Debilitative Emotions and Increasing Emotional Intelligence
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Debilitative Emotions and Increasing Emotional Intelligence
Debilitative, Emotions, Increasing, Emotional, Intelligence
Exercise #1: Debilitative Emotions and Increasing Emotional Intelligence Provide an analysis below which addresses the following questions (a minimum 350-words total length for this exercise not per question):
Step 1: Briefly describe an “activating event” (p. 170) you experienced that led to debilitative emotions while interacting with another person. (I understand that some may wish to select an event that produced relatively mild debilitative emotions and am not requiring that this be a traumatic event).
Identify any “amygdala triggers” (Emotional Intelligence Lecture click here) or emotional memory (p.162) which influenced this experience. Be sure to identify the specific emotions you felt (i.e., fear, sadness, etc.) and explain how they meet the characteristics of intensity and/or duration for debilitative emotions described in your text (p. 158-159).
Step 2: Describe your “self-talk” (p.170-171) regarding these emotions.
Step 3: Identify any fallacies (i.e., Fallacy of Approval or Fallacy of Catastrophic Expectations etc.) identified in the text (p. 164-169) that may be promoting your debilitating emotions and reappraise any irrational beliefs (p. 171) to minimize these emotions. In other words, rather than seeking the person’s approval, what is another way to approach this situation?
Step 4: As discussed on the last slide of the Emotional Intelligence lecture, identify the possible thoughts and feelings of the other person from their perspective (i.e., rather than “She kept telling me what to do because she is on a power trip” you would describe the other person was
“She frequently directed us on what to do at work as though she was concerned that it wouldn’t be completed and she appeared worried that she would be in trouble if it wasn’t perfect.”).
Step 5: Briefly discuss how reducing your debilitative emotions and demonstrating empathy (as you did in Step 4) could help your emotional well-being, increase your EQ, and improve your relationship with the other person?
Please note a common error students make on this assignment is simply summarize the textbook concepts and not apply it to their experience. There is no need to teach me the concepts and students should not focus on summarizing the content from the text or lecture. This assignment is designed for you to apply this knowledge to your behavior.
Exercise #2 Listening Assessment (350-word minimum total length for the exercise)
Step 1: Read Chapter 8 and review the Paraphrasing Lecture (13 min) click here and Effective and Efficient Listening Lecture (10 min) click here.
Step 2: Track your listening at work, school, and in your personal relationships for 3 days. Identify the types of listening responses you demonstrated and the ineffective listening behaviors
Step 3: Provide an analysis below which addresses the following questions (a minimum 350-words total discussion for all 4 answers not per question):
- Identify two ineffective listening behaviors (p. 251-253)you demonstrated. List them below and provide brief examples to demonstrate your point:
- Whichtypes of listening responses (i.e., supporting, analyzing etc. on p. 257-272) did you demonstrate and how did you follow or violate the guidelines provided in the text for giving each type of listening response?
- 3. Which listening responseslisted on pages 257-272could you choose more often to be a more effective listener?
- 4. When you review the content in the text and lecture (click here)on cultural differences (i.e. power distance, individualism/collectivism, high context/low context language, nonverbal cues)discussed in previous chapters, what could you do to engage in more culturally sensitive listening with individuals who are different from you?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!