In this assignment i will focus on creating an intervention that uses evidence to demonstrate how psychology theory can be used to facilitate change.Emotional intelligence is when people are able to regulate their emotions, avoid conflict, articulate and interact with others effectively. Furthermore, emotional intelligence is being able understand emotions and the behaviour of oneself and other people. In addition to this, being able to put themselves in other peoples shoes (empathy). Emotional intelligence is vital for everyone to develop due to it being beneficial In helping individuals develop stronger bonds with friends, family, colleagues and having better communication with strangers. Emotional intelligence is good for work and education satisfaction, having the ability to self actualise, meet own targets and demands and be more aware of own feelings and behaviour. In further detail, having emotional intelligence is being able to be in control of own wants vs needs, having more control over their behaviour (whether positive or negative, having a stable emotional response to stressful life situations and changes. People who are emotionally intelligent are also self aware. This means they know their goals and achievements are, they know what they need to do to meet targets, they know what they are feeling, they have good self esteem and confidence with a strong understanding of what their strengths and weaknesses are. They have social awareness which is the ability to be empathetic, sympathetic, caring for others, knowing how to behave in groups and what the group expects from everyone.
People who are emotionally intelligent are more likely to have good mental health and better work and relationship satisfaction. Emotional intelligence is just as important as how we perform in IQ tests. This is because without emotional intelligence, people will struggle with strained relationships and have more conflict in work or, education and other settings. Our IQ is beneficial for progressing onto higher education and achieving more challenging jobs, however, our emotional intelligence helps us regulate our emotions, have better behaviour (such as being civil at work and managing stress well).
Self efficacy self confidence in achieving goals and having the ability to successful meet ones own needs and targets The self efficacy theory was introduced by Albert Bandura in 1997. He stated we develop self efficacy through external factors – positive comments from friends, peers, caregivers, teachers and any other people. He believed we develop positive regard through praise/positive reinforcement. For example children may be given sweets, extra play time at school or a sticker in response to them achieving a goal. The praise then gives the child confidence, positive self esteem and it creates self efficacy. Albert Bandura also stated that we develop self efficacy through observation (watching how others behave). We learn to copy that behaviour. Furthermore, our desire to achieve can motivate use to meet our goals and be successful. For example so,elme might imagine passing their driving test and there fore will study hard and practice to be successful. Lastly Bandura states that people develop self efficacy through positive feedback and coaching. Lastly, our experiences and how we feel can help us develop as self efficant individuals. In contrast, low efficacy is having little goals or no goals, no aspirations or desires to achieve that leads to feeling unfulfilled and unsatisfied with ones own life. (Margolis and McCabe, 2006). People with low efficacy are more likely to underachieve, have little confidence in themselves, reluctant to try new things, want to reach goals without making effort to achieve and are more likely to develop poor mental health such as depression, anxiety and low self esteem. They are usually focused on their weaknesses rather than strengths.
Resilience is how we recover from painful, difficult experiences such as losing a job, bereavement or receiving disappointing exam results. Resilience is now only how we recover from tough times, but also how long it takes us to recover and get better. It is also how much we want to recover and what we will do to keep moving forward on the road to recovery. Resilience has a lot to do with our emotional strength. Resilience has the 7C’s. they include our character, connection, competence, confidence, contribution, coping and control. Source Healthy Children Magazine, Winter 2007.
