I am at the last leg of my BHMS Thesis. I have already written the thesis but looking for some homoeopathic medicines which may suit to emotional intelligence tribulations.

IPlease help. Thanks in advance.

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<b>Homoeopathic Doctor Aqeel Choudhary<br />House No. 132, Block VI,Jinnah Colony, Kharian City.</b>

Emotional Intelligence
Historical Roots
1. When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, David Wechsler defined intelligence as "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment" . As early as 1940 he referred to "non-intellective" as well as "intellective" elements , by which he meant affective, personal, and social factors. Furthermore, as early as 1943 Wechsler was proposing that the non-intellective abilities are essential for predicting one’s ability to succeed in life. He wrote:
2. Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike, to take another example, was writing about "social intelligence" in the late thirties . Unfortunately, the work of these early pioneers was largely forgotten or overlooked until 1983 when Howard Gardner began to write about "multiple intelligence." Gardner proposed that "intrapersonal" and "interpersonal" intelligences are as important as the type of intelligence typically measured by IQ and related tests.
3. Now let us switch our historical lens to I/O psychology. In the 1940s, under the direction of Hemphill , the Ohio State Leadership Studies suggested that "consideration" is an important aspect of effective leadership. More specifically, this research suggested that leaders who are able to establish "mutual trust, respect, and a certain warmth and rapport" with members of their group will be more effective . At about the same time, the Office of Strategic Services developed a process of assessment based on the earlier work of Murray that included the evaluation of non-cognitive, as well as cognitive, abilities. This process evolved into the "assessment center," which was first used in the private sector at AT&T in 1956 . Many of the dimensions measured in assessment centers then and now involve social and emotional competencies such as communication, sensitivity, initiative, and interpersonal skills.
4. I could cite other strands of research and theory, but I think it is clear that by the early 1990s, there was a long tradition of research on the role of non-cognitive factors in helping people to succeed in both life and the workplace. The current work on emotional intelligence builds on this foundation.

Contemporary Interest
5. When Salovey and Mayer coined the term emotional intelligence in 1990 , they were aware of the previous work on non-cognitive aspects of intelligence. They described emotional intelligence as "a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action" . Salovey and Mayer also initiated a research program intended to develop valid measures of emotional intelligence and to explore its significance. For instance, they found in one study that when a group of people saw an upsetting film, those who scored high on emotional clarity (which is the ability to identify and give a name to a mood that is being experienced) recovered more quickly . In another study, individuals who scored higher in the ability to perceive accurately, understand, and appraise others’ emotions were better able to respond flexibly to changes in their social environments and build supportive social networks.
6. In the early 1990’s Daniel Goleman became aware of Salovey and Mayer’s work, and this eventually led to his book, Emotional Intelligence. Goleman was a science writer for the New York Times, whose beat was brain and behavior research. He had been trained as a psychologist at Harvard where he worked with David McClelland, among others. McClelland was among a growing group of researchers who were becoming concerned with how little traditional tests of cognitive intelligence told us about what it takes to be successful in life.
7. IQ by itself is not a very good predictor of job performance. Hunter and Hunter estimated that at best IQ accounts for about 25 percent of the variance. Sternberg has pointed out that studies vary and that 10 percent may be a more realistic estimate. In some studies, IQ accounts for as little as 4 percent of the variance.
8. An example of this research on the limits of IQ as a predictor is the Sommerville study, a 40 year longitudinal investigation of 450 boys who grew up in Sommerville, Massachusetts. Two-thirds of the boys were from welfare families, and one-third had IQ’s below 90. However, IQ had little relation to how well they did at work or in the rest of their lives. What made the biggest difference was childhood abilities such as being able to handle frustration, control emotions, and get along with other people.
9. Another good example is a study of 80 Ph.D.’s in science who underwent a battery of personality tests, IQ tests, and interviews in the 1950s when they were graduate students at Berkeley. Forty years later, when they were in their early seventies, they were tracked down and estimates were made of their success based on resumes, evaluations by experts in their own fields, and sources like American Men and Women of Science. It turned out that social and emotional abilities were four times more important than IQ in determining professional success and prestige.
10. Now it would be absurd to suggest that cognitive ability is irrelevant for success in science. One needs a relatively high level of such ability merely to get admitted to a graduate science program at a school like Berkeley. Once you are admitted, however, what matters in terms of how you do compared to your peers has less to do with IQ differences and more to do with social and emotional factors. To put it another way, if you’re a scientist, you probably needed an IQ of 120 or so simply to get a doctorate and a job. But then it is more important to be able to persist in the face of difficulty and to get along well with colleagues and subordinates than it is to have an extra 10 or 15 points of IQ. The same is true in many other occupations.

