Week 8 Sessions 21 23 Personal Value System (E.Q.)

Professional Ethics with Values Formation
Personal Value System (Emotional Intelligence) *Property of STI
Page 1 of 15
TOPIC TITLE: PERSONAL VALUE SYSTEM (E.Q.)
SPECIFIC OBJECTIVES:
At the end of the topic session the students are expected to:
Cognitive:
1. Define emotional intelligence (E.Q.) and intelligence quotient
(I.Q.).
2. Identify the roots of the term emotional intelligence (E.Q.)
3. Analyze the different definitions of E.Q. and be able to create
their own definitions.
4. Identify the difference between E.Q. and I.Q.
5. Enumerate the eight fundamental E.Q. skills.
6. Explain the different models of E.Q.
Affective:
1. Listen to others with respect.
2. Participate in class discussions and activities actively.
Psychomotor:
1. Follow the instructions given in the short activities.
MATERIALS/EQUIPMENT:
o Topic Slides
o OHP
o Student Handout 5 - Testing Your Emotional Intelligence
TOPIC PREPARATION:
o The first two sessions will discuss the basic theories and
concepts of emotional intelligence (definition, aspect, signs of
high and low emotional intelligence).
o Reproduce a sufficient number of copies of the Student Handout
5 (Testing Your Emotional Intelligence).
o The instructor may visit the following websites for further
readings on theories of emotional intelligence:
http://www.kellybear.com/TeacherArticles/TeacherTip3.html
http://www.6seconds.org/index.php
TOPIC PRESENTATION:
The topic will be the continuation of the discussion for Personal Value
System (E.Q.). Discussions will include Emotional Intelligence, Aspects
of E.Q. According to Goleman, Six Seconds Emotional Intelligence
Network and Signs of High and Low E.Q.
This will be the suggested flow of discussion for Emotional Intelligence.
1. Introduce the continuation of the topic to the class by presenting
two situations which show the comparison between emotional
intelligence (E.Q.) and cognitive intelligence (or intelligent
quotient).
2. Furthermore, facilitate a brief discussion by identifying the

Page 2 of 15
qualities of a person with high emotional quotient. Enumerate
some of the benefits of having a high E.Q.
First Example:
Bill was brilliant in his field and the best IT person in the office as
to technical skills, but his interpersonal/relational skills were very
low. He was abrasive, arrogant, short-tempered and a
perfectionist. Other people didn't like to work with him and he
was unable to explain things in terms other people could
understand.
Second Example:
Mary, who was also in the IT department, had good technical
skills and a good education, though it was less than Bill’s.
However, her emotional intelligence more than made up for this.
She was able to handle herself and other people well and to
explain things calmly and clearly. People loved to work with her
and requested her by name. She received promotion after
promotion because of her technical expertise and her high
emotional intelligence.
Source: http://www.teach-nology.com/tutorials/teaching/iq/
3. Present a brief history on how E.Q. started and give different
definitions of this term.
4. Challenge students to compare the definitions and identify the
key points in each term.
5. After presenting basic theories and concepts on emotional
intelligence, distribute Student Handout 5 to the class. Have
them answer the distributed test questionnaire.
6. The instructor may interpret their scores right after they have
answered the emotional intelligence exam.
Personal Value System - cont.
Page 1 of 8
Personal Value System - continuation
Values Formation
* Property of STI
Page 1 of 8
Personal Value System –
cont.
o Emotional Intelligence
v (1990) Dr. Salovey of Yale University & Dr.
Mayer of the University of New Hampshire
started to publish articles on emotional
intelligence
v Daniel Goldman – “Emotional Intelligence:
Why It Can Matter More than I.Q.” and
“Working with Emotional Intelligence”
• “Working with Emotional Intelligence” -
shaken up the old order and brought the
entrenched mid-century ways of teaching
and business under scrutiny
[ See Personal Value System - cont., Page 1 of 8 ]
Emotional Intelligence
¦ History
In 1990, Dr. Peter Salovey of Yale University and Dr. John Mayer of
the University of New Hampshire started to publish articles on
emotional intelligence. They tested how people could identify
emotions in faces, abstract designs and colors, and from these
studies, they believed they discovered a sort of universal aptitude of
emotions.
Several years after that breakthrough, Daniel Goleman published a
book entitled “Emotional Intelligence: Why It Can Matter More than
I.Q.” Afterwards, a follow-up book was published entitled “Working
with Emotional Intelligence,” has shaken up the old order and
brought the entrenched mid-century ways of teaching and business
under scrutiny.