Case study 1:
Emotional intelligence:
Olivia is a teenager who had recently left college and was very overwhelmed with both anxiety and excitement about her university journey of making friends, starting her nursing course that she has always wanted to study and moving out of her parents family home. Olivia studied at The University Of Manchester and was thankful to be offered her place at university. Olivia met her new flat mates at university but developed a dislike to some of the flat mates due to disagreements on how often the students are partying in the flat at nighttime. The partying – such as loud music and mess, was frustrating for Olivia. Olivia was struggling to sleep due to the loudness of the partying flatmates. The inability to sleep resulted in Olivia being able to wake up on time for early morning lectures. Furthermore, resulting in missing work and assignments. Olivia had become angry at the flatmates and had an argument with them. The argument ended up with Olivia smashing a bottle of expensive alcohol one of the students had bought. This caused more anger and conflict. Olivia had decided conflict was too overwhelming and that she wants to discontinue living in university flats, and instead living back at her family home. Olivia had asked her family and university if this request can be granted. Olivia’s challenge is having a tough time with her flat mates, being unable to regulate her feelings in regards to the constant distress. Olivia needs to figure out if she can make up with her flatmates and use emotional intelligence to have a civil conversation. It is recommended that Olivia works out her differences with her flatmates or contacts her university staff about returning to liv at home.
Case study 2:
Resilience:
Rachel is a hardworking mum who cares for 3 children alone. Rachel is a great mum and always puts her children first. Rachel had taken her children to school on a normal Monday morning. At dinner Rachel had received a phone call from the school asking if she could go in to see the headteacher. Understandably, Rachel was worried. When she had arrived at the school, Rachel was told that her child had falling down the stairs at school and had broken their arm. Rachel was upset but told herself she would get through this and so would her child. Rachel has planned how she would make changes as home to support her child and how she would cope with having to provide extra care and attention to her child. Rachel knew that I time Rachel would make a full recovery but had to come to terms with such drastic changes and coping with her child being in pain. The challenge is that Rachel will have to provide extra time and care for her child while also caring for two other children, coping with her child in hospital and in pain. It is recommended that Rachel asks family, friends and then hospital for support with providing care for her poorly child. This will reduce stress for both Rachel and her child and reduce isolation. It’s Important Rachel seeks help instead of suffering alone. Rachel could also ask work for time off while she cares for her child.
Case study 3:
Self Efficacy:
Victoria is a 13 year old girl with a low self esteem. Victoria lacked the confidence to answer questions in class In fear of offering incorrect answers. Victoria had the desire to achieve but couldn’t bring herself to engage in lessons. Her teacher, Miss Hutchinson has noticed the lack of confidence and had tried to boost her confidence by praising her when she answered questions correctly. Miss Hutchinson would tell Victoria she is very bright and is making great progress in her studies. When Victoria had answered a question wrong Miss Hutchinson would tell Victoria that she nearly got the answer right or it was a good try. Victoria had felt better when offering answers in class and answering questions in exams because she knew that at times she did get things right, and when she didn’t, she would still get positive feedback. . The positive reinforcement had shown Victoria that answering questions is a positive experience and that it results in achieving her goals of getting answers correctly.
The challenge is to help Victoria to gain confidence so she be more self efficacious. Victoria is reluctant to join in during lessons because she might get answers wrong. Victoria avoids speaking out in class and answering questions in her exam and hides her anxiety. The suppression of her emotions. This can be linked to the theory of Self efficacy by Albert Bandura (1997). Albert Bandura believed her gain confidence, high self esteem and self efficacy through the social learning theory (observing, imitating and and reinforcement). Furthermore, verbal persuasion such as praise and, criticism. Praise can encourage the behaviour to be repeated and criticism can either lower self efficacy and cause Victoria to disengage in her school work due to not wanting to get things wrong again. In this case, Victoria should receive praise where appropriate to help reinforce the behaviour. Victoria could be placed in groups so she can observe her peers and imitate how they easily engage in lessons. Albert Bandura’s theory could help Victoria in being self efficacious.
It is recommended that Mr Andrews focuses on praise and giving out rewards (such as stars, Vigo points and certificates). Victoria should focus on reminding herself that everyone gets things wrong sometimes and if she observes the class she will notice others kids get positive and negative feedback. Victoria is recommended to keep to keep offering ideas in class so she can get used to feedback.
References
- Authors: Jeanne Segal, Ph.D., Melinda Smith, M.A., Lawrence Robinson, and Jennifer Shubin. Last updated: October 2019
- Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114)
- (Williams & Williams, 2010, p. 455).
- (Bandura, 1982; as cited in Redmond, 2010).