The historical development of the humanities from the pre-historic era to the present

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Overview

Identify a list of twenty significant cultural developments from the past. Write 8–10 pages in which you evaluate the developments’ significance in history and to your everyday life. 

This assessment allows you to demonstrate your ability to think critically about the past and to understand its significance to modern life.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Describe the historical development of the humanities from the pre-historic era to the present. 

. Identify significant cultural developments from a variety of historical eras.

. Assess the influence of past expressions of the humanities on present-day life.

· Competency 2: Examine the forms of expression that instantiate the arts and humanities. 

. Describe the forms of expression that instantiate the arts and humanities.

· Competency 3: Integrate the humanities with everyday life. 

. Explain how the arts and humanities affect everyday life.

. Assess the role of philosophical, religious, and aesthetic values in everyday life.

· Competency 4: Communicate effectively in forms appropriate to the humanities. 

. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Context

Applying the Humanities in Daily Life

Study of the humanities properly includes crucial features of contemporary life: social and political movements, scientific and technological achievements, literary and artistic developments, and ecological and terrorist challenges. Indeed, we can see all of these by looking at today’s newspaper. But let us also think about how to project ourselves forward, into the future. How shall our own expression of the humanities proceed? What feelings, perceptions, thoughts, and decisions should guide the decades to come?

Following this historical review of the contributions made by those of previous centuries, we would do well to keep in mind two inclinations that often have contrary effects on human judgment. On the one hand, we like to believe that our achievements over time constitute progress, that our understanding of the world and of ourselves is always moving forward, and that the future can only be even brighter than the present. On the other hand, we commonly suppose that the future holds unique threats, that things are not as good now as they were during some past golden age, and that they are bound to become even worse in the days to come. Hope for the future and nostalgia for the past are likely to appear at both the cultural and the personal levels.

Perhaps, most of us will find the deepest meaning for our lives when we follow both paths. We can select past contributions that most inspire us to create a better future for ourselves and the generations that follow. May the integration of the humanities into our daily lives honor what has been, celebrate what is now, and help us choose what is to come.

Questions to consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

As we face the challenges of a global culture that relies on nearly instantaneous transmission of digital information, consider characteristics should we expect from leaders in the future.

· What have you learned by studying the contributions made by exceptional individuals of the past during our study of the humanities. Also, think about your own personal and professional experiences.

· What crucial skills will be most essential for the leaders of tomorrow? What are you doing to develop those skills today?

Assessment instructions

For this assessment, complete the following:

· Compile a list of twenty significant cultural developments from the past. You may use the Personal Significance activities (linked in the Resources under the Capella Multimedia heading) to help assemble this list: 

. Describe the cultural developments you noted and then evaluate their application to modern life.

. Notice any compelling themes here. Are there any common themes or persistent forms of expression, or especially vital historical periods among your choices? Think about what the items you selected say about who you are and what gives your life meaning.

· Consider how these developments impact your everyday life in a personal way. The cultural background of humanities disciplines provide some structure, of course, but what really matters are your own feelings, perceptions, thoughts, and decisions. 

. How does an understanding of the humanities impact your life?

. How do you integrate the philosophical, religious, and aesthetic values of the humanities into daily living?

This essay will be an intensely personal one; make it a worthwhile exercise.

Additional Requirements

· Written communication: Should be free of errors that detract from the overall message.

· APA formatting: Your paper should be formatted according to APA (6th edition) style and formatting.

· Length: 8–10 typed and double-spaced pages.

· Font and font size: Times New Roman, 12 point.

The twenty significant cultural developments from the past are provided in pictures that will be attached separately in groups of five:

Epidemiological research study report based on the research study, “Salmonella in the Caribbean.”

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IHP 330 Milestone Two Guidelines and Rubric

Overview: For your final project, you will complete an epidemiological research study report based on the provided research study, “Salmonella in the Caribbean.” Throughout the course, you will complete milestone assignments that are drafts of specific sections of the final project. Because these milestone assignments are drafts of the final project, you will notice that some critical elements in the rubric are identical to those in the Final Project Rubric.

