Emotional intelligence
is the term used to describe
recognition of the impact that our emotions have in the deci-
sions we make and the actions we take. It differs from the
kind of intelligence measured on IQ tests as required for
academic pursuits. An individual may have high levels of
either emotional intelligence or academic intelligence, but
in nursing and midwifery, with their dual requirements of
technological knowledge and effective human relationships,
high levels of both are required. Emotional intelligence is
important to clinicians (Codier, 2010) because it has been
shown to have a positive effect on decision making, problem
solving (Akerjordet & Severinsson, 2007) and workplace
coping (Smith, Profetto-McGrath & Cummings, 2009).
The five essential components of emotional intelligence
may be grouped into the two spheres of personal skills and
social skills (see Box 13-1).
Emotional intelligence is used in many fields, from busi-
ness to education and the health professions. It can be
measured through psychological testing of empathy, and can
be developed through improving interpersonal skills. There
are many resources such as books and workshops that focus
on developing emotional intelligence as an essential skill for
clinicians.
As noted previously, the importance of developing the
deepest level of self-awareness—and an awareness of the
impact that our own beliefs, prejudices and biases may have
on the therapeutic relationship—is discussed in Chapter 6 in
relation to cultural safety. Further to this, Chapter 11 explores
the concept of being in touch with our own personal integrity
and moral agency. These personal issues, which are integral
to the ways in which we interact with others, must be part of
our personal reflections so that any impediment to delivering
person-centred care is personally confronted and overcome.
This can be achieved through being emotionally intelligent.
Unit III Thoughtful practice and the process of care
242
Self-awareness and personal knowledge
Clinicians come to the profession as adult learners who
bring a wide range of life experiences and often a wealth of
personal knowledge. Chapter 9 discusses how the
personal
knowledge
that comes from an understanding of the self of
both the carer and the person cared for is an important com-
ponent of person-centred care. Like many other skills in
nursing and midwifery, this understanding of self often
needs to be developed so that the personal knowledge that
nurses and midwives acquire in their life is fully understood
and valued. The following section explores some of the
ways that have been advocated to develop this sense of self.
Developing self-awareness
Developing self-awareness is not a static process. It has been
described as a journey in which the destination is never
reached (Jack & Smith, 2007). Clinicians must continuously
strive to stay in touch with their deeper self. A number of
views have been advanced as to how this self-awareness may
be enhanced. These include using the Johari window as a tool
to know the self. All of these methods are dependent on the
person feeling safe to reveal their thoughts and feelings.
Johari window
The Johari window evolved from the philosophical
stance of psychologists Luft and Ingram. They maintained
that self-disclosure and openness, when explored in an
environment of trust and mutual respect, could lead to
personal growth and development resulting from greater
self-knowledge and awareness. This growth resulting
from increased self-knowledge also has a positive effect
on personal relationships (Hargie, 2011).
The Johari window, as shown in Figure 13-2, demon-
strates there are facets of ourselves that are known to us and
to others, referred to as the ‘open area’. Other facets known
to us but not known to others are described as the ‘hidden
area’. Facets known to others but unknown to us are referred
to as the ‘blind area’, and facets unknown both to us and
others are referred to as the ‘unknown area’ (Luft & Ingham,
1955, cited in Sully & Dallas, 2005).
Using the Johari window, the chief aim of the exploration
of self that leads to greater self-knowledge is to increase
Window 1 and reduce the others. Window 2 may be reduced
through being open to feedback, and Window 3 may be
reduced through self-disclosure. Window 4 requires deep and
BOX 13-1 Emotional intelligence: Personal
skills and social skills
Personal skills
•
Self-awareness (emotional awareness, highly
functional level of self-assessment, sound self-esteem)
•
Self-regulation (skills in impulse control, ability to
control own emotions, acceptance of the need for
change, ability to think creatively and innovatively)
•
Motivation (positive outlook or optimism, need to
achieve and initiate)
Social skills
•
Empathy (ability to recognise and understand
others’ emotional needs, willingness to respond
appropriately to those needs, motivation to develop
these skills in others)
•
Social skills (leadership ability, conflict management
and persuasiveness)
Source:
Cadman, 2001.
1. Open area
2. Blind area
Known to self and others
Known only to others
3. Hidden area
4. Unknown area
Known only to self
Known neither to
self nor to others
Figure 13-2
The Johari window
