Appendix to the Emotional Intelligence Essay
The following appendices belong to my M.A. essay on Emotional Intelligence. Many of them are interesting in their own right.
- Appendix 1 Emotional intelligence questionnaire
- Appendix 2 Multiple intelligence summary ( Martin,J 2002)
- Appendix 3 A list of feelings
- Appendix 4 Intelligence Preferences and Irritations ( Martin, J 2002)
- Appendix 5 Mind Body Definitions
- Appendix 6 Network of Logical levels (dilts 1994)
- Appendix 7 Levels for Potential Change:Neurological and Emotional
- Appendix 8 Spiral Dynamics Overview
- Appendix 9 Timeline of Changes in the Human Mind-Body
- Bibliography
Appendix 1
Emotional Intelligence Questionnaire.
Name……………………………….. To answer this questionnaire, circle one number for each question.
In Your opinion: How good at reading other peoples emotions do you think that you are?
Poor at reading emotions: 1 2 3 4 5 6 7 8 9 10 Good at reading emotions
How good are you at recognising what you are feeling?
Not sure what I feel: 1 2 3 4 5 6 7 8 9 10 Always know what I feel
How well do you know what your emotions are telling you?
Unsure: 1 2 3 4 5 6 7 8 9 10 know well
When you get upset, how quickly do you let go of the negative emotions?
Stay upset: 1 2 3 4 5 6 7 8 9 10 Let go
When you are disagreeing with someone how easily do you understand their viewpoint?
Don’t understand: 1 2 3 4 5 6 7 8 9 10understand others point view
How good are you at solving a conflict when you get into one?
Stay in conflict: 1 2 3 4 5 6 7 8 9 10 Can solve conflict
When something you want is going to happen, do you have to have it now or can you wait?
Have it now: 1 2 3 4 5 6 7 8 9 10 Can wait
When something is difficult to do, do you keep going or give up?
Give up: 1 2 3 4 5 6 7 8 9 10 Keep going
If things start to go wrong do you keep going until you have solved the problem and complete the task or just give up?
Give up: 1 2 3 4 5 6 7 8 9 10 Keep going
How many different emotions can you name, list them:
What do you want to learn?
Do you believe you can?
How can others help you?
What sort of learner are you?
One thing I like about myself is ………………………………………
A favourite memory I have is……………………………………….
I look forward to ……………………………………………………
I feel good when ……………………………………………………….
Appendix 3
| A LIST OF FEELINGS | |||||
|---|---|---|---|---|---|
| abandoned | contented | fearful | irreverent | peaceful | stingy |
| adamant | contrite | flustered | irritated | peeved | strangled |
| adequate | cruel | foolish | isolated | persecuted | strong |
| affectionate | crushed | forgiving | jealousy | petrified | stuffed |
| afraid | culpable | frantic | joyfull | pity | stunned |
| aggrieved | curious | free | joyous | pleasant | stupid |
| agony | deceitful | frightened | jumpy | pleased | stupified |
| almighty | defeated | frustrated | keen | precarious | suffering |
| aloof | defiant | full | kind | pressured | sullen |
| ambivalent | deflated | furious | laconic | pretty | sure |
| amused | dejected | fury | lazy | prim | surprised |
| angry | delighted | prissy | suspicious | ||
| annoyed | depressed | glad | left out | proud | sympathetic |
| anxious | desirous | gloomy | licentious | quarrelsome | talkative |
| apathetic | despair | good | light-headed | tempted | |
| apprehensive | destructive | grateful | light-hearted | rage | tenacious |
| ashamed | determined | gratified | lonely | rapture | tender |
| astounded | different | greedy | lost | refreshed | tense |
| awed | diffident | grief | loved | rejected | tentative |
| bad | diminished | grief stricken | loving | relaxed | tenuous |
| bashful | disappointed | groovy | low | relieved | terrible |
| beautiful | discontented | guilty | remorse | terrified | |
| betrayed | disdainful | gullable | mad | resentful | tetchy |
| bitter | disgusted | happy | maudlin | restless | threatened |
| blissful | dismayed | hate | mean | reverent | thwarted |
| bold | distracted | haughty | melancholy | rewarded | tired |
| bored | distraught | heavenly | mellow | ridiculous | trapped |
| brave | disturbed | helpful | merry | righteous | triumphant |
| buoyant | divided | helpless | mischevious | sad | troubled |
| burdened | dominated | miserable | sated | ugly | |
| calm | downcast | high | mortified | satisfied | uneasy |
| capable | dubious | homesick | mystical | scared | unsettled |
| captivated | eager | honoured | naughty | sceptical | used |
| carefree | ecstatic | horrible | nervous | scornful | vehment |
| challenged | electrified | hostile | nice | screwed up | vengeful |
| charmed | empty | humiliated | niggardly | self righteous | vicious |
| cheated | enchanted | humourous | nutty | serene | victorious |
| cheerful | energetic | hurt | obnoxious | servile | vindicated |
| childish | energised | hysterical | obsessed | settled | violent |
| churlish | enervated | ignored | odd | vital | |
| clever | enjoy | immortal | opposed | shocked | vivacious |
| cold blooded | envious | imposed upon | outraged | silly | vunerable |
| combative | evil | impressed | overjoyed | sneaky | weepy |
| competitive | exasperated | indifferent | overwhelmed | solemn | wicked |
| concerned | excited | infatuated | pain | sorrowful | woebegone |
| condemed | exhausted | infuriated | pained | sorry | woeful |
| confused | fascinated | inspired | panicked | spiteful | wonderful |
| conspicuous | fauning | intimidated | parsimonious | startled | worried |
| zany | |||||
Appendix 5
Mind Body Definitions
'The Brain' is made up of three main parts: The reptilian brain (or brainstem) which is responsible for breathing, excretion, blood flow, body temperature and other autonomic functions.
