Emotional intelligence and adolescent development: improving skills beyond grades

ADOLESCENT DEVELOPMENT AND EMOTIONAL INTELLIGENCE 1 WHEN GETTING GOOD GRADES ISN’T ENOUGH 3

When Getting Good Grades Isn’t Enough: Adolescent Development and Emotional Intelligence Student Name Institution

Abstract Adolescents and their parents are well aware of the potency of intellectual capacity in predicting overall success and performance across a wide range of measurable parameters. However, a cluster of skills known collectively as emotional intelligence has received a tremendous amount of attention in the literature. Emotional intelligence is defined as a combination of self-awareness, self-regulation, and social awareness. Emotional intelligence is positively associated with healthy relationships, good coping styles, and leadership success, and negatively associated with addiction and maladaptive behavior. Mindfulness training is recommended as a possible means of improving adolescents’ emotional intelligence within the Biblical worldview.

Introduction Intellectual achievements and cognitive measures of intelligence are critical factors in a child’s psychological development, and can also be predictors of future success (Lau & Wu, 2012). However, emotional intelligence can in some cases be even more important for an adolescent’s physical, emotional, social, psychological, and spiritual health. Like intellectual intelligence or athletic prowess, emotional intelligence can be measured objectively as well as subjectively. Objective measures of emotional intelligence plus subjective measures like self-reports both show how important emotional intelligence is to the development of the adolescent, to the adolescent’s future success, and to the adolescent’s psychosocial wellbeing. According to the American Psychological Association (2002), the most important emotional development skills adolescents need include recognizing and managing emotions, empathy, cooperation, and conflict resolution. Each of these also falls under the rubric of emotional intelligence. When an adolescent is able to recognize the difference between fear and anger, for example, it becomes possible to learn constructive coping mechanisms that can help teenagers deal with uncomfortable feelings. Summary Origin of Issue What is EI? Emotional intelligence is not one single factor but a set of skills and abilities. Just as intellectual intelligence can comprise mathematics and language arts, emotional intelligence includes factors like self-awareness, the ability to regulate one’s emotions, and relational skills (American Psychological Association, 2002). Each of the issues falling under the rubric of emotional intelligence is linked. While emotional intelligence has been shown to have a trait-based or personality-based component, it can also be improved to a degree in the same way that adolescents who work hard can improve their academic performance in school. Specific emotional intelligence skills include “skill at identifying emotional expressions,” (Ciarrochi, Chan & Bajgar, 2001, p. 1105). For example, adolescents with strong skills in identifying emotional expressions can tell when other people are angry and can distinguish between different emotional expressions like anger, sadness or fear. The ability to detect the emotional state in other people can help promote effective communication, which is why emotional intelligence is important for developing good social skills that can last a lifetime. A related skill is he ability to “accurately interpret social situations” (Carr, 2016, p. 32). Thus, an emotionally intelligent person can read not just individuals but the dynamics of a group and react accordingly. Emotional intelligence is also associated with being popular in school because of the person’s affability and likeability, amount of social support given and received, and extent of satisfaction with that level of social support (Ciarochi, Chan & Baigar, 2001; Golean, 2005). In some ways, emotional intelligence builds on itself; the more emotionally intelligent a teenager is innately, the more positive that person’s social interactions will be. The more positive their social interactions, the greater their tendency for having positive regard for others, again leading to increased social satisfaction. However social and communication skills are far from being the only elements of emotional intelligence. Another major feature of emotional intelligence is mood management or self-regulation. Mood management, self-regulation, and other similar terms refer to the ability of the adolescent to both monitor and control emotional responses. Especially important is the adolescent’s ability to recognize uncomfortable emotions, distinguish between different types of uncomfortable emotion, and know how to react in a way that is proactive and productive rather than reactive and destructive. A temper tantrum is an example of an emotionally unintelligent response to anger, whereas walking out of the room and returning after calming down is an example of an emotionally intelligent response to anger. Interestingly, both self-report measures