Page 3 of 15
Page 2 of 8
Values Formation
* Property of STI
Page 2 of 8
o Emotional Intelligence
v definitions:
• Salovey and Meyer define E.Q. as “… the
subset of social intelligence that involves
the ability to monitor one’s own and other’s
feelings and emotions, to discriminate
among them and to use this information to
guide one’s thinking and actions”
• Goleman claims that emotional intelligence
“does not give free reins to feelings (let it
all hang out). Rather, it means managing
feelings so that they are expressed
appropriately and effectively, enabling
people to work together smoothly toward
their common goals”
• “the awareness of and ability to manage
one’s emotions in a healthy and productive
manner”
• indicates a kind of intelligence or skill that
involves the ability to perceive, assess and
positively influence one’s own and other
people’s emotions
cont.
¦ Definitions
v Salovey and Meyer (1990) define emotional intelligence as “…
the subset of social intelligence that involves the ability to
monitor one’s own and other’s feelings and emotions, to
discriminate among them and to use this information to guide
one’s thinking and actions.”
v Goleman (1998) claims that emotional intelligence “does not
give free reins to feelings (let it all hang out). Rather, it means
managing feelings so that they are expressed appropriately and
effectively, enabling people to work together smoothly toward
their common goals.”
v “The awareness of and ability to manage one’s emotions in a
healthy and productive manner.”
- www.allpsych.com/dictionary/dictionary2.html
v E.Q. indicates a kind of intelligence or skill that involves the
ability to perceive, assess and positively influence one’s own
and other people’s emotions.
v E.Q. vs. I.Q.
• I.Q. refers to the numerical rate of one’s cognitive ability. It
is made up of a series of standardized tests which attempt
to measure intelligence. Intelligence quotient usually
involves several kinds of intelligence which were developed
by Dr. Howard Gardner, an education professor from
Harvard University. Recall that Gardner provided kinds of
multiple intelligence, namely, spatial, musical, naturalist,
intrapersonal, bodily-kinesthetic, interpersonal, linguistic,
existential, and logical-mathematical intelligence. Emotional
intelligence, on the other hand, refers to a skill or capacity
to control the existing/present emotion of oneself and of
others.
This will be the suggested flow of discussion for Aspects of E.Q.
According to Goleman, Six Seconds Emotional Intelligence Network and
Signs of High and Low E.Q.
1. Discuss the aspects and domains of E.Q.
2. Present the six seconds E.Q. model. Discuss what it means and
what does it take to be emotionally intelligent.
3. Present the list of general characteristics of people with low and
high E.Q. according to Steve Hein.

Page 4 of 15
Page 3 of 8
Values Formation
* Property of STI
Page 3 of 8
o Aspects of E.Q.
v understanding yourself, your goals,
intentions, responses, behavior and all
v understanding others and their feelings
v domains:
• knowing your emotions
• managing your emotions
• recognizing and understanding other
people’s emotions
• managing relationships
cont.
Page 4 of 8
Values Formation
* Property of STI
Page 4 of 8
o Aspects of E.Q.
v 6 seconds’ E.Q. model:
• know yourself
§ self-awareness
§ self-honesty
§ independence
• choose yourself
§ delay gratification
§ prioritize
§ manage feelings
§ optimism
§ accountability
cont.
[ See Personal Value System - cont., Pages 3 - 4 of 8 ]
Aspects of E.Q.
¦ Understanding yourself, your goals, intentions, responses, behavior
and all.
¦ Understanding others and their feelings.
¦ Domains of E.Q. According to Goleman:
v Knowing your emotions
v Managing your emotions
v Recognizing and understanding other people’s emotions
v Managing relationships, i.e. managing the emotions of others
¦ Six Seconds’ E.Q. Model
v Know Yourself - involves increasing self awareness and
understanding how the individual functions
Questions:
• What makes you think, act and feel the way you do?
• What parts of your reaction are habitual (done without
conscious thought) and which parts are intentional?
• What are you afraid of?
Components:
• Self- awareness. The recognition of the causes and effects
of your own feelings and reaction.
• Self-honesty. The acceptance of your own qualities and
faults, your own experiences and emotions, and your own
power.
• Independence. The recognition of your own rights and
responsibilities as a free person.
v Choose Yourself - involves building self-management and
consciously choosing your thoughts, feelings and actions
Questions:
• How do you know what is right for you?
• Can you increase your awareness of your actions so that
you see their effects?
• If you were not afraid, what would you do?
• Can you live with doing less that what is right?
Components:
• Delay gratification. Take "right" action even though there
may not be immediate reward.
• Prioritize. Bring to the forefront of your mind a "checklist" of
what is most important so you can weigh decisions and
actions.
• Manage feelings. Use simple techniques, like a pause for
reflection, to act - not react.