11. We also should keep in mind that cognitive and non-cognitive abilities are very much related. In fact, there is research suggesting that emotional and social skills actually help improve cognitive functioning. For instance, in the famous "marshmallow studies" at Stanford University, four year olds were asked to stay in a room alone with a marshmallow and wait for a researcher to return. They were told that if they could wait until the researcher came back before eating the marshmallow, they could have two. Ten years later the researchers tracked down the kids who participated in the study. They found that the kids who were able to resist temptation had a total SAT score that was 210 points higher than those kids who were unable to wait.
12. Granted that cognitive ability seems to play a rather limited role in accounting for why some people are more successful than others, what is the evidence that emotional and social factors are important? In doing the research for his first book, Goleman became familiar with a wealth of research pointing to the importance of social and emotional abilities for personal success. Some of this research came from personality and social psychology, and some came from the burgeoning field of neuropsychology. I don’t have the time or space to summarize all of this research. Let me, however, give you a few examples that deal specifically with the role that non-cognitive abilities play in success at work.
The Origins of Emotional Intelligence
13. Two psychologists - John (Jack) Mayer, Ph.D. of the University of New Hampshire and Peter Salovey, Ph.D. of Yale University - published two academic papers on emotional intelligence in 1990. Salovey and Mayer defined emotional intelligence as the: "Ability to monitor one's own and other's feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions." (1990). A journalist by the name of Daniel Goleman took much of Mayer and Salovey's theory and turned it into a best-selling book titled Emotional Intelligence . Goleman in Emotional Intelligence notes: "... John Mayer, a University of New Hampshire psychologist who, with Yale's Peter Salovey, is a coformulator of the theory of emotional intelligence." Goleman (1995) expanded upon their original meaning of the term and defined emotional intelligence as:
a. Knowing ones emotions
b. Managing emotions
c. Motivating oneself
d. Recognizing emotions in others
e. Handling relationships

