General objective

This unit will introduce the CP Early intervention training. Also, this unit will outline the concept of the emotional intelligence as a set of aptitudes important for personal growth, handling personal expectations, especially in emotional aspects of life, and getting along with others. The Unit 1 featured through video materials, group activities supported by individual tasks and online sessions will enable recognition of personal traits and develop skills needed to have a necessary emotional intelligence for demands put on th person.

Learning outcomes

Learner will demonstrate:

2. Abilities in emotional self-awareness – EMOTIONAL MAPPING

• Competence in identification of the 6 foundational emotions on oneself and others;
• Understanding the reason behind the 6 foundational emotions;
• Understanding the consequences of the 6 foundational emotions 
  • Competence  in identification of physical reactions to specific emotions;
  • Competence in identification of process of though in specific emotions;
  • Capability of relating specific behaviours to specific foundational emotion;

3. Abilities in self-regulation – EMOTIONAL NAVIGATION

• understandiong of self-regulation and its relation to arousal, alertness, affect & activity
• recognition of present personal strategies of self- regulation
• awerness and practical implementation of new strategies in slowing emotional reactions for implementation of the cognitive strategies

4. abilities in motivation

• intrinsic drive  ( to develop, improve and achive) in personally relevant goals;
• ability to develop goals relevant for the paerson/family;
• ability to initiate and be ready upon the defined goals; – ability to see positive.

5. abilities in empathy

• understand other’s emotions & their perspective with accompanied expresion of understaning of their perspective – “Walking in others shoes”
• active listening skills in verbal & non-verbal communication – understaning through verbal & non-verbal modes

6. abilities in social skills

• persuasion and influencing to achieve ones goals and objectives;
• ability to listen to others, convey (communicate) own thoughts and feelings;
• sharing of emotions to encourage debate and open discussion, while reducing the hidden meanings & problems, and enabling all to  recognise each other’s feelings and position (Conflict Management Skills
• influenceing and taking others (Leadership Skills)
• ability to take change as possibility, while removing barriers (change management skills)
• Ability to building bonds wth others (Rapport)
• Ability to collaborate & cooperation

Theoretical foundation

Researchers generally describe emotional intelligence as the sum total of a person’s mind capabilities that enable him/her to understand one’s own and others’ emotions correctly, in real time, and to manage these emotions rationally so as to produce personally and socially desirable transactional outcomes (Golman et al., 2001; Kunnanatt, 2004; Salovey and Grewal, 2005; Zeidner et al., 2008). When navigating the social environment, emotionally intelligent people often behave in rationally and emotionally balanced ways and produce win-win relationships and outcomes for themselves and others. By virtue of their positive personality and cordial interactions these EI rich individuals (Abraham, 1999) develop a magnetic field of “emotional attraction” around them. On the other hand, people low on EI tends to enter into counterproductive emotional behaviors and consequently create win-lose or lose-lose type of social and transactional outcomes. Research shows that the EI people are able to win because they are in possession of certain attributes called EI competencies (see figure 1). EI theory classifies these competencies into 1) personal competence in understanding and managing one’s own feelings and emotions (self-awareness and self-regulation) and 2) social competence in knowing and dealing with the feelings and emotions of others (social awareness and social influence) during social interactions (Goleman, 1995; Mayer and Salovey, 1995).