2 EMOTIONAL INTELLIGENCE AND THE SELF-REGULATION OF AFFECT DAISY GREWAL, MARC BRACKETT, AND PETER S chi that led thous the role of emotions and the development of theameep of emntionalintligence. We then discuss ow the ability to reg Tae anes roxio effectively fits in withthe rile on ernotoally tel lgent person. We shen eprom current knowledge regarding the mest ment of emodonalineligence and how fnding thus fr snp the es thatthe kl inked to emeional intelligences dectly sociated with pastve soci interaction and well-being, We aso discuss bow, conversely, the arene of ich sills ca reuln negative team Final, edt th soil mplieatons of thes ring and fer ess for pogrmsthat may help ncreaeemoticalinteligence ia both chen nd alts and whi families. ‘CONCEPTUAL AND THEORETICAL ISSUES “The concept of emotional ineligence represents the convergence of rwohistorical wendsinptchaogy changing views bout the ational" "onal" of emotions nciing theirole in ogni proves, and chan ing definitions of wha abisisconstute"ineligence” A dichotomy be ‘ween emetion and eston cin te raced bck ta ancient Grece, where Sci thiloophers eee the ea that emotions ntree with tonal thought. Sicha vew continued exert an influence pychoogy at evidened by carly revearchers who beloved that emotions have the poeta to inert ‘wth deseable though processes (Shafer, 1936; Young, 1940) In recede ‘des, particularly nthe lv 10 year, thi view as heen chaning atmos ‘moive prcholops and neuceleniats have Begun oncerporate in ‘heir esearch mesnte that reflet the important influence ofemoeions an detvitessuch as deco making (Duaso, 1954 Loewensen, Weber He, & Welch, 2001; Mellen, Schwartz & Riv, 1999), teretyping and pee dice (Bodenhavsen, Kramer, 8 Ser, 1994), problem roving (len S Dautman, 199, ben, Daub, & Nowicki, 1987), and ceavny (Get [bart 1998, 200). Furthermore, views of human inellyence have ge ‘expands in ecene years Fees of che for of Gardner (1983), Stele, (85), and othe nvesignor who have argue fr broader defiicone of what itmeana to be ear, These wo converging tends se the stage forthe Incduction of «new kind of intellience--one that would copie the fanetional tity femoris in everyday le and peoples dieing ables in hamesing the ‘What Is Emotional Intelligence? Selovey and Mayer (199, p 189) proposed an iia sient defi tion of enoonalneligence sth ability to monitor one's own and cer? feeling, rodverminateuncng ther, and 1 me thi information to gale (nes thinking nd ston” Tet ode uli the llowingcomponent=exert 24 “The Four-Branch Moda f Erotonalnttigonce ‘arch 1 Eranal Pcpton and Expression (Parag Emotions) yon pe ren ve ean 1 Az ery eso mca ad 0 express need rele fo Hose ‘eel scrinate between accuratahones! andinaccurateidshonast tains, ranch 2: maton! Faison f Thug (usa Erato) ace 2 Eran ez cba rung oe eae fase fest «SY rein ee 1 eee al cals Wack rou song ans rey. arch 2 Emoto! Undertandog (Undertarang Emons) Te ee ear an enact ote. aren 4 moto! Managemen (Managing Emons) "fat ec ele ear en 1 RN Sarage amore in obs appeaking emotions i the elf and in odes: eglaing emotions ithe self WF omkens and wing emotions ofa thinking, reasoning, problem, cine md cretvity av well to motivate behavior. The made stimu REE Sah semper to find out more about ho emocion can facilitate nine procese sachs perceiving aod reasoning (Mayer, Paolo, & saves 1990 Mayer, Gachke, raveran, & Evans, 1992) and how ind see Tfrences mn emotional intelligence gr be capared empirically {nance Cann, &Salovey, 1998, 1999). After few yar of such explor peared orga mode of emotional inelligence was refined 50 ‘har faring but separate abilities are now thought to fall under the menor of emoriona ineligence (Mayes & Slovey, 1997): (a) perce ‘Rcmocons, Cb) sing emerions ro feiitate thought and language (6) un- (Tectling emotions nd (2) managing emotions inthe sland in others Furie makeup the four domains of emotional nelgence (ee Exhitt 21), We now dics each of dese components with a special fous ane ert anc, tanaging emotions efits within she overarching tmode of emotional ieligenceThe fist domain of emotional intelligence, perceiving volves the ability todetecrand accurately perce smtone eit at; music, and tris, Pethaps the most busca volved ip 'oellignce, perceiving emotions in both the self and thers nuke nh a Processing of emotional information poraible, A severe defect ie elie tp peti emations in he wif may be anit with sles (Aral & Stneos, 1979) a well as increased ambivalence over emote! ope sion (King, 1998; King & Emmons, 1990). Furthermore, porcine eer ons accaraely in other may have important implication fer cease od sustaining important social relationships (Lope, Saloney, Ce Rane 2005), “The second domin of emotional intelgence, ‘on to facitate Both thought