Affect, Mood and Emotions
14. The terms affect, mood, and emotion are used interchangeably throughout much of the literature, without distinguishing between them. Some of the confusion or lack of clarity may be a result of the overlap among the concepts. Some researchers have attempted to distinguish these concepts based on structural differences and functional differences. Schwarz and Clore (1988) differentiated emotion from mood based on structural differences, such as the specificity of the targets (e.g., emotions are specific and intense and are a reaction to a particular event, whereas mood are diffuse and unfocused and timing (e.g., emotions are caused by something more immediate in time than moods). Batson and collegues (1992) differentiated mood, affect and emotion based on functional differences, like changes in value state (affect), beliefs about future affective states (mood), and the existence of a specific goal (emotion).
Emotions
15. We all know what emotion is, right? Perhaps not, as consulting the dictionary presents a not-very-helpful definition of the term: "an affective state of consciousness in which joy, sorrow, fear, hate, or the like, is experienced, as distinguished from cognitive and volitional states of consciousness". In turn, the dictionary defines affective as: "pertaining to feeling or emotion, especially to pleasurable or unpleasurable aspects of a mental process."
16. What comes out of this exercise is that emotion is distinct from cognition (thinking) and volition (will, or motivation). There are three states of mind, then, three ways in which we can view ourselves and our world.
Intelligence
17. Intelligence has been defined in many different ways. The definition which makes the most sense for our purposes is as follows: "intelligence is a set of cognitive abilities which allow us to acquire knowledge, to learn and to solve problems".
Emotional Intelligence
18. Recent discussions of EI across the American landscape shows that EI is not some easily dismissed "neopsycho-babble." EI has its roots in the concept of "social intelligence," first identified by E.L. Thorndike in 1920. Psychologists have been uncovering other intelligences for some time now, and grouping them mainly into three clusters: abstract intelligence (the ability to understand and manipulate with verbal and mathematic symbols), concrete intelligence (the ability to understand and manipulate with objects), and social intelligence (the ability to understand and relate to people) (Ruisel, 1992). Thorndike (1920: 228), defined social intelligence as "the ability to understand and manage men and women, boys and girls -- to act wisely in human relations." And (1983) includes inter- and intrapersonal intelligences in his theory of multiple intelligences. These two intelligences comprise social intelligence. He defines them as follows:
a. Interpersonal intelligence is the ability to understand other people: what motivates them, how they work, how to work cooperatively with them. Successful salespeople, politicians, teachers, clinicians, and religious leaders are all likely to be individuals with high degrees of interpersonal intelligence.
b. Intrapersonal intelligence ... is a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life.
19. Emotional intelligence, on the other hand, "is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions".

20. Emotional Intelligence must somehow combine two of the three states of mind: cognition and affect, or intelligence and emotion. Emotional Intelligence is defined by Mayer and Salovey as follows:
21. EI subsumes Gardner's inter- and intrapersonal intelligences, and involves abilities that may be categorized into five domains:
a. Self-awareness: Observing yourself and recognizing a feeling as it happens.
b. Managing emotions: Handling feelings so that they are appropriate; realizing what is behind a feeling; finding ways to handle fears and anxieties, anger, and sadness.
c. Motivating oneself: Channeling emotions in the service of a goal; emotional self control; delaying gratification and stifling impulses.
d. Empathy: Sensitivity to others' feelings and concerns and taking their perspective; appreciating the differences in how people feel about things.
e. Handling relationships: Managing emotions in others; social competence and social skills.
22. It is very important to understand that Emotional Intelligence is not the opposite of intelligence, it is not the triumph of head over heart - it is the unique intersection of both. Think about the definition of emotion, intelligence, and especially, of the three parts of our mind - affect/emotion, cognition/thinking, volition/motivation. Emotional Intelligence combines affect with cognition, emotion with intelligence. Emotional intelligence, then, is the ability to use your emotions to help you solve problems and live a more effective life. Emotional intelligence without intelligence, or intelligence without emotional intelligence, is only part of a solution. It is the head working with the heart.