In your first Milestone, you reviewed the research study and analyzed the health issue at the core of the research study. In this second Milestone, you will summarize key elements of the research study and analyze the population impacted by the health issue. Additionally, you will complete Part F of the Health Issue section, in which you will draw connections between the population and public health issue.

Prompt: To begin, review the final project research study, “Salmonella in the Caribbean.” Then, address the following critical elements in your short paper:

I. Population: In this section of your final project, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite specific

examples from the research study to support your description. C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the research

study to support your description. D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning.

II. Health Issue: F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common

elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue.

Rubric Guidelines for Submission: Your paper should be a 1- to 2-page Microsoft Word document, with double spacing, 12-point Times New Roman font, one- inch margins, and APA formatting and citations.https://snhu-media.snhu.edu/files/course_repository/undergraduate/ihp/ihp330/ihp330_final_project_research_study.pdfhttps://snhu-media.snhu.edu/files/course_repository/undergraduate/ihp/ihp330/ihp330_final_project_research_study.pdf

Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value

Population: Summarizes the people, places, Summarizes the people, places, Does not summarize the 18 Summarize and times represented in the and times represented in the people, places, and times

research study to provide research study to provide represented in the research context for the report context for the report, but study to provide context for the response has gaps in detail, report

clarity, accuracy, or support

Population: Social Describes three social and Describes three social and Does not describe three social 18 and Behavioral behavioral determinants behavioral determinants and behavioral determinants Determinants strongly associated with the strongly associated with the strongly associated with the

public health issue in the public health issue in the public health issue in the research study research study, but response is research study missing one or more determinants or has gaps in detail, clarity, accuracy, or support

Population: Describes three known Describes three known Does not describe three known 18 Disparities disparities associated with the disparities associated with the disparities associated with the

health of the specific health of the specific health of the specific population population, but response is population missing one or more disparities or has gaps in detail, clarity, accuracy, or support

Population: Explains how the social and Explains how the social and Does not explain how the social 18 Determinants Relate behavioral determinants relate behavioral determinants relate and behavioral determinants

to the Disparities to the disparities identified with to the disparities identified with relate to the disparities reasoning reasoning, but response has identified with reasoning gaps in detail, clarity, accuracy, or support

Health Issue: Draws connections between Draws connections between Does not draw connections 18 Connections the population and public the population and public between the population and

health issue health issue, but response has public health issue gaps in detail, clarity, accuracy, or support

Articulation of Submission has no major errors Submission has major errors Submission has critical errors 10 Response related to citations, grammar, related to citations, grammar, related to citations, grammar,

spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization that negatively impact that prevent understanding of readability and articulation of ideas main ideas

Total 100%

ways culture and religion can impact patient responses to medicine, preventative care, and treatment options

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APA format 3 references 1 from walden university library due Tuesday April 9 at 7pm EST  Please use scenario 1 for the discussion post 

directions are below the scenario

Scenario 1: In-service for nursing staff  

Orange City is a mid-sized town comprised mostly of elderly and retired Caucasian adults. Since the addition of a new highway, shopping mall, and various other small businesses, Orange City has seen a recent explosion of families moving into the area. Many of these families come from diverse backgrounds adding a new layer of cultural diversity to the city. Because the nurses at Orange City hospital have traditionally worked with the same type of clientele, many have been taken off guard when individuals deny certain health care measures due to religious or cultural beliefs. One day the nursing manager approaches you, the nurse educator, and asks if you could create an in-service that highlights the ways culture and religion can impact patient responses to medicine, preventative care, and treatment options.

To prepare:

  • Reflect on this week’s Learning Resources, paying specific attention to the alignment between learning activities and learning objectives.
  • Review this week’s media, Crafting Learning Objectives, to examine an effective approach to crafting meaningful, measurable learning objectives.
  • Select one of the scenarios above for your posting. Then, consider the following questions:
    • What are the learning needs illustrated in the scenario?
    • What meaningful learning objectives could you craft to address these learning needs?
    • How could you use the learning objectives to create an educational, learner-centered activity?
    • What type of activity might you create to help your learners achieve the learning objectives?
    • How can you use the learning objectives to measure if learning has taken place?
  • Using your answers to the questions above, create learning objectives and a learning activity applicable to your scenario.