Page 5 of 15
Page 5 of 8
Values Formation
* Property of STI
Page 5 of 8
cont.
o Aspects of E.Q.
v 6 seconds’ E.Q. model:
• give yourself
§ interdependence
§ empathy
§ noble goals
v summary of the 8 fundamental emotional
skills:
Page 6 of 8
Values Formation
* Property of STI
Page 6 of 8
o Aspects of E.Q.
v ways on how to be emotionally literate
• increase self-awareness
• manage emotions
• norms for acceptable behavior
• control negative impulses
• develop listening and communication
skills
• self-motivate
• involve parents
• nurture your own E.Q.
v signs of high E.Q. (Steve Hein)
• expresses his feelings clearly and directly
• does not disguise thoughts as feeling
• not afraid to express his feelings
cont.
• Optimism. Recognize that you have choice, that you can
make a difference, that you are an important part of a living
whole.
• Accountability. Hold yourself to high standards and do what
is right even when it seems hopeless.
v Give Yourself - involves developing a self-direction and creating
a more compassionate world through empathy and principled
decision-making
Questions:
• Am I giving a legacy of good?
• Am I healing or hurting?
• Do I live the golden rule?
• Will I die knowing I lived well?
Components:
• Interdependence. The recognition of an individual's place in
the larger community, awareness and decision making that
takes into account the short & long- term consequences of
our actions.
• Empathy. Use your awareness to guide your choices.
• Noble Goals. Commit to action that serves ideals & serves
others, but does not hurt anyone and does not profit one
over another.
The following table summarizes the eight fundamental emotional
intelligence skills:
Know Yourself Choose Yourself Give Yourself
Enhance emotional
literacy
Apply consequential
thinking
Increase empathy
Recognize patterns Navigate emotions Pursue noble goals
Engage intrinsic
motivation
Exercise optimism
¦ Ways on How to Be Emotionally Literate
v Increase self-awareness
• Encourage the individual to identify their feelings, recognize
links between feelings, thoughts and actions.
• Guide him to evaluate their strengths and weaknesses to
develop realistic view of themselves.
v Manage emotions
• Each individual must be aware that each has the power to
cope with negative feelings in constructive ways.
v Norms for acceptable behavior
• Acknowledge and appreciate differences in other’s feelings
and perspectives.

Page 6 of 15
v Control negative impulses
• This can be done through self-regulation. The choices that
have been made today will determine the kind of future
each one has.
v Develop listening and communication skills
• Emphasize nonverbal communication including tone of
voice, gestures, facial expressions, and eye contact.
• Be a good listener. It is important to express one’s ideas
and emotions clearly and effectively.
• Be assertive and not to be aggressive and passive.
v Self-motivate
• This can be done by setting clear goals and developing a
hopeful and optimistic attitude.
• Encourage self-confidence, zeal and patience. Taking
responsibility for such actions is also a prerequisite.
v Involve parents
• Parents/guardians can serve as a model in order to have an
emotionally healthy behavior in the home.
v Nurture your own E.Q.
• Strive to be empathic, self-disciplined, enthusiastic, tolerant
and compassionate.
¦ Signs of High and Low E.Q.
Steve Hein (1999) suggests the general characteristics of people
who have high and low level of E.Q.
v Signs of High E.Q.
• Expresses his feelings clearly and directly (Example: “I feel
irritated…”).
• Does not disguise thoughts as feeling (Example: "I feel
like...... ”).
• Not afraid to express his feelings.
• Not dominated by negative emotions such as fear, worry,
guilt, shame, embarrassment, obligation, disappointment,
hopelessness, powerlessness, dependency, victimization
and discouragement.
• Recognize non-verbal communication.
• Use feelings to guide him through life.
• Balances feelings with reason, logic, and reality.
• Acts out of desire, not because of duty, guilt, force or
obligation.
• Independent, self-reliant and morally autonomous.
• Intrinsically motivated.
• Not motivated by power, wealth, status, fame, or approval.
• Emotionally resilient.
• Optimistic.
• Interested in other people's feelings.
• Comfortable talking about feelings.

