-esteem,            self- motivation, socialcompetence , stress management