EQ - Emotional Intelligence; practice and science

General data

Course ID:	4100-INTEMOC-B-OG
Erasmus code / ISCED:	14.4 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0313) Psychology The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	EQ - Emotional Intelligence; practice and science
Name in Polish:	Inteligencja Emocjonalna - praktyka i teoria
Organizational unit:	Centre for Foreign Language Teacher Training and European Education UW
Course groups:	General university courses General university courses in the humanities
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	Polish
Type of course:	general courses
Short description:	Emotional intelligence (EQ) refers to the mechanisms of social & interpersonal relations among individuals. The curriculum covers the areas of practical issues of emergence, development and applications of EQ in day to day life. During the course of the subject students will get insight into processes of EQ influence on persons’ social, personal and professional effectivenes in relation with others. Besides, basic skills of EQ developmenet will be recognized and trained.
Full description:	The subject covers the area of practical and theoretical issues of Emotional Intelligence (EQ); a construct which explains the processes of relating to others in everyday personal and professional life. It has been introduced by D. Goleman (1996), P.Salovey & J. Mayer (1989) at the end of XXth Century. Additionally, In the course of the subject the issues of so called interpersonal inteligence, group intelligence, the concept of boids – mechanism of flokcs, herds and schools bbehavior (crowd “intelligence”) introduced by C.Reynolds (1987) will be included. Due to the contemporary knowledge on the subject EQ is the basic factor responsible for a person’s success in life and its mastering should be one of the main goals of a socialization process. Main focus of the instructional proceedings is on two basic questions: 1. How EQ and its related constructs affects the effectiveness of an individual in their social (personal & professional) life? 2. Are we equipped with EQ by birth or is it a learned commodity? Additionally, the question on “herd innteligence” based on Reynolds concept of boids – how it affects group (crowd included) functioning in social animal (flocks, herds, schools) and human . (football fans, political demonstrations and unrests) behavior and what kind of intelligence (or psychological mechanisms) is applied by participants of these events in action. The topics of consequtive classes are: - What is emotional intelligence (EQ); theoretical basis - 3 models of EQ; D.Goleman, J.Mayer & P.Salovey, R.Bar-On - EQ competencies; psychopogical, social and practical - EQ; skill or trait? - Developement of EQ - EQ in action - Mechanisms of EQ influence on personal and professional success - Emotions’ developement in humans; R.Plutchik’s model (1989) - EQ psychological particulars: self-awareness, self-esteem & self-control - EQ social particulars: empathy, assertiveness, suation, leadership, cooperation - EQ praxeological particulars; motivation, adaptation, conscientiousness - “Group intelligence” – animals and humans; Reynolds boid hypothesis - Flocks, herds and schools; distributed behavioral model; emotions or automated behavior? - EQ testing and training - EQ application in social life
Bibliography:	Goleman, D. (1996), Emotional Intelligence. Why It Can Matter More than IQ. Bantam Books Goleman, D. (1997) Inteligencja Emocjonalna. Media Rodzina, Poznań Goleman, D. (1998), Working with Emotional Intelligence. Bantam Books Mayer J., Solovey P. (1989), Emotional Intelligence. Imagination, Cognition & Personalisty, 9 (3), pp. 185 -211 Matthews, G., Zeinder M. (2004), Emotional Intelligence; Scence & Myths. MIT Press, Cambridge Plutchik R. (1989), The nature of emotions. American Scientist, vol. 89, pp. 344-350 Reynolds C. (1987), Flocks, herds & schools – a distributed behavioral model. SIGGRAPH 87, Proceedings of the 14th annual conference on the Computer Graphics and interactive techniques. Association for Computing Machinery, pp. 25-34
Learning outcomes:	(in Polish) Wiedza dotycząca procesu rozwoju i wpływu emocji na powodzenie jednostki w jej życiu społecznym i osobistym Rozwój kompetencji społecznych w zakresie asertywności, empatii, i innych czynników adaptacji społecznej Rozwój umiejętności skutecznego nawiązywania i utrzymywania relacji społecznych w życiu osobistym, społecznym i zawodowym
Assessment methods and assessment criteria:	(in Polish) Obecność, wiedza i aktywność merytoryczna, test, praca własna

This course is not currently offered.

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Copyright by University of Warsaw.