Page 7 of 15
Page 7 of 8
Values Formation
* Property of STI
Page 7 of 8
o Aspects of E.Q.
v signs of low E.Q. (Steve Hein)
• doesn't take responsibilities for his feelings
• can't tell why she feels the way she does, or
can't do it without blaming someone else
• has the tendency to attack, blame,
command, criticize, interrupt, invalidate,
lecture, advise and judge other people
• tries to analyze everybody
• often begins sentences with "I think you...“
• sends "You messages" disguised as "I feel
messages"
• lays guilt trips on other people
• exaggerates or minimizes his feelings
• lacks integrity and a sense of conscience
• lacks integrity and a sense of conscience
• carries grudges; unforgiving
• acts out his feelings, rather than talking
them out
cont.
• Not immobilized by fear or worry.
• Able to identify multiple concurrent feelings.
v Signs of Low E.Q.
• Doesn't take responsibilities for his feelings; has the
tendency to blame others for them.
• Can't put together three word sentences starting with "I
feel..."
• Can't tell you why she feels the way she does, or can't do it
without blaming someone else.
• Has the tendency to attack, blame, command, criticize,
interrupt, invalidate, lecture, advise and judge other people.
• Tries to analyze everybody, for instance, when someone
tries to express his feelings.
• Often begins sentences with "I think you..."
• Sends "You messages" disguised as "I feel messages." For
example, "I feel like you......"
• Lays guilt trips on other people.
• Withholds information about or lies about his feelings
(emotional dishonesty).
• Exaggerates or minimizes his feelings.
• Lets things build up, then they blow up, or react strongly to
something relatively minor.
• Lacks integrity and a sense of conscience.
• Carries grudges; unforgiving.
• Doesn’t tell you where you really stand with her.
• Uncomfortable to be around.
• Acts out his feelings, rather than talking them out.
• Plays games; is indirect or evasive.
• Insensitive to other’s feelings.
• Has no empathy and compassion.
• Rigid, inflexible; needs rules and structure to feel secure.
• Not emotionally available; offers little chance of emotional
intimacy.
• Does not consider your feelings before acting.
• Does not consider their own future feelings before acting.
• Insecure and defensive and finds it hard to admit mistakes,
express remorse, or apologize sincerely.
• Avoids responsibility by saying things like: "What was I
supposed to do? I had no choice!”
• Pessimistic and often believes the world is unfair.
• Frequently feels inadequate, disappointed, resentful, bitter
or victimized.
• Locks himself into courses of action against common
sense, or jumps ship at the first sight of trouble.
• Avoids connections with people and seeks substitute
relationships with everything from pets and plants to
imaginary beings.
• Rigidly clings to his beliefs because he is too insecure to be
open to new facts.
• Can tell you the details of an event, and what they think
about it, but can't tell you how she feels about it.

Page 8 of 15
Page 8 of 8
Values Formation
* Property of STI
Page 8 of 8
References/Sources
Punsalan, T. and Badayos, P., (1999), Buhay: Edukasyon
sa Pagpapahalaga (EP) Para sa Kolehiyo, Values
Education Faculty, Philippine Normal University
Instructor’s Guide (Week 9 Session 26): Emotional
Intelligence. Child and Adolescent Development. STI
Education Services Group, 2006
Dunn, S.G. (2007), Emotional Intelligence vs. Cognitive
Intelligence, Teachnology : The Online Teacher
Resource, Retrieved June, 2007 from http://www.teach-
nology.com/tutorials/teaching/iq/
Davies, L., (2000, October), Emotional Intelligence: An
Essential Component of Education, Kelly Bear Website,
Retrieved June, 2007 from
http://www.kellybear.com/TeacherArticles/TeacherTip3.ht
ml
“Emotional Intelligence.” Wikipedia–the free encyclopedia.
en.wikipedia.org/wiki/Emotional_intelligence, retrieved
June, 2007
allpsych.com/dictionary/dictionary2.html
• Uses his intellect to judge and criticize others without
realizing he is feeling superior, judgmental, critical, and
without awareness of how his actions affects others'
feelings.
• A poor listener. Interrupts. Invalidates. Misses the emotions
being communicated. Focuses on "facts" rather than
feelings.
References:
Punsalan, T. and Badayos, P., (1999), Buhay: Edukasyon sa
Pagpapahalaga (EP) Para sa Kolehiyo, Values Education Faculty,
Philippine Normal University
Instructor’s Guide (Week 9 Session 26): Emotional Intelligence. Child
and Adolescent Development. STI Education Services Group, 2006
Dunn, S.G. (2007), Emotional Intelligence vs. Cognitive Intelligence,
Teachnology : The Online Teacher Resource, Retrieved June, 2007
from http://www.teach-nology.com/tutorials/teaching/iq/
Davies, L., (2000, October), Emotional Intelligence: An Essential
Component of Education, Kelly Bear Website, Retrieved June, 2007
from http://www.kellybear.com/TeacherArticles/TeacherTip3.html
“Emotional Intelligence.” Wikipedia–the free encyclopedia.
en.wikipedia.org/wiki/Emotional_intelligence, retrieved June, 2007
allpsych.com/dictionary/dictionary2.html
EVALUATION/GENERALIZATION:
Class Activity
To summarize the session, determine the level of EQ of the class using
a sample EQ test designed by EI Hay Group Services. After answering
the questionnaire, ask students to sum up their scores. Evaluate the
answers of the students by referring to the provided handout for the
instructor (interpreting your scores). Note that the purpose of this activity
is to provide the students an idea of their E.Q. level. However, the
suggested questionnaire in this activity does not provide a
comprehensive tool for evaluating one’s emotional intelligence.
Discuss the interpretations for each question. Give students a sufficient
amount of time to reflect on their respective E.Q. scores.