and lange s demonstrated by fogs that have shown how emocons can play an adaptive ole intmany nen comntive proces Pali & Salovey, 1993; Schwa, 1990) Far eee {motions can help people fous on important information when teane solve problems (Easterbrook, 1959; Mander, 1975, Simon, 1980) a re up with creative ideas and solutions (Ise & Daubman, 1984, len e 1987), The emotionally inteligens person might more easly ‘sigtly deresed mood can help dectve reasoning we this information to heter accomplish certan cas UUndersaning emotions, the thd domain ef emotional {the ably eo label emations Linguistic ac well x unde ‘latonsies anong emotions For example it neal the sly to ey aise blend of diferent emotions aswell as temporal and prowess wee tlons among emotion, such as that between ination mul age The dd branch isthetefore linked toa individu knowlege ofemertraaainn ‘emotion termincogy “The fourth the com the abil t0 use emor iy recogmise hon wat, 190) anad iteligence, and complex domain of emotional intelligence, managing emotions is neat of emotional nteligence mos relevant tothe themeral hs chapter. renal the adaptive ability to egulate emotions optinals ira the ef and in others, However is important to note that n pte! out ‘ome of emotion regulation involves mee than the single ysl of Sacce ing negative emotions and increasing positive ones Althouth the sacha seem counterinutve, eliminating negative emotions may not aware ‘lative purposes (Bonnano, 2001; Part, 2002). For example ee ‘ireumstances we may ned o experience grief to show supra fra eels tows or use angry felings to take necesary steps towand fighting inrce ‘Therefore, managing emorions also includes the ably to increne repre “motions or decresse positive emorion, depending on the context Is des nition may also be seen as very similar to the concep of esporne mado developed by James Gross and his collegues (ee chap I, this selee) Emotion management has received particular attenion tn the fed ot ro. chology because ofits wide-reaching implications for many sels eek oe 40 nsw, BRACKET AND SALnical, develoynentl and health pychology. For example, thos individu interested in solving mental health problems increasingly have feased on how problems with managing emotions eu varius pyehologieal dio des (Gross & Munce, 1995), Furthermore, ar we sal se, thie domain plays an important ole in maintaining good interpersonal elationshis. Managing Emotions Before we cus findings supporting the importance of managing em Joos in real-wotld contexts, we ned fist to ey to speciy what his abliey sand the best ways to measure i, We believe that managing emotions involves several silt, including the ability ta monitor and label one's own flings efctvely and seleffeacy about the ably to modify these fee I ings aswel as che knowledge and motivation to use effective sates to ater emabons, Managing emotions canbe distinguished rom coping in cht, the regulation attempe involves attention foones wn ubjecive state ther than tothe spetc ie evens that may be curing the unplemant emotions (Caren 2000). Therefore, the sey of emotion management seem ee: cially inpotant in contexts in which earanging cireunueances nay not be } Fes; close incerpertonalelasonsips especially with nes children, rep ‘event one ach context For ingeance, acids poo: perfomance in wpa fe requires encouragement and emaional suppor rather than dec tervention bythe parent Whaypesof havior consiute managing emocions ier te fame work af emowionslinelligence, we consider any aeion am attempt at man pment if the specie goal when commiting the ation i the dee © ‘manipulate one's own or othe emotions. People we an enorncaly broad rangectstrazeies co ele thee emotions, angie oe lating to use inking cafeinated beverages to withdrawing tom soil interaction, Parkinson and Totterdll (1999) classed var ies on the bass of eoncepeua sare nis emotion rogulaton st il proce the following four ration, and acceptance. Creating ‘ality, hee than say, seems se important fast sep in tying tates the diferent gle people eck 0 tin elie from emotions, For example, wo people might sek socal sup fortwo very different reasons: One person may deste emocional support hereas the ether may be Seeking probleslving iormation. Clasifica imchemes bowed on the pure behind the ation wil lp us beter Undemtand the complicated pocenes that accompany such regulation, Although clanifietion of rateges remains an important fs epi understanding emorion regulation, the emotional intelligence famework ‘nore concemed with questions of effcvenes than with typologies What ‘motion regulation suategis work better dhan others? We believe that for regulation researchers tis che question of lima interes omy ofstratepies based on fine eNoriowwivtmuioesce 41