The Limbic system, which encircles the top of the brainstem and is the seat of the emotions (made up of the amygdala, hypothalamus, thalamus, and hippocampus).
Hypothalamus: processing centre & hormonal centre; receiving & sending out signals to pituitary gland; controls heart rate and blood pressure.
Thalamus: connection site between sensory components (except smell) & the higher functions.
The hippocampus; long term memory, context of events and memories.
The amygdala acts as a tagging system for information coming directly coming into our senses - this also involves consultation with our memory banks of the hippocampus. This process can operate entirely out of our consciousness, i.e. in our unconscious mind. The amygdala assigns an emotional value which then allows us to then to assess the event and to react accordingly
(Winston 2004)
The chemical brain is a ligand -receptor system involving the endocrine ( glands), neurological, gastrointestinal and the immune systems. Chemicals called peptides that can act like neuro transmitters move through extracellular space, swept along in the blood and cerebrospinal fluid. These molecules are seen as information molecules and by some scientists as the unconscious mind. Some of the strongest density of receptors for the information molecules are on immune cells and in the gut, hence 'gut feelings.
(Pert 1999)
Appendix 6
Dilts( 1994)
When modelling change it is important to look at the influences at all levels and to initiate change at the level that is likely to have most effect. In relation to emotions this is from my experience at the beliefs and values levels.
Appendix 7
Appendix 8
Spiral Dynamics ( living strata in our psycho-cultural archaeology)
| Description Code / Colour | Focus Deep concern / orientation | Core value & ethics. Manifestation of vMEME Life conditions outside / thinking systems |
|---|---|---|
| Whole view Systems . 8 Turquoise | “We” Harmony with living / Global Flux | Holistic / Experiential Patterns of the whole: Sense of collective individualism to serve the entire living system. Interconnectdness, holistic understanding, spirituality-meta. Ecology. A single living entity / Seek the order beneath the chaos. |
| Flex Flow 7 Yellow | Knowledge of natural flow/Functional flow | Existential / Systemic Integrated Processes & Flows: To align conflicting alternatives. Personal responsibilities in being. Can lack commitment. Surival in chaos, flexibility ( surfing the spiral), ecology. A complex system at risk of collapse / Learn how to be free & question. |
| Human Bond 6 Green | Equality & Community/Group & Cause | Sociocentric / Humanistic. Relative needs of the collective: Fit in with Group’s norms & attitudes. Best serve the people’s common good. Consensus, egalaterianism, levelling. The natural habitat of all humanity / Form communities to experience growth. |
| Strive Drive 5 Orange | Autonomy & Achievement / Materialistic | Multiplistic/Rational. Situational Rules of the Game: Individual principles of conscience. Autonomy & self control to win. Achievment, strategic. Full of opportunities to take control / Pragmatically test options for success. |
| Truth Force 4 Blue | Meaning & Purpose/System | Absolutistic /Moralistic Commandments of the Higher Authority: Comply with rules, avoid punishment. Duty ( with guilt ) to do what is right. Conformity, consistency, truth force. Divinely controlled & guilt ridden / Obey rightful higher authority. |
| Power Gods 3 Red | Raw dominance & control / Aggression | Egocentric / Exploitative Law of the jungle: Impulsive drives & immediate rewards. Guiltless service of raw self – interest. Power, self-esteem, self- expression, self-intelligence. Rough & hard like a jungle / Fight to survive inspite of others. |
| Kin Spirits 2 Purple | Clan’s well Being & safety / Tribal | Tribalistic / Animalistic Ways of the Tribe: Animistic beliefs & mystical signs. Serve the clan & ancestral ways. Safety in Belonging Mysterious & Frightening / Placate spirits & gather for safety |
| Survival sense 1 Beige | Physiological survival | Security A state of nature / Act like the other animals. |
Copyright 15/1/2005 Nigel F Huddleston
(From the work of K.Wilbur & D.Beck . Acknowledgements to K.E.Rice.)