Page 9 of 15
TOPIC TITLE: PERSONAL VALUE SYSTEM (E.Q.) – continuation
SPECIFIC OBJECTIVES:
At the end of the topic session the students are expected to:
Cognitive:
1. Recall Robert Plutchik’s eight primary emotions of man.
2. Enumerate and explain the four extreme types of emotion
according to Sid Cornier.
3. Identify some of the possible ways to avoid the four extreme
types of emotion.
4. Name and explain the foundations of emotional intelligence.
5. Identify the sub-types of each foundation.
Affective:
1. Listen to others with respect.
2. Participate in class discussions and activities actively.
Psychomotor:
1. Follow the instructions given in the suggested activities.
MATERIALS/EQUIPMENT:
o Topic Slides
o OHP
o Audio file (mp3, wma, CD file) of any soothing and “easy
listening” music
o CD/cassette player (optional)
o PC with mp3 or wma player (optional)
o DVD/CD copy of “Anger Management”
o DVD/CD player
TOPIC PREPARATION:
o Incorporate various kinds of strategies while discussing the
suggested topics. The instructor may use the suggested learning
activities below to facilitate a thorough and creative discussion of
the featured course topics.
o Synthesize all the key concepts and principles discussed in the
previous session.
o Anticipate the questions that the students might ask and be
prepared to answer them.
o The instructor may visit the following website for further theories
on emotional energy (energy drains and energy moves):
http://www.oprah.com/health/omag/health_omag_200301_energ
y.html
TOPIC PRESENTATION:
The topic will be the continuation of the discussion for Personal Value
System (E.Q.). Discussions will include Extreme Types of Emotions and
Foundations of Emotional Intelligence.

Page 10 of 15
This will be the suggested flow of discussion for Extreme Types of
Emotions.
1. Begin the session by asking the class to compile/classify the
eight primary kinds of emotion: negative in one column and
positive in another.
2. State that the initial part of the session will focus on the
discussion of the four extreme types of emotions.
3. Furthermore, it will attempt to describe what happens when
people get angry and what they do as well as not do.
4. Prepare the audio system. While playing a soothing/easy
listening music, ask the students to reflect on the last time that
they were angry. Instruct them to identify on where the anger
came from.
5. Ask them if these angry feelings have synonyms such as
disappointment, frustration, rage or etc.
6. While playing the audio file, ask the students to pair up (let them
choose their desired partner). Throw the following questions to
the class (have them share their answers on their respective
partners):
Questions:
v What does it feel like when someone is angry at/with you?
v How did you know the other person was angry?
v What did they do in reaction to the other person’s anger?
7. After their sharing, ask each pair to join with another pair. Ask
the new foursomes to discuss if there is an absolute correct way
to handle anger. Have them report back to the class. Record
their answers on the blackboard.
8. The instructor may also introduce the course topic by facilitating
a film viewing activity to the class (Anger Management - starred
by Adam Sandler and Jack Nicholson).
9. Discuss the four extreme types of emotions.
Page 1 of 9
Values Formation
* Property of STI
Page 7 of 9
o Foundations of Emotional Intelligence
v emotional depth
• commitment
§ requires unusual strength and courage
§ individuals who are ready to commit are said
to be “risk-takers”
• influence without authority -
material/economic status, age, social role,
educational attainment and experience
• unique potential & purpose - different
purposes on why we exist
• applied integrity
§ ways on how we facilitate our emotions
§ emotions which have a material purpose
often lead into the individual’s glory, thus,
establishing his integrity
cont.
Extreme Types of Emotion
Sid Cormier (1992) enumerates four extreme types of emotions which
can lead into undesirable/odd results.
¦ Guilt
Guilt feeling, like the fly, keeps buzzing until we deal with it.
However, how and why does it occur to us? Dictionary.com defines
the word guilt as “a feeling of responsibility or remorse for some
offense, crime, wrong and etc., whether real or imagined.” Some
believe that one of the compositions of human conscience is the
feeling of guilt. In this context, guilt somehow acts as an imaginary
prosecutor which brings us up short and condemns us if we
committed erroneous actions and thoughts. On the other hand,
there are also individuals who perceive that guilt is a kind of
inherent gift. Unfortunately, because of our pride, we tend not to
use it. Instead, we usually attempt to suppress it. The following are
some of the possible techniques on how to avoid the feeling of
guilt:

Page 11 of 15
Page 2 of 9
Values Formation
* Property of STI
Page 2 of 9
cont.
o Extreme Types of Emotion
v fear
• inherently present among individuals
• reminds us to monitor our actions, thoughts
and behaviors in order to avoid any possible
harm
• real or imaginary
• fear serves as a preemptive response of the
individual towards the existing
danger/threat
• techniques on how to avoid this feeling:
§ make yourself busy
§ clear things up
§ share your thoughts
Page 3 of 9
Values Formation
* Property of STI
Page 3 of 9
o Extreme Types of Emotion
v grief
• denial - “This can’t be happening.”
• anger - “How dare you do this to me?”
• bargaining - “I would do anything just let
me live.”
• depression - “I’m so sad, why bother with
anything?”
• acceptance – “I know that I will be in better
place”
v anger
• often associated with the feeling of disgust
in which it can be resulted into physical and
emotional harm
cont.
v Confessions may be made in writing. One of the effective ways
to avoid the feeling of guilt is to make a confession (admission of
committed offense) in your diary. Apologize to the person whom
you committed such erroneous act. The letter may not be
necessarily given to the injured person.
v Do not try to hide it, nor suppress it. Trying to suppress this
feeling can lead into serious physical and mental illnesses such
as anxiety disorder and etc.
v Confiding/sharing the feeling with a friend/relative. A person
could bring his emotional feelings into balance by trusting
someone who can listen to him without judging or condemning
his actions/thoughts.
v Pray/meditate.
¦ Fear
Just like all other extreme types of emotion, fear is inherently
present among individuals. It reminds us to monitor our actions,
thoughts and behaviors in order to avoid any possible harm. As
stated before, fear maybe imaginary (that is, based on trauma that
was experienced in the past) or real (that is, based on the present
and immediate possibility of any danger/threat). Recall that in the
context of evolutionary point of view, fear serves as a preemptive
response of the individual towards the existing danger/threat. The
following are some of the possible techniques on how to avoid this
feeling:
v Make yourself busy. This enables us to direct our focus from the
things that we fear to the things that we love to do.
v Clear things up. We need to define the things that we normally
fear by listing and at the same time, designing a plan (or
possible plans) on how to conquer these things.
v Share your thoughts. It is also important to share our fearful
thoughts to the people we normally trust. They can give us
comfort and advices on how to deal, if not conquer, with these
things.
¦ Grief
It is normally associated with death. Elizabeth Ross (author of the
book entitled “On Death and Dying”) proposed five stages of grief
which include denial, anger, bargaining, depression and
acceptance.
v Denial. In this stage, the individual tends to act as if the loss of
his loved one is just a nightmare. He cannot accept the reality
that he could not be with him/her anymore.
• “This can’t be happening.”
v Anger. The occurrence of this feeling is directed either towards
God, oneself or other people.
• “How dare you do this to me?”

Page 12 of 15
v Bargaining. Arises in both or either parties: the one who is dying
and the relatives of the dying person.
• “I would do anything just let me live.”
v Depression. Refers to the extreme form of sorrow and grief. This
can lead into serious physical and mental problems if the person
failed to recover into his previous conscious state.
• “I’m so sad, why bother with anything?”
v Acceptance. Dying is a difficult business. Unfortunately, it is an
inevitable human process that every individual must undertake.
Until today, the issue on dealing with regard to dying is still
widely unaccepted. Learning to accept the departure of the
dying person is the most possible way to help him accept his
fate.
• “I know that I will be in a better place.”
¦ Anger
Often associated with the feeling of disgust in which it can be
resulted into physical and emotional harm. The following are some
of the possible ways for anger management:
v Exercise
v Openness to have reconciliation
This will be the suggested flow of discussion for Foundations of
Emotional Intelligence.
1. Discuss the four foundations of emotional intelligence according
to Robert Cooper and Ayman Sawaf (Executive E.Q.: Emotional
Intelligence in Leadership and Organizations).
2. Afterwards, encourage the students to provide relevant
examples in each foundation.
Page 4 of 9
Values Formation
* Property of STI
Page 4 of 9
v emotional literacy
• emotional honesty
§ E.Q. helps us to determine as to when it is
the right time to be emotionally honest
§ the society teaches us to be emotionally
dishonest – to cover our true feelings with
our own social role/status
§ emotional dishonesty may be dangerous
because it can result into the degradation of
one’s emotional state
• emotional energy
§ having an exact level of emotional energy
can influence the people around us to
produce something desirable whether within
a family unit, an organization, or the general
society
cont.
Foundations of Emotional Intelligence
Robert Cooper and Ayman Sawaf (1997) proposed the four foundations
of emotional intelligence in their book entitled “Executive E.Q.”
¦ Emotional Literacy - involves emotional honesty, emotional energy,
emotional feedback and emotional connection & intuition
v Emotional honesty. One must be emotionally aware in order to
be emotionally honest. The role of emotional intelligence is
essential to attain this state. E.Q. helps us to determine as to
when it is the right time to be emotionally honest. Some of the
social behaviorists agree that most of time, it is inappropriate to
be emotionally honest. According to them, the society teaches
us to be emotionally dishonest – to cover our true feelings with
our own social role/status, physical gestures and etc. We always
declare that we are in a good condition when we are not. It is
because we are afraid that the society may give us an unusual
treatment if we declare that we are not doing well. However,
emotional dishonesty may be dangerous because it can result