of emotional intelligence and objective means of measuring emotional intelligence have been shown to be equally as accurate (Ciarrochi, Chan & Baigar, 2001). Emotional intelligence seems to be trait-based and stable over time. Research tracing emotional intelligence development in children between the ages of 6 and 16 shows: “none of the dimensions of emotional intelligence undergo substantial changes in relation to age,” (Esnaola, Revuelta, Ros, et al 2017, p. 1). This does not mean that emotional intelligence cannot be learned, but that there are in fact some individuals born with a predisposition to be more emotionally intelligent than others. Because emotional intelligence is so important to adolescent development and success, it is important to learn about the best ways to teach adolescents emotional intelligence skills. Statistics and Facts According to Firestone (2016), “emotional intelligence...predicts over 54% of the variation in success (relationships, effectiveness, health, quality of life),” (p. 1). This alarming statistic should give pause to parents and educators who wish to do what they can to use evidence-based parenting and teaching practices. Research has focused on different causal relationships between emotional intelligence and various performance measures including social and academic performance, as well as psychological health. Relationship Between Emotional Intelligence and Academic Performance Research on 209 students revealed academic success is associated with higher levels of emotional intelligence (Downey, Mountstephen, Lloyd, et al, 2008). While the research does not determine causality between emotional intelligence and academic success, the results may “offer educators significant opportunities to improve scholastic performance and emotional competencies,” (Downey, Mountstephen, Lloyd, et al, 2008, p. 10). It is most likely that the link between emotional intelligence and academic performance is not causal, direct, or linear but rather, related to the fact that emotional intelligence brings with it the ancillary skills needed for effective classroom performance including cooperative learning and communication with teachers. An emotionally intelligent adolescent recognizes when he or she is frustrated with a lesson and is also able to express that frustration to the teacher in constructive ways that bring about results like further instruction. Similarly, an emotionally intelligent adolescent will recognize when their sadness or anxiety is preventing them from being able to concentrate on their studies. Addictions and Maladaptive Behaviors One of the most important reasons to study emotional intelligence and teach adolescents how to monitor and self-regulate is that emotional intelligence—or rather, a lack of emotional intelligence—is linked to addiction and other maladaptive behaviors. Low emotional intelligence is a “moderate to strong predictor” of various addictive and maladaptive behaviors including gambling, internet use, and video game playing (Parker, Taylor, Eastabrook, et al, 2008, p. 174). Research seems conclusive on this point, that emotional intelligence mitigates the tendency to develop addictive behaviors. For example, Emotional intelligence was also negatively correlated with a general, overall measure of tobacco and alcohol use,” (Trinidad & Johnson, 2002, p. 95). Resurreción, Salguero & Ruiz-Aranda (2014) also found a “negative association between emotional intelligence and internalizing problems, depression, and anxiety,” whereas emotional intelligence “was also associated with less substance abuse and with better coping strategies,” (p. 461-472). Emotional intelligence makes it easier for an adolescent to identify and express emotions safely, and less likely to internalize an unidentified emotion until it festers into a mood disorder. The theory is that emotional intelligence is related both to the ability to manage one’s own emotions and thereby resist turning to a maladaptive behavior, and also that the emotionally intelligent adolescent is better able to resist peer pressure. Being more aware of how to read peer pressure makes it easier to resist. For instance Trinidad & Johnson (2002) claim that is “plausible that the adolescents with high emotional intelligence may possess a greater mental ability to read others well and detect unwanted peer pressure,” (Trinidad & Johnson, 2002, p. 95). Therefore, emotional intelligence skills can reduce the propensity to develop anxiety and depression, and decrease the likelihood of a teenager developing an addiction. Emotional Intelligence and Social Skills Kušlevi? & Veršekien? (2009) found “a positively significant relationship between the emotional intelligence of adolescents and their school achievements, social functioning (activity),” (p. 1). At the same time, “emotional intelligence levels were negatively related to internal and external behavioral problems,” (Kušlevi? & Veršekien?, 2009, p. 1). Kušlevi? & Veršekien? (2009) also noticed some demographic differences that could account for emotional intelligence development in early childhood. In particular, “higher EQ levels