Why is emotional intelligence important?
23. Researchers investigated dimensions of emotional intelligence (EI) by measuring related concepts, such as social skills, interpersonal competence, psychological maturity and emotional awareness, long before the term "emotional intelligence" came into use. Grade school teachers have been teaching the rudiments of emotional intelligence since 1978, with the development of the Self Science Curriculum and the teaching of classes such as "social development," "social and emotional learning," and "personal intelligence," all aimed at "raise[ing] the level of social and emotional competence" (Goleman, 1995: 262). Social scientists are just beginning to uncover the relationship of EI to other phenomenon, e.g., leadership (Ashforth and Humphrey, 1995), group performance (Williams & Sternberg, 1988), individual performance, interpersonal/social exchange, managing change, and conducting performance evaluations (Goleman, 1995). And according to Goleman (1995: 160), "Emotional intelligence, the skills that help people harmonize, should become increasingly valued as a workplace asset in the years to come."
Emotional Intelligence At Work
24. We walk a fine line when we discuss emotional intelligence and its importance. On the one hand, we firmly reject the popular presses' notion that emotional intelligence is critical in all aspects of our life. We also reject the idea that emotional intelligence is about being a "nice guy" or just a new name for old ideas. On the other hand, we do believe that emotional intelligence can play some sort of role in leadership, career development and our work-life. This role is being defined as we speak, through empirical research and theorizing.
25. Emotional intelligence does not and should not be thought of as a replacement or substitute for ability, knowledge or job skills. Emotional intelligence is hypothesized to enhance workplace outcomes but does not guarantee it in the absence of suitable skills. Applications of emotional intelligence in the workplace may include these:
a. Career development - if you have an aptitude for understanding people, and yourself, perhaps you should consider a people-intensive career such as those in the mental health field.
b. Management development - managers who focus on their technical skills do not manage, they're just in charge. Understanding and enhancing emotional intelligence may enhance certain management skills and styles.
c. Team effectiveness - teams are more than the sum of the individual parts. The glue which holds teams together may be supplied by emotional intelligence.
The Limits of Emotional Intelligence At Work
26. Would you hire someone who lacked the technical skills to do the job? Most of us wouldn't, unless of course they possessed the ability to learn the job-related skills quickly. Would you hire a person who had great technical skills but sorely lacked the skills of emotional intelligence? Perhaps you would, and perhaps you wouldn't. It should depend upon the nature of the position. Some jobs require a higher level of emotional intelligence than others, such as that of a programmer. Some jobs may actually require emotional intelligence as a critical, job-related skill, such as that of a social worker.
27. As noted previously, research on the topic is new. In addition, emotional intelligence is not going to be shown to be critical to success in all careers and jobs. In fact, it may prove in some cases that being emotionally intelligent has a negative impact on job performance.
28. We do believe that emotional intelligence - defined as an ability - is something new and unique. However, popular claims that it is "twice as important as IQ" can be quite misleading. This issue was clarified by Goleman a few years ago when he noted that: “... In some life domains emotional intelligence seems to be more highly correlated with a positive outcome than is a measure of IQ. The domains where this can occur are “soft” - those where, e.g., emotional self-regulation or empathy may be more salient skills than are purely cognitive abilities, such as health or marital success.” “In those cases where EI is more salient than IQ, the predictive power for IQ would be lower than usual.” (D. Goleman, personal communication, July 22 and 27, 1999 and reported in Mayer, Salovey, & Caruso, 2000.) What this means is that the impact of analytic intelligence (IQ) is lower in some areas of our lives, such as marital success. That allows other factors, that is, non-IQ factors, to play a relatively greater role in positive outcomes.