Posting Directions: When creating your post, use the title: “Learning activity for Scenario _____.”

The pathophysiology of neurodevelopmental disorders

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Week 3: Autism Spectrum Disorder, ADHD, ODD, and ICD

“I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She does not care about me. She only cares about my little brother and that man that keeps coming around. I don’t care anything about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are.

Jacob, age 11″

There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as autism spectrum disorder and ADHD and disruptive, impulse-control, and conduct disorders, such as oppositional defiant disorder and conduct disorder. These disorders are examined together with a particular emphasis on comparing and contrasting presenting features. Diagnosis of these various conditions can rarely be made in a single office setting and often require a comprehensive approach involving multiple stakeholders, including the child, as well as his or her parents, teachers, and other significant figures in the child’s life and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case to determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology.

Photo Credit: Cultura/Seb Oliver / Cultura / Getty Images

Learning Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

· Chapter 3, “Contributions of the Sociocultural Sciences” (pp. 131–150)

· Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

· “Neurodevelopmental Disorders”

· “Intellectual Disabilities”

· “Communication Disorders”

· “Disruptive, Impulse-Control, and Conduct Disorders”

Note: You will access this book from the Walden Library databases.

Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Note: All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Irritability in autismAttention-deficit/hyperactivity disorder
aripiprazole risperidonearmodafinil amphetamine (d) amphetamine (d,l) atomoxetine bupropion chlorpromazine (hyperactivity) clonidine guanfacine haloperidol (hyperactivity) lisdexamfetamine methylphenidate (d) methylphenidate (d,l) modafinil reboxetine

Note:  Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Required Media

Laureate Education (Producer). (2017b). A young girl with difficulties in school [Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.

· Chapter 51, “Autism Spectrum Disorder” (pp. 665–682)

Discussion: Parent Guide.

Collaboration is essential to accurate diagnosis of the conditions under consideration in this week. For this week’s Discussion, you practice collaboration by working in a group on developing a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices.

Learning Objectives

Students will:

· Analyze signs and symptoms of neurodevelopmental disorders

· Analyze the pathophysiology of neurodevelopmental disorders

· Analyze diagnosis and treatment methods for neurodevelopmental disorders

· Evaluate Parent Guides

To Prepare for this Discussion:

· Review the resources concerning your assigned disorder.

· Review the Blackboard Help website concerning wikis.

· Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the Accessing Group Discussions instructions below.

Using evidence-based research, design and develop a Parent Guide for your choice of a disorder including: it should be on ADHD or autism

· Signs and symptoms

· Pathophysiology

· How the disorder is diagnosed

· Treatment options

Construct a 3 fold brochure, 2 page pamphlet, or a short PowerPoint presentation on the topic of your choice. Focus more on the idea that this is meant for parents. Remember that lay materials are usually at the 6th-8th grade reading level. Instead of academic references, include some links that are appropriate for parents. Respond to one other colleague and give them feedback on their product. 

How an understanding of the humanities impact your life

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Identify a list of twenty significant cultural developments from the past. Write 8–10 pages in which you evaluate the developments’ significance in history and to your everyday life.

This assessment allows you to demonstrate your ability to think critically about the past and to understand its significance to modern life.

For this assessment, complete the following:

  • Compile a list of twenty significant cultural developments from the past. 
    • Describe the cultural developments you noted and then evaluate their application to modern life.
    • Notice any compelling themes here. Are there any common themes or persistent forms of expression, or especially vital historical periods among your choices? Think about what the items you selected say about who you are and what gives your life meaning.
  • Consider how these developments impact your everyday life in a personal way. The cultural background of humanities disciplines provide some structure, of course, but what really matters are your own feelings, perceptions, thoughts, and decisions.
    • How does an understanding of the humanities impact your life?
    • How do you integrate the philosophical, religious, and aesthetic values of the humanities into daily living?

