Current research demonstrates the importance of emotional intelligence to workplace success. The emotional intelligence skillset is complimentary to intellectual ability and technical skill; top performers across professional fields demonstrate competency in each of these areas. Training in emotional intelligence competencies is most effective when it is experiential, targeting the limbic system of the brain. Numerous programs teaching emotional intelligence competencies to young people using experiential learning strategies exist. Many of these programs, however, are too expensive to be widely affordable. This thesis discusses the competing articulations of the emotional intelligence construct and concept, focusing on Goleman's (1998) model in particular. The history of experiential education, and research-based practices currently being applied in the field, are also discussed. Three lesson plans targeting emotional intelligence competencies, taught using experiential strategies, are presented. This thesis concludes with a discussion of some challenges that exist to making cost-effective, experiential training in emotional intelligence more widely available to young people.
|Commitee:||Santo, Bev, Sharp, Lloyd|
|School Location:||United States -- Arizona|
|Source:||MAI 50/06M, Masters Abstracts International|
|Keywords:||Emotional intelligence, Experiential education|
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