Emotional intelligence in British educational policy and practice

¶ … emotional intelligence (EI) beginning with the original founders Mayer & Salovery. In addition, we will reveal the circumstances that led to the translation of EI into British Educational policy. Furthermore, this paper will reveal the growth and development of the concept of EI and its transportation across the water from American and into British educational policy. In addition, varies policies and government initiatives will be examined as emotions literacy has become a vital mental health tool in Britain. Also, this paper will demonstrate scholarly evidence that supports integration of EI into schools. This is because the emotional literacy development of children has been supported as a solution to many of the problems being experienced in schools from behavioral to educational attainment. Lastly, we review the current models of emotional literacy being used by schools and organizations.

The concept of emotional intelligence

The term emotional intelligence (EI) was coined by a team of two scientists in 1990 named Mayer & Salovery who categorized this form of human intelligence into three different categories; namely; (1) enabling a person to monitor one's own emotions and that of others; (2) to differentiate between these emotions whether they are positive or negative and (3) to utilize these emotions towards positive ends (Mayer and Salovery, 1990). These three categories have formed the basis of EI research and advancement into educational curriculum.

In addition to that they also presented three broad categories of emotional intelligence; namely, (1) Emotional Perception, which they defined as is the ability of an individual to recognize the emotions in one-self and in others whether they are positive or negative; (2) Emotional Regulation; which is classified as the ability to increase or decrease the intensity of emotions. They explained that individuals have got to be capable of decreasing the intensity of the negative emotions and maintaining the intensity of the positive ones in order to get the best possible results; and (3) Emotional Knowledge, which they defined as comprehending all aspects of human emotions i.e. recognizing whether they are negative or positive, utilizing them to increase the depth, breath, accuracy, clarity and precision of everyday thinking and remain motivated towards achieving the desired goals (Mayer and Salovery, 1990). Their contribution towards advancement of the emotional intelligence phenomenon has thus far been the most significant one.

Mayer and Salovery's (1990) conceptualization of EI became popular in the mid-1990s when Daniel Goleman published his book on Emotional Intelligence. The idea of EI in the book encompassed along with other necessary facilities, Howard Gardner's intrapersonal, as well as, interpersonal intelligences. He divided these extra individualistic capabilities into five categories. First amongst these five categories is understanding emotions, which means to possess the ability to identify a particular emotion as and when it occurs. The second is managing emotions or the ability to appropriately manage and deal with negative emotions like fear, anxiety, anger and sadness etc. The third is the ability to motivating oneself, which involves directing emotions towards a goal that require self-control and avoiding acting on one's impulses. The forth is the ability to recognizing emotions in other people, which means empathizing with others and appreciating the differences in people, as well as, increasing one's social compatibility. Lastly, the fifth category is handling relationships, which means managing, and dealing with, emotions in others and being socially competent (Goleman, 1996). Over the years, EI has become a global phenomenon and it is being enforced as a vital component in the school curriculum.

Background of EI integration into the British school curriculum

The British scholar Steiner described Emotional Literacy as a tool to achieve human emancipation in the late 1970's. He based this conclusion, though not exclusively, on Eric Berne's concept of "Transactional Analysis." As stated earlier, the term "emotional intelligence" was first coined by Salovery and Mayer (1990). However, it is worth noting that they founded their theory on Steiner's research wherein they linked the affective and cognitive domains i.e. The emotional and the intellectual aspects, together as one (Salovery and Mayer, 1990).

Thereafter, like Gardner in 1993 and Goleman in 1996, some scholars began to express their disaffection with the conventional classifications and definitions of human intelligence. They argued conventional intelligence theories have failed to counter lack of attentiveness and problem solving skills, as well as, lapse in memory. They asserted that EI is as important phenomenon that influences as well as augments many cognitive aspects like memory, attentiveness, critical thinking, and educational skills. Similarly, EI also has the potential to foster positive relationships, by helping people get rid of negative emotions. Last but not least, they revealed that emotional literacy also promotes innovative thinking and leadership qualities, which in turn produces higher organizational performances and accomplishments (Gardner, 1993 and Goleman 1996).