This essay will be an intensely personal one; make it a worthwhile exercise.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • APA formatting: Your paper should be formatted according to APA (6th edition) style and formatting.
  • Length: 8–10 typed and double-spaced pages.
  • Font and font size: Times New Roman, 12 point.

Addressing the elements of a human being, health, environment and professional nursing

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 Please  use the theories Hildegard Peplau

APA format only

Attach articles used PLS ATTACH

APA cite and reference  format

Purpose(s):

1. To develop a Personal Nursing Philosophy

2. Personally define what nursing is, by addressing the elements of a human being, health, environment and professional nursing. 

3. Consider nursing from the prospective of a philosophers’ concern with knowledge and the essential elements of nursing as a scientific discipline also concerned with ethics and aesthetics.

4. To strengthen graduate level writing skills. 

(Graduate level writing displays critical thinking skills. The writer demonstrates the ability to see various sides of an argument: he/she questions assumptions, avoids commonplaces and develops a clear argument from professional experience and/or the available literature on the subject.)

Assignment:

Write a reflective paper on your vision of professional nursing from your present perspective in time. 

You may consider the meta-paradigm concepts of nursing, human being, health, environment and nursing. 

Part I Do not consider a specific nursing theory at this time.

What do see as essential characteristics of your present nursing praxis. You may or may not choose to compare your present view with that of your view as a new graduate. 

Part II Revisit your original philosophy. Review and revise your philosophy if any of your thinking has changed during the semester. If there are revisions make them in your original Philosophy I paper. 

Reflect on the nursing theories you have been exposed to throughout the semester. Identify a current nursing theory that is aligned with your personal philosophy. Discuss the chosen theory as to why or how you see it, or parts of it (a current theory may not be a perfect fit) are aligned with your personal nursing philosophy.

Attach Part I to Part II for hard copy submission in class on the assigned due date for Part II

Requirements:  APA format required. 

 Maximum 5 pages 

Journal entry on statistical population, culture, epidemiology and environmental issues related to the community site

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ClinicalDaily JournalJournal entry on statistical population, culture, epidemiology and environmental issues related to the community site.

· Please include in the Journal entry: statistical population, culture, epidemiology and environmental issues related to the community site.

· The place name is Bethany Child Development Center at Miami Gardens Florida.

Daily Journals (see p.8 course syllabus for format). Students are required to maintain a written journal of their activities in the clinical area. The journal should include how you are meeting both the course and your personal goal (s) and objectives. This also provides a vehicle for communicating with your clinical instructor, a means of evaluating your progress as well as self- reflection. Entries should be made for each clinical day and the journal should be submitted according to format on p. 8 course syllabus or per your professor’s instructions/preference.

· I am doing community service in a Daycare Center for children age 3-5 years of age. I usually go on Wednesday from 11:00 am through 4:00 pm and Thursday from 7:00 am through 2:00 pm. I help feed the kids, clean after their messes, play with them in the court yard, take the male kids to the bathroom etc.

Journal format:

Headings as follows should be boldfaced:

Date of the activity.

What did I do? (Brief description of the activity)

What did I learn from this activity? (Personal reflection)

What were the positives about the experience?

What were the negatives about the experience?

What recommendations can you offer to enhance this learning experience?

Group Processes and Stages of Formation

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Group Processes and Stages of Formation

In a 2- to 3-page paper not including cover and reference page, address the following:

Explain the group’s processes and stage of formation.

Explain curative factors that occurred in the group. Include how these factors might impact client progress.

Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature.

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 5G “Therapeutic Relationship and Counseling” (page 62)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

​The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, Irvin D.; Leszcz, Molyn. Copyright 2005 by Hachette Books Group. Reprinted by permission of Hachette Books Group via the Copyright Clearance Center.

Chapter 5, “The Therapist: Basic Tasks” (pp. 117–140)

Chapter 8, “The Selection of Clients” (pp. 231–258)

Chapter 9, “The Composition of Therapy Groups” (pp. 259–280)

Crane-Okada, R. (2012). The concept of presence in group psychotherapy: An operational definition. Perspectives in Psychiatric Care, 48(3), 156–164. doi:10.1111/j.1744-6163.2011.00320.x

Lerner, M. D., McLeod, B. D., & Mikami, A. Y. (2013). Preliminary evaluation of an observational measure of group cohesion for group psychotherapy. Journal of Clinical Psychology, 69(3), 191–208. doi:10.1002/jclp.21933

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved March 18, 2017, from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Psychotherapy.net (Producer). (2011a). Group therapy: A live demonstration. [Video file]. Mill Valley, CA: Author.

