EMOTIONAL intelligence (EI) refers to the ability to manage your own emotions while understanding the emotions of people around you. It requires self-awareness, self-regulation, motivation, empathy, and social skills. It is the capacity to be aware of, control and express one’s emotions, and to manage interpersonal relationships judiciously and empathetically. It is important to both personal and professional success.
Emotional intelligence ought to have assumed significant prominence in the national lexicon, especially in this post-pandemic era. The mental and emotional tension that many endured is glaring and obvious, exuding from their social interactions.
Many emotional intelligence workshops have been convened by the management of several institutions to help personnel cope with seemingly new life challenges. Many people wisely sought guidance from literature in their quest to develop a degree of control over their emotions.
As John Gottman reminds us, “Your emotional awareness and ability to manage feelings will determine your success and happiness in life.” While this sounds pretty straightforward, it clearly is not. There is a high degree of anger and frustration, even depression, which negatively affects the well-being of our people to the extent that we fear and lose trust in one another. This is very evident in the social interactions of people, with intolerance being the order of the day.
Regardless of work environments, there will be challenges that will test the quality of interpersonal relationships. This reality is further compounded by personal problems precipitated by socio-economic circumstances. Workplaces are replete with individuals who are dealing with a range of external emotional challenges, which unfortunately sometimes spill over into the workplace.
Resolving such issues can be complex and even necessitate professional interventions. Toxic work environments characterised by conflict are created with associated productivity decline. School leaders are well advised to ensure adequate systems are in place to effectively manage the emotional health of all under their purview.
The prominence of bullying in our nation’s schools is a stark reminder that emotional intelligence deficit is not exclusive to adults. Our children, being products of their socialisation, have been expressing themselves in varying ways, much to the consternation of right-thinking citizens. The inter-personal skill deficit is unprecedented.
One may argue, “what stress can children really have?” Every stage of child development presents unique emotional challenges which cannot be taken for granted; after all, humans are emotional beings.
The seemingly alarming rate with which children appear to be intentionally seeking to harm, intimidate or coerce someone perceived as being vulnerable has gained significant national attention. This is a symptom of a much deeper societal problem.
This form of aggressive behaviour in which someone intentionally and repeatedly causes another person injury or discomfort vi
