Emotional inteligence
584/661• Increased ability to "size up" interpersonal situationsand plan appropriate actions• Higher self-esteem• More prosocial behavior• Sought out by peers for help• Better handled the transition to middle school• Less antisocial, self-destructive, and socially disorderedbehavior, even when followed up into highschool• Improved learning-to-learn skills• Better self-control, social awareness, and socialdecision-making in and out of the classroomSOURCES: M. J. Elias, M. A. Gara, T. R Schuyler, L. R.Branden-Muller, and M. A. Sayette, "The Promotion of SocialCompetence: Longitudinal Study of a Preventive School-BasedProgram," American Journal of Orthopsychiatry 61 (1991),pp. 409-17.M. J. Elias and J. Clabby, Building Social ProblemSolving Skills: Guidelines From a School-Based Program(San Francisco: Jossey-Bass, 1992).
NotesPART ONE: THE EMOTIONAL BRAINChapter 1. What Are Emotions For?1. Associated Press, September 15, 1993.2. The timelessness of this theme of selfless love is suggestedby how pervasive it is in world myth: The Jataka tales, toldthroughout much of Asia for millennia, all narrate variationson such parables of self-sacrifice.3. Altruistic love and human survival: The evolutionary theoriesthat posit the adaptive advantages of altruism arewell-summarized in Malcolm Slavin and Daniel Kriegman,The Adaptive Design of the Human Psyche (New York:Guilford Press, 1992).4. Much of this discussion is based on Paul Ekman's key essay,"An Argument for Basic Emotions," Cognition andEmotion, 6, 1992, pp. 169-200. This point is from P. N.Johnson-Laird and K. Oatley's essay in the same issue ofthe journal.5. The shooting of Matilda Crabtree: The New York Times,Nov. 11, 1994.
- Page 534 and 535: New Haven schools, when teachers fi
- Page 536 and 537: 536/661responsible adults volunteer
- Page 538 and 539: 538/661such as problems with girlfr
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- Page 542 and 543: • Better able to express anger ap
- Page 544 and 545: 544/661becoming better friends, stu
- Page 546 and 547: 546/661happens as children build th
- Page 548 and 549: 548/661and given the quantum of hop
- Page 550 and 551: APPENDIX AWhat Is Emotion?A word ab
- Page 552 and 553: 552/661feelings such as doubt, comp
- Page 554 and 555: APPENDIX BHallmarks of the Emotiona
- Page 556 and 557: 556/661overall picture or the most
- Page 558 and 559: 558/661emotional mind, the "first i
- Page 560 and 561: reactions. A few exceptions aside,
- Page 562 and 563: This childlike mode is self-confirm
- Page 564 and 565: we behave when enraged or dejected;
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- Page 568 and 569: 568/661corticomedial area of the am
- Page 570 and 571: 570/661neurotransmitters, for examp
- Page 572 and 573: 572/661• Using steps for problem-
- Page 574 and 575: APPENDIX EThe Self ScienceCurriculu
- Page 576 and 577: 576/661SOURCE: Karen F. Stone and H
- Page 578 and 579: SOURCES: E. Schaps and V. Battistic
- Page 580 and 581: M. T. Greenberg and C. A. Kusche, P
- Page 582 and 583: 582/661RESULTS:• Improved problem
- Page 586 and 587: 586/6616. Only in adults: An observ
- Page 588 and 589: 588/661About Emotion. New York: Oxf
- Page 590 and 591: 590/6616. Unconscious preferences:
- Page 592 and 593: 592/661the amygdala are especially
- Page 594 and 595: 594/6613. Richard Herrnstein and Ch
- Page 596 and 597: used statistical methods to assess
- Page 598 and 599: 14. Unconscious fear: The snake stu
- Page 600 and 601: 13. Therapies for anxiety disorder:
- Page 602 and 603: 602/6618. SAT scores of impulsive a
- Page 604 and 605: 26. Mihaly Csikszentmihalyi, Flow:
- Page 606 and 607: 8. Stern, op. cit.606/6619. The dep
- Page 608 and 609: 608/6612. The display rules are in
- Page 610 and 611: 610/6611. There are many ways to ca
- Page 612 and 613: 612/66114. Stonewalling: Gottman, W
- Page 614 and 615: 614/6614. The story of the sarcasti
- Page 616 and 617: Chapter 11. Mind and Medicine616/66
- Page 618 and 619: 618/6619. Of the dozen or so studie
- Page 620 and 621: 620/66122. Stress weakens the immun
- Page 622 and 623: 622/66129. Depression and disease:
- Page 624 and 625: 624/661cortisol, and catecholamines
- Page 626 and 627: 56. Unethical not to treat depressi
- Page 628 and 629: 628/661teachers had said were the m
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584/661
• Increased ability to "size up" interpersonal situations
and plan appropriate actions
• Higher self-esteem
• More prosocial behavior
• Sought out by peers for help
• Better handled the transition to middle school
• Less antisocial, self-destructive, and socially disordered
behavior, even when followed up into high
school
• Improved learning-to-learn skills
• Better self-control, social awareness, and social
decision-making in and out of the classroom
SOURCES: M. J. Elias, M. A. Gara, T. R Schuyler, L. R.
Branden-Muller, and M. A. Sayette, "The Promotion of Social
Competence: Longitudinal Study of a Preventive School-Based
Program," American Journal of Orthopsychiatry 61 (1991),
pp. 409-17.
M. J. Elias and J. Clabby, Building Social Problem
Solving Skills: Guidelines From a School-Based Program
(San Francisco: Jossey-Bass, 1992).
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