were characteristic to females, parents\\\' education, household income and location of residence characteristics also have an impact on the EQ of adolescents.” (Kušlevi? & Veršekien?, 2009, p. 1). These results may indicate that emotional intelligence is linked to both nature and nurture. Unfortunately, some adolescents may come from disadvantaged backgrounds that inculcate in them or support poor coping skills. Emotional intelligence is something that may be learned in early childhood, or by observing the way parents cope with or identify their own emotions. Parents with healthy conflict resolution skills and strategies can pass those skills onto their children consciously or not (American Psychological Association, 2002). The environment can have a strong bearing on how a child develops emotional intelligence. For instance, if a child lacks social support systems at home or in school, it may be more challenging for that child to share emotions in a constructive way. Finally, the bulk of the research on emotional intelligence focuses on core features like the ability to relate to others in social situations. Carr (2016) points out, “children with well-developed emotional intelligence or social-emotional competence...tend to have few difficulties developing peer relationships and are more likely to become popular,” (p. 32). Possible Solutions The main problem with emotional intelligence is its lack. Children and adolescents with low emotional intelligence have poorer outcomes in terms of mental and social health. The root causes include emotional dysregulation, or the inability to recognize negative emotions in themselves, monitor those emotions, and regulate them in an appropriate manner. These problems can be resolved through various psychological interventions. Interventions can be offered at school or in the home. The solution most often recommended for adolescents to improve emotional intelligence is mindfulness (Firestone, 2016). Mindfulness training is appropriate for emotional intelligence skills development because one of the main components of emotional intelligence is self-awareness, precisely what mindfulness is designed to inspire. The main elements of mindfulness training include mindfulness meditations, coupled with various exercises to promote insight into one’s own emotional state. Firestone (2016) and Goleman (2005) describe several school-based mindfulness programs, as well as school-based programs using different techniques to encourage students to become more self-aware. As Goleman (2005) points out, “temperament is not destiny,” and students with low emotional intelligence can be taught systematically how to cultivate emotional intelligence skills (p. 215). Teaching adolescents other skills associated with emotional intelligence, like how to detect emotions in others, distinguish between one emotion and another, and perform better in social situations, may be more difficult than instructing them in mindfulness and self-awareness. Christian Worldview A Christian worldview encourages harmonious relations with others through the development of mental states like humility, compassion, and respect for others. Communion with Christ can result in a “common sharing in the Spirit,” and feelings of “compassion” for others (Philippians 2:1). Being emotionally intelligent means tuning into other people, “having the same love, being one in spirit and of one mind,” (Philippians 2:2). Paul also offers suggestions to adolescents to avoid “selfish ambition or vain conceit,” which can lead to the type of dysfunctional internalization problems that Resurreción, Salguero & Ruiz-Aranda (2014) describe in their research (p. 461). The Bible also teaches the art of sacred mirroring, in which “you shall love your neighbor as yourself,” showing the importance of emotional intelligence in helping people read others’ faces and detect others’ emotions (Matthew 12:31). Regarding emotional self-regulation, the Bible is also instructive. The wisdom of Proverbs applies especially well: “A fool gives full vent to his spirit, but a wise man quietly holds it back,” (Proverbs 29:11). Therefore, a Christian worldview applies scripture to the practice of psychological self-regulation and to the improvement of social skills needed for healthy adolescent development. Conclusion Emotional intelligence is not formally taught in schools yet. The abundance of research on the topic should show educational policymakers and mental health practitioners how important it is to help young people learn how to become emotionally aware and emotionally intelligent. Emotional intelligence has been linked with a number of measurable performance outcomes, including academic performance and also social performance. Success in business can also be linked with emotional intelligence, which is why parents and teachers need to pay more attention to helping adolescents improve their psychological coping skills. School-based mindfulness programs and a Christian worldview can be considered evidence-based practices that can be easily incorporated into the curriculum, into community programs for teens, and into parenting styles.