Emotional Intelligence in Leadership & Social Justice

in Blog,Coaching,Leadership,Positive Psychology,Student Affairs

I recently had the opportunity to guest host an episode of Higher Ed Live on Emotional Intelligence in Leadership & Social Justice. Joining me as guests were Paige Haber-Curran, co-author of Emotionally Intelligent Leadership; Marilee Bresciani Ludvik, editor of The Neuroscience of Learning and Development; and Mamta Accapadi, Vice President for Student Affairs at Rollins College.

It was a wide ranging conversation with all three guests sharing lots of insight, knowledge, and wisdom. In preparing to facilitate the conversation, I got to read Paige and Marilee’s books.

eil

Emotionally Intelligent Leadership

is written to help student leaders develop 3 main consciousnesses for practicing emotionally intelligent leadership; Consciousness of Self, Consciousness of Others, and Consciousness of Context. Each has it’s own components. Consciousness of Self includes emotional self-perception, emotional self-control (or self-regulation), authenticity, healthy self-esteem, flexibility, optimism, initiative, and achievement. Consciousness of Others includes displaying empathy, inspiring others, coaching others, capitalizing on difference, developing relationships, building teams, demonstrating citizenship, managing conflict, and facilitating change. Consciousness of Context includes analyzing the group and assessing the environment.

The Neuroscience of Learning and Development

outlines the science of what goes on in the brain during the learning and development process. This neuroscience foundation becomes the basis for making the case for a reimagining of the very structure of higher education both inside and beyond the classroom. What do the concepts of neurogenesis and neuroplasticity mean for how we structure, organize, sequence, and facilitate learning inside and beyond the classroom? How can we help students learn the skills of attention regulation, emotional regulation, and cognitive regulation? How can we build in reflection and develop the tools of mindfulness to help students enhance well-being, resilience, creativity, compassion, empathy, integration, and critical thinking? And how do we make all this central to the curriculum as tools that facilitate all the other learning?

Previous post:

Next post: