Outcomes of Emotional Quotient

Studies concerning EQ have been reported from Asia, Australia, Europe, the Middle East, and North America. Although they are vary widely in their quality, they include a number of individually well-done and convincing demonstrations of the predictive power of EQ. Accumulating findings suggest EQ may predict important outcomes in several areas as below:

1. Better relations for children. Among children and adolescents, EQ positively correlates with good social relation and negatively correlate with correlates with social deviance, measure both in and out of school as reported by children themselves, their family members and their teachers.

2. Better social relations for adult. Among adults, higher EQ leads to greater self-perception of social competence and less use of destructive interpersonal strategies.

3. High EQ individuals are perceived more positively by others. Others perceive high EQ individuals as more pleasant to be around, more empathic, and more socially adroit than those low in EQ.

4. Better family and intimate relationships. EQ is correlated to some aspects of family and intimate relationships as reported by self and others.

5. Better academic achievement. EQ is correlated with higher academic achievement as reported by teachers, but generally not with higher grades once IQ is taken into account.

6. Better social relation during work. EQ is correlated with more positive performance outcomes and negotiation outcomes in the laboratory, and also with more success at work, according to some preliminary research.

7. Better psychological well being. EQ is correlated with greater life satisfaction and self-esteem and lower rating of depression. It also is correlated with fewer negative physical and behaviour.

EQ, validly measured, is a predictor of significant outcomes across diverse samples in a number of real world domains. It predicts social relations, workplace performance, and mental and physical well-being.


Reference:

1. Mayer J.D. , Roberts R.D. & Barsade S.G. (in press). Emerging Research In Emotional Intelligence, Annual Review of Psychology, 59.

Spiritual Quotient (SQ)

SQ (based on the brain's third neural system, the synchrounous neural oscillations that unify data across the whole brain) offer us a viable tertiary process for the first time. This process unifies, integrates and has potential to transform material arising from the IQ and EQ. It facilitates a dialogue between reason and emotion, between mind and body. It provides a fulcrum for growth and tranformation for a sustainability tommorow. It provides the self with an active, unifying, meaning-giving centre.

SQ is an internal and inner wisdom, innate ability of the human brain and psyche, drawing its deepest resources from the heart of the universe itself. SQ is the soul's intelligence. It is the intelligence with which we heal ourselves and with which we make ourselves whole. SQ is the intelligence that rest in the deep part of the self that is connected to wisdom from beyond the IQ, or concious mind, it is the intelligence with which we are not only recognize existing values, but with which we creatively discover new values. SQ has 'wired' us to become people we are and gives us potential for further 'rewiring' - for growth and transformation, for further evolution of our human potential. SQ is our compass 'at the edge'. 'The edge' is the border between order and chaos, between knowing comfortably what we are about and being totally lost. It is the place where we can be at our most creative. SQ, our deep, intuitive sense of meaning and value, is our guide 'at the edge'. SQ is our conscience, it take us to understanding of who we are and what things mean to us, and how these give others and their meaning a place in our own world.

Realizing the important of SQ, future medical doctors should take some of their time to learn how to nurture and develop their SQ properly. With appropriate level of SQ they will be better and good doctors. If we fail to develop our SQ, actually we plan to ruin ourselves. Think about it and let us transforming ourselves into a sustainable tommorow.

Reference

1. Danah Zohar & Ian Marshall (2000). SQ: Connecting With Our Spiritual Intelligence, Bloombury, New York.

What is Emotional Quotient (EQ)?

Emotional Quotient is defined as the ability to perceive, express, understand and regulate emotion. Emotionally intelligence people are self-aware. They manage their emotion without being hijacked by overwhelming stress, depression, anxiety, or anger. They can delay enjoyment in pursuit of long-range rewards, rather than being overtaking by immediate impulses. Their empathy enables them to read others’ emotions. They handle others’ emotion skillfully, knowing what to say to a grieving friend, how to courage colleagues, and how to manage conflicts well. Simply said, they are emotionally smart, and thus they often succeed in careers, marriages, and parenting where other academically smarter people fail. Golemen argued that Intelligence Quotient (IQ) only contributes about 20% to success in life, and other forces contribute to the rest. Emotional Intelligence is not necessarily related to academic ability. In extreme cases, brain damage may diminish emotional intelligence while leaving academic intelligence intact. There are considerable evidences showed that emotional intelligence is a determinant of success in a variety of occupational setting, with most of the studies focusing on leaders and those in sales occupations.

Realizing the important of EQ, future medical doctors should take some of their time to learn how to nurture and develop their EQ properly. With appropriate level of EQ they will be better and good doctors. If we fail to develop our EQ, actually we plan to ruin ourselves. Think about it and let us transforming ourselves into a sustainable tommorow.

Unexpected Findings!

In the middle of Jan 09, I did a survey on prevalence of stress among secondary school students (around 100 students) in an ordinary secondary school. The survey showed that the prevalence of stress among the students was around 27%. The prevalence is higher compared to the prevalence of normal population (less than 10%). It is nearly similar to the prevalence of stress among medical students which is around 30%. It was unexpected finding because i thought that the prevelance will be much lower, may be less than 15%. This simple survey suggested that even at the secondary school level our students already under high pressure. Let us think for a while about this, what will happen to them if they enter medical school? To verify this finding, we need to conduct a proper survey. However, some lessons to be learnt from this simple survey are teachers should be aware of this problem and early detection of stressed students should be done by the school teachers. Early detection and intervention will reduce negative and unwanted impacts of stress on the students.

PREVENTION is better than CURE

Stress, Stressors and Coping Strategies Relationships

Stress is defined as emotional changes or disturbances as a result of continual interactions between the person and the environment. Stimulants that cause stress to the person are called as stressors. The ways of the personal responses toward the stressors are known as coping strategies.

In order to understand the relationships between the stress level, stressors and coping strategies, we must understand 3 components that influence the relationships. The 3 components are affective, cognitive and psychomotor component.

Affective component involve in receiving and perceiving stimulants that interact with the person. Emotional Quotient (EQ), Spiritual Quotient (SQ) and Attitudes of the person will influence the person's perception towards the stimulants. This process will lead to either the person perceive the stimulants as stressors or not. If the person perceive it as stressors then it will stimulate the cognitive and the pyschomotor component for further process. In short the affective components act as stress receptors that are influenced by the person's beliefs, motives, intentions and attitudes.

Cognitive component involve in apprasing the stressors. At this level the thought will appraise and analyse the stressors either as challenges or as threats. If the person appraises the stressors as challenges then the stress caused by the stressors will promote the person's performance. However, if the person appraises the stressors as threats then stress caused by the stressors will inhibit the person's performance. Stress that promote the person's performance is called as favourable stress or good stress. Stress that inhibit the person's performance is called as unfavourable stress or bad stress. Stress level of a person will be influenced by the process.

Psychomotor component involve in carry out responses (actions) toward the stressors. The ways of actions are carried out are known as coping strategies. The coping strategies are influenced by the stressors and the appraisal process at cognitive level. Direct influence of stressors will cause fight or flight phenomenon. Continual interactions between the appraisal and the actions toward the stressors will lead to the adjustment of the person's coping strategies. Coping strategies that reduce the person's stress level is known as positive coping strategies. Coping strategies that increase the person's stress level is known as negative coping strategies.

In conclusion, the stress level are influenced by the EQ, SQ, attitudes, how the person appraise the stressors, and the ways of a person responses toward the stressors. Thus it is important for everyone to recognize their stressors and the ways they cope with the stress. By doing this they will be able to find ways that work well in reducing their own stress.