American Counseling Association (Producer). (2015). Leading counseling groups with adults: A demonstration of the art of engagement. [Video file]. Alexandria, VA: Author.

Physical assessment revealed an elderly woman with average body habitus

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AB is a 72-year-old female who the nurse is admitting to a telemetry hospital bed.  She stated: “I was feeling terrible—I had trouble breathing for a few days, but thought it would go away in awhile. But, I couldn’t sleep at night.   I haven’t eaten much of anything for days, but I gained 10 pounds! We were going to church this morning, but I just couldn’t catch my breath, so my husband brought me to the hospital to get help.”  

Physical assessment revealed an elderly woman with average body habitus, but an enlarged waist. She is alert, oriented x 4 and denies chest pain.  Her facial expression is slightly anxious and she is breathing with some difficulty, although she can finish a complete sentence in one breath. The telemetry monitor reveals sinus tachycardia with no ectopic beats.  The client is tachypneic. The nurse inspects the client’s chest, which reveals symmetric chest movement and  intact skin.  Lung sounds on the anterior chest reveal no adventitious sounds on the apices or the 2nd through 4th ICS on either sternal border. Abdomen is soft and slightly distended.  Radial, brachial, post tibial pulses are 2+.  Patient denies chest pain, but endorses feeling short of breath with a persistent nonproductive cough.

Assignment:

  1. Organize the information by subjective and objective data.  (10%)
     
  2. List five priority questions the nurse should ask to obtain a more complete history focused on this client’s thorax and lungs, heart and great vessels, peripheral vascular and lymphatic system, and abdomen.   (15%)
     
  3. What additional assessments should the nurse do to complete a focused physical assessment of this client’s thorax and lungs, heart and great vessels, peripheral vascular and lymphatic system, and abdomen? (60%)
     
  4. List three priority health problems the nurse should help this client with. (Use NANDA terminology)  (15%)
     

Characteristics of Emotional Intelligence

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Critical Thinking Assignment (105 points)

1. Please take the following emotional intelligence test https://www.mindtools.com/pages/article/ei-quiz.htm

Mindtools is a great leadership site that you may enjoy and find very informative about many topics.

2. After reviewing your personal results, discuss how the findings will impact your personal leadership or team member relationships.

https://www.mindtools.com/pages/article/ei-quiz.htm

Personal Total = 69 on mindtools based on the above website, please check

3. Please research a minimum of 5 academic articles on emotional intelligence, using citations to support your statements.

56-75Great! You’re an emotionally intelligent person. You have great relationships, and you probably find that people approach you for advice.However, when so many people admire your people skills, it’s easy to lose sight of your own needs. Read our tips  below  to find out how you can continue to build your EI.Researchers  have found that emotionally intelligent people often have great leadership potential. Realize this potential by seeking opportunities to improve even further.

Your well-written report should meet the following requirements:

· Be five pages in length, not including the cover or reference pages.

· Formatted according to Saudi Electronic University and APA writing guidelines.

· For this assignment, the headings “What I Discovered” and “My Personal Leadership Style” can be written in the first person, but only in this case!

· Provide support for your statements with in-text citations from a minimum of 5 scholarly articles that are new within 5 years period. Two of these sources may be from the class readings, textbook, or lectures, but two must be external. 

· Use headings of your choosing to organize the content in your work.

· Introduction

· What is Emotional Intelligence

· What I Discovered

· My Personal Leadership Style

· Conclusion

· References

You are strongly encouraged to submit all assignments to the Turnitin Originality Check prior to submitting them to your instructor for grading.

