Personal Development

INTELLIGENCE QUOTIENT AND EMOTIONAL QUOTIENT

Howard Gardner
Intelligence quotient, or IQ, is a number derived from a standardized intelligence test. Your
IQ usually refers to your intellectual ability.
Daniel Goleman
Emotional intelligence refers to your ability to recognize and regulate emotion, and to use
social awareness in problem-solving.
IQ
 visual processing
 working memory
 Fluid & quantitative reasoning
EQ
 identifying emotions
 relating to others
 social communication

"All emotions are, in essence, impulses to act, the instant plan for handling life that evolution has
instilled in us."
-Daniel Goleman "Emotional Intelligence: Why It Can Matter Than IQ" (1995)
By this, he traces the origins of emotions from the human race's survival instinct to sense, detect,
and act on any threat to its life and survival.
The instinct is known as "flight or fight".
AMYGDALA
Dr. Joseph LeDoux (1992) said that the amygdala has become the center of actions even before the
neocortex could assess what to do. It also keeps a memory bank of previous experiences related to emotions.

AMYGDALA HIJACK

Small amounts of the pulses coming from the thalamus escape to the amygdala, which triggers what we
know as our knee-jerk reaction to a situation.

THE PROCESS

1. NEOCORTEX
Process the stimuli. "THINK"
2. AMYGDALA
Emotions
3. FRONTAL LOBES
Sends the signal to other parts of body.

PRE-FRONTAL CORTEX
Controls emotions so we can deal better and more effectively with the situation.

EMOTIONAL INTELLIGENCE
Emotional intelligence (also known as emotional quotient or EQ) is the ability to understand, use, and
manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with
others, overcome challenges, and defuse conflict.
1. Knowing One's Emotions or Self-awareness
It brings the skills for self-reflection. It is about a person who recognizes an emotion being felt and is
able to verbalize by saying “I am angry” at the peak of one's rage. According to Mayer, when one
 recognizes this emotion, there is also a desire to get out of that situation. This is seen as a sign that
the neocortex is gaining some control over the amygdala.

2. Managing Emotions or Self-regulation

Goleman points out that we often have very little or no control when an emotion occurs and what
this emotion will be, but we can have control on how long an emotion will last.

3. Motivating Oneself
Research shown that hope is a major indicator of emotional intelligence. Hope is the element
present when one is fighting some overwhelming anxiety, a defeatist attitude, or depression.
Goleman points out that optimism is a great motivator.

4. Recognizing Emotions in Others

According to Goleman, the root cause of our capacity to empathize is self- awareness. If we recognize
our own emotions and how these affect us, then it will be easier to recognize other people's
emotions as well. Empathy is important in maintaining relationships as this also taps on the caring
capacity of people.

5. Handling Relationships
EQ is also evident in the way we manage our relationship with others.
Social Intelligence (Howard Gardner and Thomas Hatch)
1. Organizing groups (stage directors)
2. Negotiating solutions (mediators)
3. Personal connection (teachers)
4. Social analysis (therapists)

ROBERT PLUTCHIK'S WHEEL OF EMOTIONS

1. Anger
2. Sadness
3. Fear
4. Enjoyment
5. Love
6. Surprise
7. Disgust
8. Shame
THE POWER OF THE MIND: The Whole Brain Theory

How it All Started

Studies conducted on the brain often starts with an attempt to understand a brain-related
disease or malfunction.
In 1861, Paul Broca conducted a study on the language and left-right brain specialization on a
patient who had problems with language. After several tests, Broca theorized that some
language functions reside on the left side of the brain. (R.J Morris, 2006)

SPLIT-BRAIN THEORY Dr. Roger Sperry (1981)

Sperry explained that the brain has two hemispheres that perform tasks differently from
each other. He discovered that the RIGHT hemisphere of the brain was performing tasks that
were intuitive, creative, and synthesizing; while the LEFT hemisphere of the brain was more
adept with analytical, logical, reasoning, and critical thinking.

THE TRIUNE BRAIN THEORY Dr. Paul MacLean

A - NEOCORTEX
Intellectual tasks such
as language, planning,
abstraction, and
perception

B - LIMBIC SYSTEM
(Intermediate Brain)
Motivation and
emotion involved in
feeding, reproductive
behavior, and parental
behavior

C - REPTILIAN COMPLEX
Self-preservation and aggressive behavior of humans similar to the survival
instincts of animals.