Page 13 of 15
Page 5 of 9
Values Formation
* Property of STI
Page 5 of 9
• emotional connection & intuition
§ individuals tend to use their subjective
aspect (intuition) instead of exercising their
rational senses
• emotional feedback
§ allows us to classify and summarize the
values and emotions that we possess
Ø learn how to accept your emotions and
find ways on how to deal with them
Ø listen to the results of the emotional
feedback --- try to focus on what your
emotions want to convey
Ø struggle to guide your emotional
energy towards a good, desirable and
appropriate goal
cont.
Page 6 of 9
Values Formation
* Property of STI
Page 6 of 9
v emotional fitness
• trust radius
§ in the context of Psychology, trust is
essential to the concept of social influence,
that is, an individual can persuade or
influence someone who is trusting
§ Sociology considers trust as a mental state
• genuine presence - the ability of the
individual to be physically, mentally and
emotionally aware on the situation at hand
• constructive discontent - the sensitivity
produced by this discontent (or irritation)
merely serves as an impetus to motivate
ourselves toward a much better condition
• resilience & renewal - the individual’s
ability to adjust on eccentric however
relevant conditions that may affect his
personal perspective about life in general
cont.
into the degradation of one’s emotional state. Each of us must
express our true feelings in order to get to know our “true
selves” on a deeper level.
v Emotional Energy. When someone feels so tired most of the
time (or feeling so wasted), we may conclude that he has low
level of emotional energy. Having an exact level of emotional
energy can influence the people around us to produce
something desirable whether within a family unit, an
organization, or the general society. Positive level of emotional
energy brings positive mood and output in every individual. The
article from Oprah.com attempts to solve the emotional energy
crisis by enumerating eight energy drains. It also provides eight
corresponding steps (energy moves) on how to fix them. The
following were directly quoted from the article written by Annie
Gottlieb entitled Solving the Emotional Energy Crisis.
Energy Drains Energy Moves
Other people’s expectations Declare independence
Loss of self Personalize your life
Deprivation Add pleasure, beauty, fun
Envy Count your blessings
Worry Get going
Unfinished business Do it or dump it
Over commitment Say “yes” to yourself
Holding on to loss Cry all your tears
v Emotional Connection and Intuition. Individuals who have this
kind of sub foundation tend to use their subjective aspect
(intuition) instead of exercising their rational senses. For
instance, we Filipinos are generally fond of using our intuitions
which are mostly subjective. Americans, on the other hand, are
known for their pragmatic behavior which is generally based on
practical considerations.
v Emotional Feedback. It is also important to be emotionally aware
for it allows us to classify and summarize the values and
emotions that we possess. Robert K. Cooper and Ayman Sawaf
prescribed three tips on how to facilitate our emotions.
• Learn how to accept your emotions and find ways on how to
deal with them.
• Listen to the results of the emotional feedback --- try to
focus on what your emotions want to convey.
• Struggle to guide your emotional energy towards a good,
desirable and appropriate goal.
¦ Emotional Fitness - involves genuine presence, trust radius,
constructive discontent and resilience and renewal
v Trust Radius. Involves two kinds of perspectives: psychological
and sociological. In the context of psychology, trust is essential
to the concept of social influence, that is, an individual can
persuade or influence someone who is trusting. However, it is
also a popular fact that it is very hard to regain trust once it is
lost. Sociology considers trust as a mental state. Trust in the
context of sociology involves competence, honesty and
benevolence.

