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==What is Emotional Health==

==Exhibit Emotional intelligence==

=== EI Ability model ===

Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence.<ref>Mayer, J.D., Salovey, P., Caruso, D.L., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232-242.</ref> Following their continuing research, their initial definition of EI was revised to "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth."

The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.<ref>Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books.</ref><ref name="grewal">Salovey P and Grewal D (2005) The Science of Emotional Intelligence. Current directions in psychological science, Volume 14 -6</ref> The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:
# Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.
# Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing [[mood (psychology)|moods]] in order to best fit the task at hand.
# Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.
# Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.<ref>[http://www.psicothema.com/pdf/3277.pdf Bradberry, T. and Su, L. (2003). Ability-versus skill-based assessment of emotional intelligence, Psicothema, Vol. 18, supl., pp. 59-66.]</ref>

=== EI Mixed models ===
The model introduced by Daniel Goleman<ref name="goleman98">Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books</ref> focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs:
# Self-awareness – the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.
# Self-management – involves controlling one's emotions and impulses and adapting to changing circumstances.
# Social awareness – the ability to sense, understand, and react to others' emotions while comprehending social networks.
# [[Interpersonal relationship|Relationship management]] – the ability to inspire, influence, and develop others while [[conflict management|managing conflict]].

Goleman includes a set of [[emotional competence|emotional competencies]] within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.<ref name="boy">Boyatzis, R., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: insights from the emotional competence inventory (ECI). In R. Bar-On & J.D.A. Parker (eds.): Handbook of emotional intelligence (pp. 343-362). San Francisco: Jossey-Bass.</ref> Goleman's model of EI has been criticized in the research literature as mere "[[pop psychology]]" (Mayer, Roberts, & Barsade, 2008).

== The five factors ==
The Big Five factors and their constituent traits can be summarized as (OCEAN):
*'''Openness to experience''' – (inventive/curious vs. consistent/cautious). Appreciation for [[art]], [[emotion]], [[adventure]], unusual ideas, [[curiosity]], and variety of experience.
*'''Conscientiousness''' – (efficient/organized vs. easy-going/careless). A tendency to show [[self-discipline]], act [[duty|dutifully]], and aim for achievement; planned rather than spontaneous behavior.
*'''Extraversion''' – (outgoing/energetic vs. solitary/reserved). Energy, positive emotions, [[surgency]], and the tendency to seek [[stimulation]] in the company of others.
*'''Agreeableness''' – (friendly/compassionate vs. cold/unkind). A tendency to be [[compassionate]] and [[cooperative]] rather than [[paranoia|suspicious]] and [[Antagonism|antagonistic]] towards others.
*'''Neuroticism''' – (sensitive/nervous vs. secure/confident). A tendency to experience unpleasant emotions easily, such as [[anger]], [[anxiety]], [[depression (mood)|depression]], or [[vulnerability]].

==Self Awareness==

==Reasonable Boundaries==

==References==
<references/>

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Emotional Health - Revision history

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