Furthermore, British healthcare organizations have also referred to EI as a useful tool for cognitive and mental development of both adolescents and adults. Emotional literacy has been closely linked to mental health and according to the Mental Health Foundation children who are emotionally literate are less likely to experience mental health problems and, if affected, are less likely to suffer over a longer period of time (Mental Health Foundation, 1998, 2001, 2002). Furthermore, the National Health Service Health Advisory Service says the definition put forward for emotional literacy by Steiner (1979) is also quite compatible with advanced mental fitness levels as it allows individuals and groups to grow and develop not only psychologically and emotionally but also spiritually, as well as intellectually (National Health Service Health Advisory Service. 1995). These conclusions were also influential in making EI a permanent part of school curriculum.

Similarly, the harmful and damaging implications of neglecting adolescent emotional literacy had been studied by Daniel Goleman during the 1990s. Later he recorded, on the basis of a global survey, that such worldwide neglect has produced adolescents who are extremely weak, physiologically and depressed, emotionally (Goleman, 1996). The conclusions of his study sparked many researchers and educationalists to review their stance on school education. They felt that along with technical subjects, students should be equipped with skills that enhance self understanding and better relationship management.

Since the late 1990's many for-profit, as well as, non-profit organizations have taken the initiative to introduce EI into their training manuals. These organizations have recognized the significance of EI as a tool to prevent several mental disorders. Their acknowledgement paved way for standard curriculum and measurement methods being adopted nationwide by them. Some of the noteworthy names of such organizations are: "Antidote" also referred to as "the Campaign for Emotional Literacy," which had been established in 1995 (see Antidote, 2008); the National Emotional Literacy Interest Group, which was established in 2000 (see Nelig, 2008). These organizations have been proactively engaged in educating EI to adolescents, teachers, communities, healthcare institution, corporations and governments.

Evidence in favor of Emotional Literacy

There is growing scholarly evidence that shows definitive links between higher emotional intelligence (EI) and overall success in life. For instance, Rubin (1999) in his study found that students with high EI skills are less likely to indulge in violent and aggressive acts and more likely to be social. Similarly, Ciarrochi, Chan and Chaputi (2000) in their study found that adolescents with high EI skills show empathy and understanding. In the same way, other scholars too have found positive relationships between high EI and disengagement with use of alcohol and tobacco (Trinidad and Johnson, 2002; Trinidad, Unger, Chou and Anderson Johnson, 2004). Furnham and Petrides (2003) found that students with high EI are generally happy and content as opposed to students with low EI who got depressed easily. Likewise, Petrides, Fredrickson and Furnham (2004) found that students with high EI had higher attendance rates then their counterparts. Ciarrochi, Deane and Anderson (2002) reported positive relationship between high EI skills and lesser propensity to depression, stress and hopelessness.

On the one hand, association between lower EI skills and overall failure in life too has been widely acknowledged by scholars. For instance, lower EI skills has been positively related to low self-worth and esteem (Salovery, Stroud, Woolery and Epel, 2002); higher anxiety and depression levels (Summerfeldt, Kloosterman, Antony and Parker, 2006); lack of control over impulse (Schutte et al., 1998) and higher consumption of alcohol, tobacco and drugs (Riley and Schutte, 2003). On the other hand, several scholars have revealed that higher EI skills are strongly associated with overall contentment with life's achievements and accomplishments (Palmer, Donaldson and Stough, 2002; Bastian, Burns and Nettelbeck, 2005; Livingstone and Day, 2005; Gignac, 2006).

Can emotional literacy be taught?

There is concrete evidence that emotional literacy is vital for mental health. However, the big question is can educationalists translate an abstract concept and one that is personal to every individual into a subject that can be graded? In other words, can student performance be measured? As mentioned earlier many for-profit and non-profit organizations are using EI and training community members, schools, corporations, government officials (see Nelig, 2008; Antidote, 2008). Other scholars too have developed socio emotional learning models (Elias, Arnold and Steiger-Hussey, 2003; Weare, 2004). These models not only provide adequate standards to educate children but also provide measurement strategies to grade children according to his/her abilities. The government needs to evaluate these models to study their usefulness and practicality and adopt those it considers are relevant, logical and complete.

Conclusion

It is clear from the above assertation that the intervention of Emotional Intelligence or Emotional Literacy does have a beneficial effect not only in academic life but also life in general. Although, the concept may be relatively new, there is substantial evidence to show that Emotional Literacy can and must be integrated into the school curriculum because it makes a beneficial impact in our lives.