The Value of Emotional Intelligence at Work
29. Martin Seligman has developed a construct that he calls "learned optimism" . It refers to the causal attributions people make when confronted with failure or setbacks. Optimists tend to make specific, temporary, external causal attributions while pessimists make global, permanent, internal attributions.
30. In research at Met Life, Seligman and his colleagues found that new salesmen who were optimists sold 37 percent more insurance in their first two years than did pessimists. When the company hired a special group of individuals who scored high on optimism but failed the normal screening, they outsold the pessimists by 21 percent in their first year and 57 percent in the second. They even outsold the average agent by 27 percent.
31. In another study of learned optimism, Seligman tested 500 members of the freshman class at the University of Pennsylvania. He found that their scores on a test of optimism were a better predictor of actual grades during the freshman year than SAT scores or high school grades.
32. The ability to manage feelings and handle stress is another aspect of emotional intelligence that has been found to be important for success. A study of store managers in a retail chain found that the ability to handle stress predicted net profits, sales per square foot, sales per employee, and per dollar of inventory investment.
33. Emotional intelligence has as much to do with knowing when and how to express emotion as it does with controlling it. For instance, consider an experiment that was done at Yale University by Sigdal Barsade . He had a group of volunteers play the role of managers who come together in a group to allocate bonuses to their subordinates. A trained actor was planted among them. The actor always spoke first. In some groups the actor projected cheerful enthusiasm, in others relaxed warmth, in others depressed sluggishness, and in still others hostile irritability. The results indicated that the actor was able to infect the group with his emotion, and good feelings led to improved cooperation, fairness, and overall group performance. In fact, objective measures indicated that the cheerful groups were better able to distribute the money fairly and in a way that helped the organization. Similar findings come from the field. Bachman found that the most effective leaders in the US Navy were warmer, more outgoing, emotionally expressive, dramatic, and sociable.
34. One more example. Empathy is a particularly important aspect of emotional intelligence, and researchers have known for years that it contributes to occupational success. Rosenthal and his colleagues at Harvard discovered over two decades ago that people who were best at identifying others’ emotions were more successful in their work as well as in their social lives . More recently, a survey of retail sales buyers found that apparel sales reps were valued primarily for their empathy. The buyers reported that they wanted reps who could listen well and really understand what they wanted and what their concerns were.
35. Thus far I have been describing research suggesting that "emotional intelligence" is important for success in work and in life. However, this notion actually is somewhat simplistic and misleading. Both Goleman and Mayer, Salovey, & Caruso have argued that by itself emotional intelligence probably is not a strong predictor of job performance. Rather, it provides the bedrock for competencies that are. Goleman has tried to represent this idea by making a distinction between emotional intelligence and emotional competence. Emotional competence refers to the personal and social skills that lead to superior performance in the world of work. "The emotional competencies are linked to and based on emotional intelligence. A certain level of emotional intelligence is necessary to learn the emotional competencies." For instance, the ability to recognize accurately what another person is feeling enables one to develop a specific competency such as Influence. Similarly, people who are better able to regulate their emotions will find it easier to develop a competency such as Initiative or Achievement drive. Ultimately it is these social and emotional competencies that we need to identify and measure if we want to be able to predict performance.
The Assessment of Emotional Intelligence
36. Assuming that emotional intelligence is important, the question of assessment and measurement becomes particularly pressing. What does the research suggest about the measurement of emotional intelligence and competence? In a paper published in 1998, Davies, Stankov, & Roberts concluded that there was nothing empirically new in the idea of emotional intelligence. This conclusion was based solely on a review of existing measures purporting to measure emotional intelligence at the point in time when they wrote that paper. However, most of those measures were new, and there was not yet much known about their psychometric properties. Research now is emerging that suggests emotional intelligence, and particularly the new measures that have been developed to assess it, is in fact a distinct entity. However, there still is not much research on the predictive validity of such measures, and this is a serious lack. Let me briefly summarize what we really know about the most popular ones.
37. The oldest instrument is Bar-On’s EQ-I , which has been around for over a decade. This self-report instrument originally evolved not out of an occupational context but rather a clinical one. It was designed to assess those personal qualities that enabled some people to possess better "emotional well-being" than others. The EQ-I has been used to assess thousands of individuals, and we know quite a bit about its reliability and its convergent and discriminant validity . Less is known about its predictive validity in work situations. However, in one study the EQ-I was predictive of success for U.S. Air Force recruiters. In fact, by using the test to select recruiters, the Air Force saved nearly 3 million dollars annually . Also, there were no significant differences based on ethnic or racial group.
38. A second instrument is the Multifactor Emotional Intelligence Scale . The MEIS is a test of ability rather than a self-report measure. The test-taker performs a series of tasks that are designed to assess the person’s ability to perceive, identify, understand, and work with emotion. There is some evidence of construct validity, convergent validity, and discriminant validity, but none for predictive validity.
39. A third instrument is the Emotional Competence Inventory. The ECI is a 360 degree instrument. People who know the individual rate him or her on 20 competencies that Goleman’s research suggests are linked to emotional intelligence. Although the ECI is in its early stages of development, about 40 percent of the items come from an older instrument, the Self-Assessment Questionnaire, that was developed by Boyatzis . These earlier items had been "validated against performance in hundreds of competency studies of managers, executives, and leaders in North America," Italy, and Brazil. However, there currently is no research supporting the predictive validity of the ECI.
