Table 1
Mean standard deviations and paired-samples t-test of Emotional Intelligence questionnaire by time of measurement.
| Beginning of the course (n = 50) | End of the course (n = 50) | t(49) | p | Cohen’s d | |||
|---|---|---|---|---|---|---|---|
| M | SD | M | SD | ||||
| Emotional Intelligence | 3.61 | 0.39 | 3.70 | 0.35 | 2.22 | 0.031 | 0.243 |
| Subscales | |||||||
| Appraisal and expression of emotion | 3.49 | 0.36 | 3.59 | 0.25 | 2.18 | 0.034 | 0.323 |
| Regulation of emotion | 3.79 | 0.50 | 3.88 | 0.49 | 2.01 | 0.050 | 0.182 |
| Utilization of emotion | 3.54 | 0.51 | 3.64 | 0.47 | 2.03 | 0.048 | 0.204 |
Table 2
Syllabus: EI training for hospital teachers (By Dr. Meirav Hen and Mrs. Maskit Gilan Shochat).
| Class no. | Hours | Subject | Teaching Method |
|---|---|---|---|
| 1 | 3 | Introduction: The science of Emotional Intelligence. Readings: Mayer, J. D., Caruso, D. R. & Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates. Emotion Review, 8(4), 290–300. | Lecture & Discussion |
| 2 | 3 | The four-branch ability model of Emotional Intelligence. | Lecture & Discussion |
| 3 | 3 | Emotional Intelligence and Education. Reading: Keidar, D. (2015). Emotional intelligence and education. Studia Edukacyjne, 37, 327–348. | Lecture & Discussion |
| 4 | 3 | Ability Model: How to identify, understand and regulate emotions in oneself Readings: Hen, M. & Goroshit, M. (2011). Emotional competencies in the education of mental health professionals. Social Work Education, 30(7), 811–829. https://doi.org/10.1080/02615479.2010.515680 | Experiential (Play roll, reflective, focus groups, film) |
| 5 | 3 | Ability Model: How to identify, understand and regulate emotions in others Readings: Hen, M. & Sharabi-Nov, A. (2014). Teaching the teachers: emotional intelligence training for teachers. Teaching Education, 25(4), 375–390. https://doi.org/10.1080/10476210.2014.908838 | Experiential (Play roll, reflective, focus groups, film) |
| 6 | 3 | Emotional Intelligence and Decision making Readings: Hess, J. D. & Bacigalupo, A. C. (2011). Enhancing decisions and decision-making processes through the application of emotional intelligence skills. Management Decision, 49(5) 710–721. | Experiential (Play roll, reflective, focus groups, film) |
| 7 | 3 | Managing emotions in a unique workplace Maurice J. Elias, Linda Bruene-Butler, Lisa Blum & Thomas Schuyler (2000). Voices From the Field: Identifying and Overcoming Roadblocks to Carrying Out Programs in Social and Emotional Learning/Emotional Intelligence, Journal of Educational and Psychological Consultation, 11:2, 253–272. | Experiential (Play roll, reflective, focus groups, film) |
| 8 | 3 | Managing emotions: Working with parents Oren, D. (2011). Parenthood Treatment. Psychology, 15–27. (In Hebrew). | Experiential (Play roll, reflective, focus groups, film) |
| 9 | 3 | Managing emotions: Working with hospitalized children. Readings: Hen, M., Aasllan, R., Ben-Yizhak, S., Rish, M. (2019). Art therapy for hospitalized children. Academic Journal of Creative Arts Therapies, 9(1), 845–855 (in Hebrew). | Experiential (Play roll, reflective, focus groups, film) |
| 10 | 3 | The art of practicing Emotional Intelligence–From theory to Practice Readings: Brackett, M., & Katulak, N. (2007). Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students. In: Improving emotional intelligence: A practitioner’s guide (pp. 1–27). | Experiential (Play roll, reflective, focus groups, film) |