Characteristics of Emotional Intelligence

Psychologist Daniel Goleman identified five elements that make up emotional intelligence. These are:

1. Self-awareness.

2. Self-regulation.

3. Motivation.

4. Empathy.

5. Social skills.

Let’s look at how you can develop good skills in each area.

Self-Awareness

(Questions 1, 8, 11)

Your score is 15 out of 15  

In his 1996 book ” Emotional Intelligence: Why it can Matter More Than IQ ,” Goleman explained that people with high self-awareness are “aware of their moods as they are having them.”

To increase  self-awareness   , learn about  mindfulness   . This involves focusing on the present moment – including how you’re feeling. And keep a  journal    in which you write about and analyze the emotional situations you experience from day to day.

You also need to understand your strengths and weaknesses to build self-awareness. Do a  personal SWOT analysis   , and  ask for feedback    from your boss, friends, and trusted colleagues to find out how you can improve further.

Self-Regulation

(Questions 2, 4, 7)

Your score is 11 out of 15  

Self-regulation is about staying in control. To develop your skills in this area, learn how to  manage your emotions    effectively.

If you often get  angry   , note what triggers this feeling, and think about why this happens. Use techniques such as  deep breathing    to calm yourself down, and give yourself time to pause before you respond to emails or requests, so that you don’t say something that you’ll later regret. (See our article on  anger management    to learn more about this.)

You may also be affected by other negative feelings and emotions, such as  anxiety    and  stress   . So, do what you can to manage these feelings effectively.

Accountability    is another important element of self-regulation. Take responsibility for your actions and behaviors, and make sure that these align with your  values   .

Motivation

(Questions 6, 10, 12)

Your score is 15 out of 15  

Self-motivation is strongly affected by your emotions. When you’re distracted by your emotions, you may find it hard to see tasks through.

Boost your motivation levels    by developing  self-discipline   , and by looking for and celebrating  small wins   – simple jobs that, when you’ve completed them, give you a sense of achievement.

Also, set yourself longer-term  goals   . When you decide what you want to achieve, you’ll focus on what really matters to you. This can be highly motivating, especially when you connect personal goals with career-related ones.

If you’re still struggling to get motivated in your current role, take some time to rediscover your purpose   .

Empathy

(Questions 3, 13, 15)

Your score is 14 out of 15  

Empathy is the ability to recognize other people’s emotions and understand their perspectives. Goleman calls this aspect of EI “the fundamental people skill.”

To develop  empathy   , start by simply thinking about other people’s viewpoints. Imagine how they may be feeling, and use  active listening skills    to understand them fully when they express their emotions to you.

Try not to interrupt or talk about your own feelings during the conversation. Look at their  body language   , too: it can tell you a lot about their emotions. If you watch and listen to others, you’ll quickly become attuned to how they feel. (The  Perceptual Positions    technique can give you a particularly sharp insight into what other people may be thinking and feeling.)

Tip:

If you’re a leader, read our article “What’s Empathy Got to do With it?” for tips on using empathy in leadership.

Social Skills

(Questions 5, 9, 14)

Your score is 14 out of 15  

Even if you’re not a natural “people person,” it is possible to develop better social skills.

Start by taking our  quiz    to see which communication skills you need to improve on. Then, find out how you can  develop trust    and rapport   with people – this is an essential part of building  good working relationships   .

Don’t shy away from negative situations, either. Learn how to  deal with conflict   and other difficult situations effectively.

If you’re uncomfortable with social situations, work on building  self-confidence   . Start slowly, but then look for opportunities to practice your skills with bigger groups. For example, you could offer to attend conferences on behalf of your team.

Key Points

Developing high emotional intelligence (or EI) is incredibly important for a successful career. When we have high levels of emotional intelligence, we’re able to build strong working relationships and manage difficult situations more effectively.

Influential psychologist Daniel Goleman developed a framework of five elements that define emotional intelligence:

1. Self-awareness.

2. Self-regulation.

3. Motivation.

4. Empathy.

5. Social skills.

Even if you already have many of the elements of emotional intelligence, it’s important to look for opportunities to build it further. This will increase your leadership potential, and improve the quality of your relationships.

For more detail, see our full emotional intelligence article and video   and take a look at our infographic.