Emotional inteligence
222/661able to draw on a large repertoire of tactics, rangingfrom a simple plea, to seeking an ally in his mother (nohelp, she), to physically comforting him, to lending ahelping hand, to distraction, threats, and direct commands.No doubt Jay relies on an arsenal that has beentried with him in his own moments of distress. No matter.What counts is that he can readily put them to use ina pinch even at this very young age.Of course, as every parent of young children knows,Jay's display of empathy and soothing is by no meansuniversal. It is perhaps as likely that a child his age willsee a sibling's upset as a chance for vengeance, and sodo whatever it takes to make the upset even worse. Thesame skills can be used to tease or torment a sibling. Buteven that mean-spiritedness bespeaks the emergence ofa crucial emotional aptitude: the ability to knowanother's feelings and to act in a way that further shapesthose feelings. Being able to manage emotions insomeone else is the core of the art of handlingrelationships.To manifest such interpersonal power, toddlers mustfirst reach a benchmark of self-control, the beginningsof the capacity to damp down their own anger and distress,their impulses and excitement—even if that abilityusually falters. Attunement to others demands a modicumof calm in oneself. Tentative signs of this ability to
manage their own emotions emerge around this sameperiod: toddlers begin to be able to wait without wailing,to argue or cajole to get their way rather than usingbrute force—even if they don't always choose to use thisability. Patience emerges as an alternative to tantrums,at least occasionally. And signs of empathy emerge byage two; it was Jay's empathy, the root of compassion,that drove him to try so hard to cheer up his sobbingbrother, Len. Thus handling emotions in someoneelse—the fine art of relationships—requires the ripenessof two other emotional skills, self-management andempathy.With this base, the "people skills" ripen. These are thesocial competences that make for effectiveness in dealingswith others; deficits here lead to ineptness in thesocial world or repeated interpersonal disasters. Indeed,it is precisely the lack of these skills that can cause eventhe intellectually brightest to founder in their relationships,coming off as arrogant, obnoxious, or insensitive.These social abilities allow one to shape an encounter, tomobilize and inspire others, to thrive in intimate relationships,to persuade and influence, to put others atease.SHOW SOME EMOTION223/661
- Page 172 and 173: 172/661Although you set your goal o
- Page 174 and 175: 174/661finds, share certain traits,
- Page 176 and 177: 176/661Seligman defines optimism in
- Page 178 and 179: 178/661successful). This special gr
- Page 180 and 181: 180/661experienced this time and ag
- Page 182 and 183: 182/661Flow is a state of self-forg
- Page 184 and 185: 184/661"cool" state, its arousal an
- Page 186 and 187: 186/661in art school by dreams of f
- Page 188 and 189: 188/661learning in the domains wher
- Page 190 and 191: 190/661effectively—all bespeak th
- Page 192 and 193: 192/661the root of caring, stems fr
- Page 194 and 195: school, even though, on average, th
- Page 196 and 197: 196/661mother cry, one baby wiped h
- Page 198 and 199: 198/661she treated each boy. When t
- Page 200 and 201: Attunement is very different from s
- Page 202 and 203: But there is hope in "reparative" r
- Page 204 and 205: 204/661all had the same neutral mea
- Page 206 and 207: seem to mean that the brain is desi
- Page 208 and 209: 208/661say—there can be little or
- Page 210 and 211: 210/661of an entire group, such as
- Page 212 and 213: 212/661cycle that precipitates thei
- Page 214 and 215: 214/661While there may be some smal
- Page 216 and 217: 216/661been torturers for terrorist
- Page 218 and 219: 218/661results as meaning that psyc
- Page 220 and 221: 8The Social ArtsAs so often happens
- Page 224 and 225: 224/661One key social competence is
- Page 226 and 227: propriety; they dictate how our own
- Page 228 and 229: 228/661emotional skills make us fee
- Page 230 and 231: 230/661mimic the facial expression
- Page 232 and 233: 232/661audience of thousands in thi
- Page 234 and 235: 234/661• Organizing groups —the
- Page 236 and 237: 236/661they are having the desired
- Page 238 and 239: more in keeping with their true fee
- Page 240 and 241: 240/661Whether Cecil's deficiency w
- Page 242 and 243: 242/661emotion, and who unwittingly
- Page 244 and 245: 244/661following dialogue from four
- Page 246 and 247: Roger asks, before committing himse
- Page 248 and 249: 248/661Seeing him, the drunk roared
- Page 250 and 251: PART THREEEMOTIONALINTELLIGENCE APP
- Page 252 and 253: 252/661staggering 67 percent! 1 If
- Page 254 and 255: 254/661hers. The roots of these emo
- Page 256 and 257: 256/661When girls play together, th
- Page 258 and 259: 258/661couple has "good communicati
- Page 260 and 261: about how to disagree is key to mar
- Page 262 and 263: 262/661An early warning signal that
- Page 264 and 265: 264/661hurtful is the body language
- Page 266 and 267: 266/661The children are being rambu
- Page 268 and 269: 268/661that he is an innocent victi
- Page 270 and 271: laughing with the same attractive m
222/661
able to draw on a large repertoire of tactics, ranging
from a simple plea, to seeking an ally in his mother (no
help, she), to physically comforting him, to lending a
helping hand, to distraction, threats, and direct commands.
No doubt Jay relies on an arsenal that has been
tried with him in his own moments of distress. No matter.
What counts is that he can readily put them to use in
a pinch even at this very young age.
Of course, as every parent of young children knows,
Jay's display of empathy and soothing is by no means
universal. It is perhaps as likely that a child his age will
see a sibling's upset as a chance for vengeance, and so
do whatever it takes to make the upset even worse. The
same skills can be used to tease or torment a sibling. But
even that mean-spiritedness bespeaks the emergence of
a crucial emotional aptitude: the ability to know
another's feelings and to act in a way that further shapes
those feelings. Being able to manage emotions in
someone else is the core of the art of handling
relationships.
To manifest such interpersonal power, toddlers must
first reach a benchmark of self-control, the beginnings
of the capacity to damp down their own anger and distress,
their impulses and excitement—even if that ability
usually falters. Attunement to others demands a modicum
of calm in oneself. Tentative signs of this ability to