BRAIN DOMINANCE THEORY William Edward "Ned" Herrmann

 He derived it from observations and tests that the human body, although symmetrical
and paired in almost all aspects, do not necessarily function equally. People normally
have a more dominant part of their body, like a more dominant leg, eye, or arm, which a
person prefers to use.
 Herrmann extended this dominance theory to the brain, which he concluded to having
not just two parts but four, the upper left and right hemispheres, and the lower left and
right limbic halves. They are all connected to each other.
 Herrmann was not trying to differentiate the functions of the quadrants and how the
brain works. Instead, he was pointing out the preferences of styles in thinking. He
advocated for whole brain thinking or using the four styles, since most people utilize at
least two primary quadrants.
 Using one's strengths while allowing the weaker styles to grow stronger through regular
use and practice. Real life application of this is in solving problems and taking a different
approach to finding solutions through more creative problem solving
ANALYTICAL THINKING
Responds well to:
technical or financial information, theories, charts, and graphs, formal approach, data heavy content
Vulnerabilities:
too focused, may miss synergistic opportunities, favors individual activities vs. group works, tends to
place facts over people, problems with delegating

SEQUENTIAL THINKING
Responds well to:
agendas, goals and objectives, simple graphs and presentations, step-by-step procedures before
concluding
Vulnerabilities:
reluctant to changes, tends to miss the big picture, does not appreciate innovative ideas, avoids
INTERPERSONAL THINKING
Responds well to:
creative and free flowing activities, experiential activities like music and art, people-centered
activities and discussions
Vulnerabilities:
Dislike for routine and structured activities, tendency to be impulsive and emotional, often misses. out on
details

IMAGINATIVE THINKING
Responds well to:
fun activities, humor, future-oriented activities, experimentation, thought-provoking and challenging
situations, visuals
Vulnerabilities:
Can be impractical, tend to overlook details, may tend to procrastinate especially doing repetitive
tasks, difficulty in prioritizing when they do not like what they are doing

WHOLE BRAIN THEORY IN LEARNING

A - ANALYTICAL
 Analyzes data
 Down-to-earth
 Critical
 Logical thinker
 Understands money
 Work with numbers

B - ORGANIZED
 Get things done
 Submits on time
 Creates procedures
 Plans and organizes
 Neat and organized
 Reliable in getting things done

C – INTERPERSONAL
 Tactile Sensitive
 Emotional Sociable
 Expressive
 Shares knowledge
 Uses physical movement

D - IMAGINATIVE
 Vivid imagination
 Explores Curious Experiments Flexible
 Conceptualizes
 Uses visual to learn Risk-taker
 COPING WITH STRESS
Stress is defined as a reaction of the mind and the body to a stimulus that disturbs the well-being, state of
calm, or equilibrium of a person.
There is a common belief that stress is unhealthy, but experts conclude that this is NOT ENTIRELY the case.

Psychologists have agreed that…

Small and sporadic (occasional, irregular) amounts of stress can be helpful and beneficial to
individuals, while excessive amounts of stress sustained over a lengthy period of time can be
destructive to both physical and mental health.

STRESS AS STIMULUS, RESPONSE & RELATIONAL (FEIST AND ROSENBERG, 2012)

1. AS A STIMULUS
Caused by situations that may be threatening or life changing. These situations or events are
often called stressors.

2. AS A RESPONSE
The way body reacts to challenging situations. It involves the interactions between
hormones, glands, and nervous system. The release of adrenaline & cortisol also known as
the stress hormone.
Cortisol produces energy to make our body work. Norepinephrine (noradrenaline) triggers
the body's reaction such as increased heart rate, higher blood pressure, and respiration to
prepare the body.

The adolescent's physical response to stress is faster than an adult. The prefrontal
cortex that assesses danger and directs action during stress is not yet fully
developed.
The prefrontal cortex contributes to a wide variety of executive
functions, including:
1. Focusing one's attention
2. Predicting the consequences of one's actions; anticipating
events in the environment
3. Impulse control; managing emotional reactions
4. Planning for the future
5. Coordinating and adjusting complex behaviors ("I can't do A until
B happens")

3. AS RELATIONAL
A person makes assessment. Assessment here means that a person allows reasoning to
prevail and weigh the relevance or irrelevance of the situation. For instance, if the relevance
is positive, the person will look at the situation in a more positive light.

WHAT ARE THE DIFFERENT TYPES OF STRESS?

CATASTROPHES SIGNIFICANT LIFE CHANGES EVERYDAY INCONVENIENCES

COVID-19 having a child caught in a traffic
terrorist Attack losing a job getting late
typhoon marriage unstable internet connection
HEALTHY STRESS
There are certain types of stress that can benefit a person. Stress that is short and sporadic can
propel a person to a necessary action. These types of stress can motivate, energize, and spur an
individual into fruitful action.

Bad stress can be transformed into good stress depending on how an individual assesses the
situation. Students are advised to learn some coping mechanisms to assist them in their
development toward a healthy adult life.

SIGNS OF TOO MUCH STRESS

 Inability to concentrate or complete tasks
 Get sick more often with colds
 Body aches
 Headaches
 Irritated
 Trouble falling sleeping or staying awake Changes in appetite
 More angry or anxious

KNOW YOUR STRESSORS

 School Demands and Expectations
 Selecting a School, College, Course, or Career
 Separation Anxiety
 College Life
 Romantic Relationship
 Family Demands and Expectations Health Concerns
 Demands of Social Life Bullying