Особливості розвитку емоційного інтелекту в юнацькому віці

Abstract

Peculiarities of studying the notion of «emotional intelligence» by foreign and native scientists were considered. Emotional intelligence after D. Goleman is human ability to explain own emotions as well as emotions of environment in order to use acquired information for fulfillment of own purposes. The mixed model of R. Bar-One’s conception was analyzed, that is emotional intellect as variety of non-cognitive facilities and skills, which influence the ability to cope with environment’s demands and pressure. It is mentioned that mixed models of emotional intellect are the subject to criticism due to several reasons. Firstly, for excessive widening of emotional intelligence notion that includes various personal characteristics such as empathy, motivation, insistence, communicative skills etc. Secondly, mixed models of emotional intellect suppose that these components take effect on many real-life situations, but in fact new constituents are hidden under new name. Thirdly, popular literature contains overstated points of view suggesting that the people of high emotional intellect possess incomparable advantages over others. It is stated that there is necessity for adolescents in emotional reflection regulation for emotional and intellectual development, that is helpful in staying outer-directed for positive and negative feelings; to trigger emotions or to escape them depending on their informational value or use; to realize emotions, specify their clarity, typicality, expedience; to manage own emotions as well as other’s by tempering negative feelings and promoting positive ones without deformation the information which they contain.