Developing Emotional Intelligence: the contribution of Child Observation

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Developing Emotional Intelligence the
contribution of Child Observation

• JSWEC 2005
• Gill Butler Jan Spafford,
• University College Chichester

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In this workshop we will

• Discuss the relevance of the concept of emotional
  intelligence to social work
• Outline the model of Child Observation
• Provide an opportunity to experience the process
• Reflect on the experience
• Identify ways in which this experience may help
  to develop emotional intelligence

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Emotional intelligencea useful concept?

• Social work is an emotionally charged activity
• Notable failures in Social Work have highlighted
  difficulties social workers face in processing
  and understanding their own emotions and those of
  others.
• A competency driven approach pays scant regard to
  the role of emotion in our ability to understand
  what is happening in front of us.
• Emotional Intelligence provides a
• helpful framework for personal and
• professional development.

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Social work, emotion and managerialism

• The emotional aspect of social work whilst
  central, is rendered invisible, conflated with
  notions of womens natural caring roles.
• The absence of a language to define the
  emotional component of practice renders practice
  vulnerable to colonisation by managerialism
• (Smethurst 2004)

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The Significance of Emotion in Social Work

• Emotions have the power to disrupt thought
• The emotional mind reacts to the present as
  though it were the past
• A balance between the rational mind and the
  emotional mind is essential if we are to think
  clearly and make wise decisions
• (Goleman 1998)

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Child Observation

• Model adapted from the Tavistock Method,
  utilising CCETSW materials
• Minimum of 6 x 1 hour observations of a young
  child
• Students record AFTER the observation
• Observation write ups shared in small seminar
  groups, providing an opportunity for reflection
  on the experience

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Reflection on the observation

• What did you see?
• What sense did you have of what the child was
  experiencing?
• What did you feel as you were watching?

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Dimensions of Emotional Intelligence3 levels
of managing self

• Knowing our emotions
• self Awareness recognising a feeling as it
  happens
• Managing our emotions
• self regulation handling feelings so they are
  appropriate
• Marshalling our emotions
• emotional self control, self motivation
  delaying gratification, stifling impulsiveness

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Dimensions of Emotional Intelligence 2 levels
of managing relationships

• Empathy recognising emotions in others
• Social skills handling relationships managing
  emotions in others
• Burgess 2005 98

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Emotional Literacy Programmes

• Much of the training is concerned with,
• recognising an expanded range of feelings and
  being able to put names to them and empathising.
• Goleman 1996278

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