Developing Socio-Emotional Intelligence in Higher Education Scholars

Camila Devis-Rozental

• Publisher: Palgrave Macmillan
• Year: 2018
• ISBN:
  9783319940366
• Topic: Psicología
• Subtopic: Psicología del desarrollo

This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments. The author begins by analysing the concept of socio-emotional intelligence and its development, before confronting distinctive areas for improvement within the context of teaching and learning in higher education.
The book explores the importance of understanding and labelling emotions, and how opportunities for self-reflection arise through an environment that meets practical needs. The author contends that support from other scholars is vital to the development of socio-emotional intelligence. The book concludes with a set of practical suggestions for promoting personal development. It will be a valuable resourse for anyone working in higher education who is interested in improving their own wellbeing and that of those around them.

© The Author(s) 2018

Camila Devis-RozentalDeveloping Socio-Emotional Intelligence in Higher Education Scholarshttps://doi.org/10.1007/978-3-319-94036-6_1

Begin Abstract

1. Introduction and Rationale

Camila Devis-Rozental¹

(1)

Bournemouth University, Poole, UK

Camila Devis-Rozental

End Abstract

1.1 Introduction

Socio-emotional intelligence is the ability to integrate feeling, intuition and cognition to acknowledge, understand , manage, apply and express our emotions and social interactions at the right time, for the right purpose in the right context and with the right person. Its overall aim is to have a positive impact on our environment and to engage ourselves and others to be present, authentic and open; in order to achieve a sense of wellbeing and to build effective relationships in every aspect of our lives. (Devis-Rozental 2017, p. 166)

This definition of socio-emotional intelligence (SEI) encompasses the theories of emotional intelligence and social intelligence as well as other ideas such as practical wisdom, humanistic principles and positive psychology. It has emerged after an in-depth study of intelligence, emotions and social interactions recognising that there has been an increase in students in higher education institutions with poor mental health and struggling with their wellbeing in the UK (Thorley 2017).

Research shows that a lack of wellbeing and indeed mental illness impact on a student’s ability to learn effectively, to develop meaningful relationships and ultimately to succeed in their studies (Devis-Rozental et al. 2017). Consequently, there is growing interest in developing effective strategies to support these students to improve their wellbeing whilst at university. Some of these strategies involve early intervention programmes, faculty-based support and referrals to more specialised services.

There is, however, little research regarding the development of students’ sense of wellbeing and improved mental hygiene whilst at university by supporting them in increasing their knowledge, understanding and application of socio-emotional intelligence. This is an important aspect as research demonstrates that students who are more resilient, self-aware and confident are more engaged with their studies, less likely to withdraw and enjoy their learning journey (Louis 2015; Devis-Rozental et al. 2017).

There is even less research carried out to find out if those lecturers/academics who have direct and repeated contact with students are able to support them effectively in developing their socio-emotional intelligence. What is more, research looking at the opportunities that academics have to develop their own socio-emotional intelligence is scarce, even though this is important as it can influence their practice not only to, amongst other things, manage sometimes complex situations, but also for their own personal development to increase their wellbeing.

In this book my aim is to explore both. Based on themes found in a study conducted with early years scholars (both lecturers and students), the book will highlight the importance of developing socio-emotional intelligence in both students and academics as this has a positive impact on their teaching and learning experience and it can enrich their personal lives. Since teaching and learning at any level are complex and personal journeys that inevitably will impact on our emotions and social interactions, it is important to learn to manage them effectively to ensure that our experience is positive but also enriching and lasting.

Consequently, you will see throughout this book that I have purposefully included examples from my practice and I have used passages from my doctoral dissertation (direct quotes given by the participants), as well as current research to trigger important points that are then discussed within a wider context. The reason for this is my aspiration to write this book with an “embodied relational understanding” (Todres and Galvin 2008). By that I mean that you get a sense of how this book has been developed with my head (theoretical knowledge), my hand (practice and research) and my heart (personal experience). Doing so I hope will demonstrate how qualitative and tacit knowledge is just as important as a theoretical underpinning. In Fig. 1.1, I have illustrated how I see this intertwined relationship between the three aspects.

Fig. 1.1

Applying an embodied relational understanding (Devis-Rozental 2017, p. 168)

I am a great believer in learning from what Vygotsky (1978) referred to as a more knowledgeable other. However, in this case I don’t refer to teachers teaching children, but more in the sense that we are all that more knowledgeable other, as we all know different things and can learn from each other, and that is what makes learning fun. A social type of learning where we share what we know and what we have learned throughout our journey. I am sharing in this book what I have learned up to this point, and this learning has been shaped by my experiences, cultural influences, background and even values. Therefore, I think it is important that you get a sense of me and my story.

1.2 My Story

This book is the culmination of many years of study. It has been developed based on my personal and professional experience, as well as the research I have carried out within learning and teaching environments exploring socio-emotional intelligence.

I have been an educationalist in the UK for the past 17 years, first as an early years practitioner (teacher ) and then as an academic (lecturer). It has been through all the experiences I have had in various settings and through my life that I have been able to experience first-hand the importance of being socio-emotionally intelligent.

I learned about emotional intelligence from a book by Goleman (1996). In his book, Goleman explained that it was the ability to understand our own emotions, being able to manage them effectively and the ability to motivate ourselves intrinsically in order to succeed. He also highlighted the importance of recognising how others feel and being able to build effective relationships. It was in 2007 that Goleman presented a new theory of social intelligence. In this new book, Goleman focused on the second part of his first theory, the social part. His rationale was that social intelligence was within the umbrella of emotional intelligence but should be explored separately.

Conversely, Bar-On (2005), who coined the term “emotional quotient” (EQ), stated that both social and emotional intelligence must be taken into account together asserting that emotional-social intelligence was a

cross section of interrelated emotional and social competencies, skills, and facilitators that determine how effectively people understand and express themselves, understand others, and relate with them, and cope with daily demands. (Bar-On 2005, p. 14)

Learning about this really resonated with my own ideas. It was one of the first times that I felt that theories, specifically these ideas, reflected not only my thinking, but the way in which I am and what I believe. It also allowed me to reflect on the way I was brought up in Bogota, the capital city of Colomb...

Table of contents

• Cover
• Front Matter
• 1. Introduction and Rationale
• 2. Socio-Emotional Intelligence: Background, Meaning and Understanding
• 3. Developing Socio-Emotional Intelligence
• 4. Developing Our Socio-Emotional Intelligence by Understanding Our Emotions
• 5. Humanising Higher Education by Meeting Scholars’ Needs with Socio-Emotional Intelligence
• 6. Developing Socio-Emotional Intelligence Through Self-Reflection
• 7. Developing Socio-Emotional Intelligence in Higher Education Academics: Benefits Beyond the Classroom
• 8. Practising Socio-Emotional Intelligence
• 9. Conclusion
• Back Matter