40. Another measure that has been promoted commercially is the EQ Map . Although there is some evidence for convergent and divergent validity, the data have been reported in a rather ambiguous fashion.
41. One other measure deserves mention, even though it is less well-known than the others. Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim have developed a 33-item self-report measure based on Salovey and Mayer’s (1990) early work. There is evidence for convergent and divergent validity. Emotional intelligence scores on this measure were positively associated with first-year college grades and supervisor ratings of student counselors working at various mental health agencies. Also, scores were higher for therapists than for therapy clients or prisoners.
42. Finally, it might be helpful to keep in mind that emotional intelligence comprises a large set of abilities that have been studied by psychologists for many years. Thus, another way to measure emotional intelligence or competence is through tests of specific abilities. Some of these tests seem rather strong. To name just one example, there is Seligman’s SASQ, which was designed to measure learned optimism and which has been impressive in its ability to identify high performing students, salespeople, and athletes, to name just a few (Schulman, 1995).
Models of Emotional Intelligence
The Mayer-Salovey Model
43. One of the most powerful and unique aspects of this four-branch model is that it is simple to understand and to apply. We can teach people to employ the model to assist them in integrating emotion and thinking. Consider these steps:
a. Identify Emotions: How do I feel? How does the other person feel?
b. Using Emotions to Facilitate Thought: Is the mood helpful? Does it focus our attention, motivate us, or blind us?
c. Understand Emotions: Why do I feel this way? Why does the other person feel this way? How will we feel?
d. Manage Emotions: Do the decision and actions include emotional and logical data to achieve an adaptive outcome?
Approaches To Emotional Intelligence
Why Does It Matter?
44. For many people, emotional intelligence serves as a Rorschach inkblot - they read into it all sorts of things! For others, emotional intelligence is anything that is not IQ. This has resulted in a number of trainers, therapists, consultants, teacher, etc., labeling their work as emotional intelligence.
45. There are many approaches to emotional intelligence. It is extremely important that you become an educated consumer. My major concern is that you have a deep understanding of the field so that you can intelligently select your measures and your goals and your methods.
46. Over the years, consultants, trainers and even researchers took their work, re-labeled it "emotional intelligence" and marketed it to an unsuspecting audience. Perhaps it is unfair to characterize these people in this manner. Therefore, rather than claim that there is only one, right way to define, measure and train emotional intelligence, I will try to provide you with information on various approaches to the topic, and focus on the Mayer-Salovey approach, which you can judge it on its own merits.
47. Does it really matter? Is there anything worthy of consideration beyond semantics and intellectual arguments? I think that there is. By taking research on existing models, and calling it emotional intelligence, we are losing important advances in the science of psychology.
Other Approaches
48. If you have heard the term emotional intelligence it is probably due to the popularity of the book by Daniel Goleman. Goleman was trained as a psychologist, but wrote the book as a journalist. Actually, Goleman's view of emotional intelligence isn't so far different from that expounded initially by Salovey and Mayer in 1990. It is very difficult to write for the general public and still be true to scientific standards. Dan's newest work has tried to become grounded in research and theory.
49. The Mayer-Salovey model is an intelligence-based and ability-oriented approach. As such, it seems to offer a new way to look at intelligence and what it means. I believe that this field will undergo a major re-engineering effort. Let's take a look at some alternative views of the field.
Emotional Intelligence as Competencies
50. Consider an emotional intelligence model based upon a competency approach: planning and organizing, clarifying, informing, monitoring, consulting, recognizing, networking, rewarding, mentoring, delegating, team building and conflict resolution, problem solving, supporting, and motivating
51. In reality, this list is derived from a model of leadership developed by Yukl (1981). These 14 leadership behaviors are remarkably similar to some competency-based models of emotional intelligence. In the table below is a hypothetical "model" of emotional intelligence, consisting of a number of critical leadership traits. There are five categories and 22 individual traits:
An Emotional Competence Model
a. Social Skills Ambitious, daring, dynamic, enterprising, experienced, farsighted, original, persuasive
b. Motivation Active
c. Social Influence Affectionate, considerate, empowering, entertaining, friendly
d. Social Impact Credible, organized, productive, thrifty
e. Self-Management Calm, flexible, optimistic, trusting
52. Actually, this is a leadership model developed by psychologist and researcher David Campbell, and operationalized in his test, the Campbell Leadership Index (CLI).
Emotional Intelligence As Personality
53. Some approaches to emotional intelligence appear to be similar to personality models. Consider, for example, another hypothetical model and a test of emotional intelligence that measures these five categories and these 25 areas:
a. Emotional Stability Stress tolerance, impulse control, anger, depression, anxiety
b. Interpersonal Warmth, gregariousness, optimism, assertiveness, high-energy
c. Intrapersonal Imagination, aesthetics, access to emotions, open to ideas, new actions, open-mindedness
d. Friendliness Trust, straightforwardness, compliance, altruism, tender-mindedness
e. Motivation Sense of duty, achievement, initiative, deliberation
54. These 25 traits are important, and very interesting. They relate to and predict many important outcomes. However, these are 25 of the 30 facet scales of a test called the NEO Personality Inventory-Revised. The NEO is based upon the five factor model of personality, a model in development since the 1980's. The NEO labels these five trait clusters as: Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness There are decades of research on this personality model and test.