Page 14 of 15
Page 7 of 9
Values Formation
* Property of STI
Page 7 of 9
v emotional depth
• commitment
§ requires unusual strength and courage
§ individuals who are ready to commit are said
to be “risk-takers”
• influence without authority -
material/economic status, age, social role,
educational attainment and experience
• unique potential & purpose - different
purposes on why we exist
• applied integrity
§ ways on how we facilitate our emotions
§ emotions which have a material purpose
often lead into the individual’s glory, thus,
establishing his integrity
cont.
Page 8 of 9
Values Formation
* Property of STI
Page 8 of 9
v emotional alchemy
• reflective time shifting - there are
individuals who are capable of experiencing
things that are made up of different kinds
of emotions
• intuitive flow – composed of intuitions that
are based on one’s experiences
• opportunity setting – “opportunity knocks
only once”
• crediting the future
§ we must work hard and strive in order to
attain future success in life
§ involves an extreme degree of patience
cont.
v Genuine Presence. Refers to the ability of the individual to be
physically, mentally and emotionally aware on the situation at
hand.
v Constructive Discontent. Sometimes, loss of satisfaction can
bring constructive outputs. Constructive discontent does not
mean to be skeptic, or to be absolutely doubtful. The sensitivity
produced by this discontent (or irritation) merely serves as an
impetus to motivate ourselves toward a much better condition.
Constructive in the sense that the individual does not aim for
perfection, but aspiring to enhance not only his life, but the lives
of other people.
v Resilience and Renewal. Refers to the individual’s ability to
adjust on eccentric however relevant conditions that may affect
his personal perspective about life in general. It also involves the
ways on how would the individual react if he experiences such
failure. These are:
• Remain to be a loser and dwell into that kind of situation; or
• Start to improve your life, stand up, and keep your chin up.
¦ Emotional Depth - involves unique potential and purpose,
commitment, applied integrity and influence without authority
v Commitment. This requires unusual strength and courage. It
also requires faith, trust and love. Individuals who are ready to
commit are said to be “risk-takers,” or the ones who can accept
the possibility to fail. On the other hand, individuals who fear
commitment may not be ready for such kind of interpersonal
arrangement.
v Influence without Authority. The following are the grounds to be
influential, namely, material/economic status, age, social role
(i.e. government position), educational attainment and
experience.
v Unique Potential and Purpose. No one is perfectly similar; our
DNA characteristics are exclusively distinct from the others, the
same goes with our fingerprints. Even our emotions and
“intangible” characteristics (i.e. intelligence and moods) have
various levels. We also have different purposes on why we exist.
v Applied Integrity. Refers to the ways on how we facilitate our
emotions. Most of the time, emotions which have a material
purpose often lead into the individual’s glory, thus, establishing
his integrity.
¦ Emotional Alchemy - involves intuitive flow, reflective time-shifting,
opportunity sensing, creating the future
v Reflective Time Shifting. There are individuals who are capable
of experiencing things that are made up of different kinds of
emotions. These experiences can help the individual to figure
out plans and strategies on how to deal with them. Learning is a
continuous process. It also serves as a training ground for them
to discover effective ways on how to facilitate their emotions

Page 15 of 15
Page 9 of 9
Values Formation
* Property of STI
Page 9 of 9
References/Sources
Cooper, R. and Sawaf, A., (1998), Executive E.Q.: Emotional
Intelligence in Leadership Organizations, Perigree Books
Kubler-Ross, E. (1969), On Death and Dying, New York, Simon &
Schuster Inc.
Grossman, S., (1997, February), Principles for Transforming
Business: The Artists Way, # 262 from R&D Innovator Volume 6,
Number 2, Retrieved June 2007 from
http://www.winstonbrill.com/bril001/html/article_index/articles/251-
300/article262_body.html
Gottlieb, A. (2003, January), Solving the Emotional Energy Crisis,
O, The Oprah Magazine, Retrieved June 2007 from
http://www.oprah.com/health/omag/health_omag_200301_energy.
jhtml
“Trust.” Wikipedia–the free encyclopedia.
http://en.wikipedia.org/wiki/Trust_(sociology), retrieved
June, 2007
appropriately.
v Intuitive Flow. It refers to intuitions that are based on one’s
experiences.
v Opportunity Setting. “Opportunity knocks only once.”
v Crediting the Future. We must work hard and strive in order to
attain future success in life. Success, just like all other positive
elements of life, is not a simple midnight process. It also
involves an extreme degree of patience.
References:
Cooper, R. and Sawaf, A., (1998), Executive E.Q.: Emotional
Intelligence in Leadership Organizations, Perigree Books
Kubler-Ross, E. (1969), On Death and Dying, New York, Simon &
Schuster Inc.
Grossman, S., (1997, February), Principles for Transforming Business:
The Artists Way, # 262 from R&D Innovator Volume 6, Number 2,
Retrieved June 2007 from
http://www.winstonbrill.com/bril001/html/article_index/articles/251-
300/article262_body.html
Gottlieb, A. (2003, January), Solving the Emotional Energy Crisis, O,
The Oprah Magazine, Retrieved June 2007 from
http://www.oprah.com/health/omag/health_omag_200301_energy.html
“Trust.” Wikipedia–the free encyclopedia.
http://en.wikipedia.org/wiki/Trust_(sociology), retrieved June, 2007
EVALUATION/GENERALIZATION:
Class Discussion
Ask the students to restate the four foundations (and sub foundations) of
emotional intelligence. Encourage them to provide relevant examples in
each sub foundation.

Week 8 Sessions 21 23 Personal Value System (E.Q.)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Week 8 Sessions 21 23 Personal Value System (E.Q.)

Similar to Week 8 Sessions 21 23 Personal Value System (E.Q.) (20)

Recently uploaded

Recently uploaded (20)

Week 8 Sessions 21 23 Personal Value System (E.Q.)