Appendix 9
Timeline of changes in the Human Mind-Body
- Babies probably have synesthesia - connection between visual & auditory cortex pruned later.
- Foetal brain produces 250,000 neurons a minute
- 1-2 days preference for symmetrical faces + instinctive interest in whatever is most novel
- 7-8 months 2 step planning
- 9-10 months 3 step planning - prefrontal lobes reach a certain level of maturity
- 1 year frontal lobe developed enough for own priorities
- 18months - 2 years; develop sense of me-self.
- 2 yrs language comprehension better than production - frustration terrible 2's
- 3 years hippocampus reaches maturity -long term memory
- 4yrs Theory of Mind; understand the state of knowledge that exists in another's mind
- 4yrs onwards can lie with ease.
- 5yrs; in 95% of people the left brain has assumed responsibility for language.
- About 10 children get into cliques an gossip & tell stories about each other instead of teasing
- Pre puberty good ability to read facial expressions
- Frontal lobes go through a rapid spurt of growth up to about the age of puberty.
- 11/12 years generally - can be anywhere between 8 -17 yrs (puberty).
Ability to read emotions correctly decreases as frontal lobes shrink. - At puberty, the mind grows more neurons, many go no where! This also accounts for the “Kevin”like behaviour of teenagers, i.e. the gruntal communication. Many messages get delayed or even don't arrive at their destination. The neurons connect up properly at around the age of 15 and the teenager's ability to communicate returns.
[In my view the degree of teenage behaviour also depends on the individuals values - see Spiral dynamics and the pleasure-pain pathway of the body-mind system].
Mood swings and flashes of temper can be frequent.
Brain of teenager predisposes them to be more impulsive - less control from frontal lobes smaller frontal cortex
Young teenagers may not have fully developed capacity to assess threat
Older teenagers stronger ability to assess threats
- 16 yrs only 25% ( check the exact figure) of 16 year olds have formal thinking
- 21- 25 years, full reasoning ability - the neurons connect up to the frontal lobes of the brain fully and full reasoning power can be accessed.
- Adult stronger ability to assess threat than teenager
- 27 years a pruning neuronal patterns
This is a synthesis of information from (Winston 2004) and ( Adey, Shayer and Yates)
Bibliography
- Adey,P and Shayer,M and Yates, C. Thinking Science( CASE), Nelson-Thornes www.case-network.org
- Beck,D.E. and Cowan, C.C. ( 2004), Spiral Dynamics, BlackwellPublishing
- ( 1985), The Collins English Dictionary.
- Dilts,R( 1994) Strategies of Genius, Meta Publications.
- Elson, T ( 2003) NLP Practitioner ( course notes), NLP world www.nlpworld.co.uk
- Goleman,D, Dali Lama ( 2004) Destructive Emotions And How We Can Overcome Them, , Bloomsbury Publishing.
- Goleman,D (1999) Working With Emotional Intelligence, Bloomsbury Publishing.
- Lawley and Tompkins ( 2000) Metaphors In Mind, The Developing Company Press
- Martin,J ( 2002) Multiple Intelligences: A Trainers resources of 35 Activities, Gower Publishing.
- Merlevede, P.E. (2003) Mastering mentoring and coaching with Emotional Intelligence, Crown House.
- Pert,C(1999),Molecules of Emotion - Why You Feel The Way You Feel, Pocket Books.
- Rice, K.E. (2004) An Introduction To Spiral Dynamics for NLP Master Practitioners, Rice,K. www.keithrice.co.uk
- Robbins, A (1992) Awaken The Giant Within, Simon & Schuster
- Winston,R(2004), The Human Mind, Bantam Press.
CD
Paul Ekman;(2003) Subtle & Micro Expression Training Tools. www.pauleckman.com