The MSCEIT and the EQ-I
55. The MSCEIT is based on the Mayer-Salovey model of emotional intelligence. The BarOn EQ-i comes from a different perspective. As Bar-On notes, emotional intelligence is "an array of noncognitive capabilities, competencies, and skills that influence one's ability to succeed in coping with environmental demands and pressures." He further notes that his model relates to emotionally intelligent behavior.

56. The EQ-i yields the following scores:
a. Intrapersonal Emotional self-awareness, assertiveness, self-regard, self-actualization, independence
b. Interpersonal Empathy, interpersonal relationship, social responsibility
c. Stress Management Problem solving, reality testing, flexibility
d. Adaptability Stress tolerance, impulse control
e. General Mood happiness, optimism

57. Research on the EQ-i, conducted on more than 30,000 people in dozens of countries has yielded extremely interesting results. However, the two models and two tests seem fairly divergent.
58. How do we reconcile these differences? The answer may lie in the intelligence / IQ models of Wechsler. David Wechsler noted that: "Intelligence, as a hypothetical construct, is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment."
59. However, Wechsler also noted that "I look upon intelligence as an effect rather than a cause, that is, as a resultant of interacting abilities - nonintellective included. The problem confronting psychologists today is how these abilities interact to give the resultant effect we call intelligence." (Emphasis added.)
60. Wechsler indicated that "...individuals with identical IQ's may differ very markedly in regard to their effective ability to cope with their environment...It is not possible to account for more than 50% to 70% of the interest correlational variance after all recognizable intellectual factors are eliminated. This leaves any where from 30% to 50% of the total factorial variance unaccounted for. It is suggested that this residual variance is largely contributed by such factors as drive, energy, impulsiveness, etc."
61. Bar-On appears to have been influenced by Wechsler's search for non-intellective factors. Mayer & Salovey were working in an intelligence ability framework.
62. It may be that the MSCEIT measures fundamental abilities of emotional intelligence as measured in an objective manner, and that the EQ-i measures the non-intellective factors that impact emotionally-intelligent behavior as reported by the person. This is a hypothesis that needs to be examined

The MSCEIT's Limits
63. There is a huge body of work on facial recognition, emotion management, and other areas. Even the venerable Wechsler scales contain items that are somewhat similar to certain MSCEIT tasks. The MSCEIT may be unique in bringing together a variety of ability measures of emotion and emotional intelligence. Furthermore, the MSCEIT merely samples from the universe of emotional intelligence abilities.

