SpeechPathology.com Phone: 800-242-5183


Progressus Therapy

Building Emotional Intelligence

Ann W. Kummer, PhD, CCC-SLP

February 6, 2017

Share:

Question

How can a person develop and improve his or her emotional intelligence?

Answer

As defined by Daniel Goleman, emotional intelligence is “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.” As a result of Goleman’s work in the 1990’s, we are now paying more attention to emotional intelligence. It's not just that you know how to do the job—it’s that you know how to do the job by working well with people. This is especially important when working in a leadership role. 
 
Self-awareness.  The first thing is that you need to have a great deal of self-awareness. That means recognizing your emotions and how they affect your thoughts and behavior, as well as how they affect other people. It is critical to be aware of how your behavior and emotions affect how you operate in any kind of a situation, and how you affect the emotions and behaviors of others. It's not only important to know your strengths, but also know your weaknesses. If you don't know what your weaknesses are, you should ask others for a candid assessment of areas where you could improve. Have self-confidence, but be realistic. You can have confidence in your ability to lead, but you don't want to have arrogance, and you want to make sure that your confidence is realistic.
 
Self-management. Controlling your emotions, impulses and feelings is critically important in a leadership role. You might be extremely angry in a situation, but take that anger home with you. Don't show it in a situation where you are expected to be the leader. It's important to maintain calm and not show impulsivity, anger, or any of those types of emotions. Follow through on commitments. If you promise something, make sure that you deliver. If you absolutely cannot deliver, apologize for that. Adapt to changing circumstances.  We have to adapt, accept the reasons why and try to be positive about it.
 
Social Awareness.  As a leader, it is important to understand the emotions, needs and concerns of the people with whom you work. You want to pick up on those subtle emotional cues. You want to feel comfortable dealing with other people when they are going through hard times, as well as good times. You want to recognize the dynamics in a group or an organization. If you are leading a meeting, you may have one person who is very positive about the discussion and a person who is very negative. You want to help manage that and control those dynamics within the group in a positive way.
 
Relationship Management.  It is extremely important to develop and maintain good relationships.  We all work better when we develop good relationships with other team members.
 
Please refer to the SpeechPathology.com course, Leadership and the Art of Influencing Others, presented in partnership with Cincinnati Children's for more in-depth information about strategies for communicating and interacting with others in order to be an effective leader. 


ann w kummer

Ann W. Kummer, PhD, CCC-SLP

Ann W. Kummer, PhD, CCC-SLP is Senior Director of the Division of Speech-Language Pathology at Cincinnati Children's and Professor of Clinical Pediatrics and Professor of Otolaryngology at the University of Cincinnati, College of Medicine. Under her direction, the speech-language pathology program at Cincinnati Children’s has become the largest pediatric program in the nation and one of the most respected. Dr. Kummer has written numerous articles and book chapters on business practices, and also on cleft palate and craniofacial anomalies. She contributed to the text entitled Business Practices: A Guide for Speech-Language Pathologists (ASHA, 2004). She is also the author of Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance, 3rd Edition (Cengage Learning, 2014). She has done numerous lectures and seminars nationally and internationally.

Dr. Kummer has received many honors, including: Honors of the Ohio Speech-Language-Hearing Association (OSLHA); the Outstanding Clinician Award from OSHLA; distinguished alumnus award from the College of Allied Health, University of Cincinnati; and she is a Fellow of ASHA. She was named one of the 10 Most Inspiring Women in Cincinnati in 2007.


Related Courses

20Q: Evaluation and Treatment of Speech/Resonance Disorders and Velopharyngeal Dysfunction
Presented by Ann W. Kummer, PhD, CCC-SLP
Text

Presenter

Ann W. Kummer, PhD, CCC-SLP
Course: #8729Level: Intermediate1 Hour
  'Assurance that it is time to refer a client with resonance issues'   Read Reviews
Children with speech and resonance disorders (hypernasality, hyponasality, and cul-de-sac resonance) and/or nasal emission present challenges for speech-language pathologists (SLPs) in all settings. This article will help participants to recognize resonance disorders and the characteristics of velopharyngeal dysfunction, and provide appropriate management.

Causes and Characteristics of Resonance Disorders and Velopharyngeal Dysfunction, presented in partnership with Cincinnati Children's
Presented by Ann W. Kummer, PhD, CCC-SLP
Video

Presenter

Ann W. Kummer, PhD, CCC-SLP
Course: #7915Level: Intermediate1.5 Hour
  'I graduated with my master's degree in 1983, and this is an area in which I feel I didn't haven't lots of good instruction'   Read Reviews
This is Part 1 of a two-part series. Children with resonance disorders (hypernasality, hyponasality and cul-de-sac resonance) or suspected velopharyngeal dysfunction present challenges for SLPs in all settings. This course is designed to provide information about the causes and characteristics of resonance disorders and velopharyngeal dysfunction so that these disorders can be recognized and appropriate treatment can be recommended.

Evaluation of Speech/Resonance Disorders Secondary to Velopharyngeal Dysfunction, presented in partnership with Cincinnati Children's
Presented by Ann W. Kummer, PhD, CCC-SLP
Video

Presenter

Ann W. Kummer, PhD, CCC-SLP
Course: #7916Level: Intermediate1.5 Hour
  'A very 'hands-on' presentation with lots of videos, models and resources'   Read Reviews
This is Part 2 of a two-part series. Children with resonance disorders (hypernasality, hyponasality and cul-de-sac resonance) present challenges for speech-language pathologists (SLPs) in all settings. This course is designed to provide simple, yet very reliable low-tech evaluation techniques for practicing SLPs who frequently or occasionally see clients with cleft palate, hypernasality, or suspected velopharyngeal dysfunction. (Part 1: Course 7915)

Why Nonspeech Oral Motor Exercises are Not Effective for Changing Speech Sound Production
Presented by Gregory Lof, PhD, CCC-SLP, FASHA
Video

Presenter

Gregory Lof, PhD, CCC-SLP, FASHA
Course: #8192Level: Intermediate1.5 Hour
  'The data that the speaker presented to back up his claims'   Read Reviews
The use of nonspeech oral motor exercises (NSOME) to change speech productions for children with speech sound disorders continues to be discussed and debated by researchers and clinicians. This course will provide an update on the controversy and will include information on the logic, theory and evidence related to why NSOME should not be used in therapy for this disorder.

The Art of Debriefing: Key Elements in CSD Simulation Education
Presented by Carol Szymanski, PhD, CCC-SLP, CHSE
Video

Presenter

Carol Szymanski, PhD, CCC-SLP, CHSE
Course: #8704Level: Intermediate1.5 Hour
  'The course was interesting, and I like being to see a live debriefing'   Read Reviews
This course defines and describes the types of simulations utilized for clinical education in communication sciences and disorders (CSD). The learning theory behind simulation education will be presented, with the process and examples of debriefing specifically highlighted.
Please note: This course uses a different recorded format from most of our courses; arrows on the playbar must be used to progress through the course. When playback stops after the course introduction, use the right arrow key to progress to the second slide, where you can read the full playback instructions. Due to the nature of the development of this content, this course is best viewed on a tablet-sized screen or larger. Please plan your viewing experience accordingly.