A comprehensive literature review and critique of emotional intelligence as a conceptual framework for school counselors

Abstract

Emotional intelligence, a term coined in 1990 by Peter Salevoy and John D. Mayer is also referred to as emotional literacy, emotional competence, EI and EQ. Throughout the past decade, psychologists have researched the concept of emotional intelligence, exploring its need to be taught in schools and its importance for success in life. This research project was a literary review and critique of the concept of emotional intelligence and its validation as part of a school curriculum. This paper aimed to complete four objectives. First, the leading researchers of emotional intelligence were studied, as were their definitions and theories regarding the concept. Second, the emotional development of children was examined rendering educational implications for the teaching of emotional intelligence in schools. Third, emotional intelligence programs that have been successfully implemented in schools were reviewed. Finally, recommendations were made to educators and school counselors for using emotional intelligence as a conceptual framework. In consideration of the first objective of this paper, throughout the past ten years, four researchers were at the forefront of the study of emotional intelligence: Howard Gardener, Peter Salevoy, Daniel Goleman, and Jonathan Cohen. Although each researcher created original means to define his theory of emotional intelligence, the general outcomes regarding definitions and characterizations of the concept among the researchers was similar. Emotional intelligence includes two general divisions. First, to be emotionally literate, a person must have an understanding of his/her emotions, including the ability to label the emotions, understand the influential factor creating the emotion, and the appropriate behavior for the emotion. Second, a person must have an understanding of the emotions of others, most notably, empathy. The second objective of this paper aimed to unite an understanding of the emotional development of children with the implications for educators when establishing emotional literacy curriculum. It was found that children’s foundation for emotional intelligence begins during infancy, so the effectiveness of emotional literacy programs in schools is contingent on the earliest time of onset, kindergarten. The third objective of this paper was to explore successful emotional literacy programs that already exist in schools across the country. Three key factors were found to be common characteristics of successful emotional intelligence programs in schools. First, successful schools designated a special class to emotional intelligence. The class began in kindergarten and continued through the child’s graduation. Second, teachers and other school staff were provided with extensive training on the teaching of emotional intelligence and were given continued support. Finally, parents were provided information and training in order for emotional intelligence to be reinforced between home and school. The final objective of this paper was to make recommendations to school counselors for using emotional intelligence as a conceptual framework. Although the research on emotional intelligence and its implications for counselors is limited and relatively new, four recommendations were made to school counselors. First, school counselors are responsible for creating a K-12 emotional developmental curriculum. Second, they are responsible for creating an aggressive K-8 curriculum. Third, they are responsible for teacher and staff training regarding this subject, as well as acting as ongoing consultants. Finally, school counselors are responsible for informing and educating parents on how to foster emotional intelligence in their children.