Can Emotional Intelligence Models Be Reconciled?

Theoretical Reconciliation

64. The field is fragmented right now. But, it is a young field, and so, we should not expect agreement or convergence in the area for some time. However, if you really want to integrate the various approaches to the topic, you can do so theoretically
a. Emotional Intelligence as an intelligence - provides core emotional aptitude, and thus could be viewed as an "IQ" equivalent.
b. Emotional Intelligence as traits - offers insights into how one filters and directs their emotional aptitude.
c. Emotional Intelligence as a set of learned competencies - allows you to examine how a person has adapted to their environment, which can be seen as an outcome measure.

Another Way to Look at the MSCEIT and EQ-I

65. The Mayer-Salovey model views emotional intelligence as an intelligence.

a. The MSCEIT is a ability test of emotional intelligence.

b. As such, it is a measure of aptitude.

66. The Bar-On model sees emotional intelligence as a set of non-cognitive competencies.

a. The EQ-i is a self-report measure.
b. As such, it examines aspects of emotionally-intelligent behavior.
67. Both tests complement each other and can be combined for use in clinical and workplace applications.

Conclusion

68. So is there anything new about emotional intelligence? In some ways, emotional intelligence really is not new. In fact, it is based on a long history of research and theory in personality and social, as well as I/O, psychology. Furthermore, Goleman has never claimed otherwise. In fact, one of his main points was that the abilities associated with emotional intelligence have been studied by psychologists for many years, and there is an impressive, and growing, body of research suggesting that these abilities are important for success in many areas of life.
69. However, rather than arguing about whether emotional intelligence is new, I believe it is more useful and interesting to consider how important it is for effective performance at work. Although I have not had the time to cover very much of it, I hope I have shown that there now is a considerable body of research suggesting that a person’s ability to perceive, identify, and manage emotion provides the basis for the kinds of social and emotional competencies that are important for success in almost any job. Furthermore, as the pace of change increases and the world of work makes ever greater demands on a person’s cognitive, emotional, and physical resources, this particular set of abilities will become increasingly important. And that is good news for I/O psychologists, for they are the ones who are best situated to help clients to use emotional intelligence to improve both productivity and psychological well-being in the workplace of tomorrow.

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<b>Homoeopathic Doctor Aqeel Choudhary<br />House No. 132, Block VI,Jinnah Colony, Kharian City.</b>

Suggest some homoeopathic medicines with reference to Emotional intelligence which can boost this ability. So that I may be able to submit the theses in time.

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<b>Homoeopathic Doctor Aqeel Choudhary<br />House No. 132, Block VI,Jinnah Colony, Kharian City.</b>

Aqeel,

I appreciate your bravado for providing us an opportunity to read your thesis before its submission. Good to read, educational and very informative.

Sorry, I can't help you with homeopathy. My knowledge is incomplete.

[ 22. November 2002, 08:34: Message edited by: mr.me ]

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Me

I visited your profile and your web site. You have completely covered your city. That was a excellent personal page. Nice to hear that you have done two master degrees beside homeopathy. Keep it up.

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Me

Thanks aqeel.

I have saved it in my folder.

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KN

I did not understand your question about emotional intelligence. Are you looking for remedies which have emotions. Are you looking for those remedies which can upgrade intelligence. However your article reveales everything about emotional intelligence. I do know about some remedies which have bad impact on emotional intelligence. In which platina stands at top.

You can start search in materia medicas and repertories through word DEMENTIA PRECOX. This will certainly resolve your problem

Like nux vom, mercuries, ignatia, calc carb, lyco, staphy, cham and tarentual his

Thanks for the tip Mrs. Tip

I received few private messages and got good result. I have collected some data myself. Thanks

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<b>Homoeopathic Doctor Aqeel Choudhary<br />House No. 132, Block VI,Jinnah Colony, Kharian City.</b>