What makes a leader

Development of children and adolescents’ personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on increasing emotional intelligence of adolescents with emotional and behavioral problems that living in single parent families. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study selected by a purposive sampling method and 11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), and Bar-on Adolescents’ Emotional Intelligence Scale. The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase emotional intelligence in adolescents with emotional and behavioral problems in single parent families.Participating in the workshop, has led to increasing the emotional intelligence of adolescents with emotional and behavioral problems that living in single parent.

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Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

Holistic education is education which appreciates all of students’ potencies in learning process. This research is aimed at analyzing the implementation of holistic education in multilingual program of Madrasah Mu’allimaat Muhammadiyah Yogyakarta. The  research  was  a descriptive-qualitative  approach  with  data  collection  techniques: in-depth  interviews, participant observation, and documentation. The analysis of the data was by reduction, display, and provided conclusions. The result of the research shows that: (1) the implementation of holistic education toward the students of Multilingual program of Madrasah Mu’allimaat was held through four quotients: spiritual quotient (SQ), emotional quotient (EQ), adversity quotient (AQ), and intellectual quotient (IQ) in which those quotients are integrated to madrasah and boarding. (2) Holistic education has impact on the transformation of the students’ character values, which are (1) intrinsic religiosity with deep faith-planted inside, (2) able to control emotion, self-motivated, care, and well-socialized, (3) the improvement of academic achievement, and (4) tough in facing problems, not easy of being hopeless, stressful, or frustrated.

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The Implementation of Holistic Education in Muhammadiyah’s Madrasah Indonesia

The aim of this research was to extend and replicate the previous researches exploring links between Emotional intelligence (EI) and wellbeing. We studied Eudaimonic wellbeing and its indices in particular . Method : The Emotional intelligence test and the Psychological Wellbeing were completed by 163 professionals. Results : Multiple regression analysis reveal that EI predicted overall and each index of eudaimonic wellbeing. Conclusions : Although EI has been linked to wellbeing in the past, its relationship with eudaimonic wellbeing demands more research especially in Indian context. We discuss methodological advances for future research.

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Emotional Intelligence Predicts Eudaimonic Well Being

Currently available assessment tools and procedures are lacking one important dimension in providing full understanding of language learners' potential ability. This article focuses on the pedagogical application of emotional intelligence (EI) activities integrated by Dynamic Assessment (DA, henceforth), a testing approach nurtured by Vygotsky's sociocultural theory, to second language reading instruction. Our main goal is to gain some insights into learner's abilities and find those forms of mediation during emotionally-based dynamic assessment (EDA) intervention that best nurture the development of reading achievement. In this article, learners' improvement in second language (L2) reading comprehension is illustrated with examples of intermediate learners of English completing reading tasks with support from a mediator. The article concludes with recommendations for future research on DA and EI in L2 development.

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Qualitative analysis of mediational strategies in emotionalized dynamic assessment of L2 reading comprehension

This paper traces the evolution of emotional intelligence as a theory and goes on to give a literature review of the same. It discusses the different concepts and beliefs pertaining to emotion and cognition and how it culminated in the theory of emotional intelligence. It also discusses the three major models of emotional intelligence, their contribution to the theory and finally closes with a brief discussion on future improvement of the theory.

http://www.ijoar.org/journals/IJOARHS/papers/IJOARHS23.pdf

A literature review of emotional intelligence

“Yam hi na vyathayanthyethe purusham purusharshabha; Samadhukha sukham dheeram somruthathvaya kalpathe” [In Sanskrit] This analytic sloka from the Bhagavad-Gita (Chapter II, Verse 15) sums up the entire concept of Emotional Intelligence (EI). It says: a person who is calm and remains unperturbed by either pain or pleasure is the one who attains immortality. The theory of EI which has been popularized by Goleman can be traced down to David Wechsler, who, as early as in 1940 said that intelligence does not denote just the cognitive abilities of a person but the non-cognitive abilities as well. This idea was again put forward by Howard Gardner in 1983 when he brought forth the multiple intelligence theory and said that intrapersonal and interpersonal skills are as important as the traditional concept of intelligence which focused on the cognitive skills alone. In 1990, Mayer and Salovey introduced the concept of Emotional Intelligence as a distinct form of intelligence which can be measured and evaluated. This paper analyses the possibility of developing the theory of EI into a more comprehensive one. It compares and contrasts the theory of EI against the concept of emotions as discussed in the Bhagavad-Gita and explores the possibilities of finding specific methods through which a person’s emotional competencies can be enhanced by incorporating the ideals of Sri Krishna as discussed in the Bhagavad-Gita.

/pdf/emotional-intelligence-through-the-bhagavad-gita-2qy5zcs2xi.pdf

Emotional intelligence through the Bhagavad-Gita

“Yam hi na vyathayanthyethe purusham purusharshabha; Samadhukha sukham dheeram somruthathvaya kalpathe” [In Sanskrit] This analytic sloka from the Bhagavad-Gita (Chapter II, Verse 15) sums up the entire concept of Emotional Intelligence (EI) It says: a person who is calm and remains unperturbed by either pain or pleasure is the one who attains immortality The theory of EI which has been popularized by Goleman can be traced down to David Wechsler, who, as early as in 1940 said that intelligence does not denote just the cognitive abilities of a person but the non-cognitive abilities as well This idea was again put forward by Howard Gardner in 1983 when he brought forth the multiple intelligence theory and said that intrapersonal and interpersonal skills are as important as the traditional concept of intelligence which focused on the cognitive skills alone In 1990, Mayer and Salovey introduced the concept of Emotional Intelligence as a distinct form of intelligence which can be measured and evaluated This paper analyses the possibility of developing the theory of EI into a more comprehensive one It compares and contrasts the theory of EI against the concept of emotions as discussed in the Bhagavad-Gita and explores the possibilities of finding specific methods through which a person’s emotional competencies can be enhanced by incorporating the ideals of Sri Krishna as discussed in the Bhagavad-Gita

Abha Dawesar’s famous novel Babyji is a real kaleidoscope of themes that touch on political tensions, caste and class issues, school atmosphere, urban life, abuse, marriage, and Indianness, all interlaced with a lesbian story of a sixteen-year-old girl. Published in 2005, the period where in India, homosexuality was still under the veils of criminalization. This essay will analyse the representation of the main character, her early lesbian relationships in adolescence, the experiences of other characters in marriage, and how straight people feel about non-heterosexuality in relation to the chosen literary stance. This article is an effort to critically examine the portrayal of lesbian identity by Dawesar which is far from the theoretical and fictional implications of other Indian as well as Indian diasporic writers. It tries to shed light on the author’s intention to re-examine the societal norms, stratification, class distinction and other factors that press women’s independence, especially their sexual autonomy.

N. Gayathri

Papers

A literature review of emotional intelligence

Emotional intelligence through the Bhagavad-Gita

Emotional intelligence through the Bhagavad-Gita

Deciphering Lesbian Relationships, Marriage and Homophobia in Abha Dawesar’s Babyji