Abstract:

EIQ, or Emotional Intelligence Quotient, refers to an individual's ability to recognize and understand emotions - both their own and those of others [1]. This includes the ability to distinguish between different feelings and to label them accurately. With this knowledge, individuals can use emotional information to guide their thinking and behavior, as well as manage and adjust their emotions to adapt to their environment or achieve their goals. Emotional intelligence (EI) has become a crucial part of the school curriculum in many European countries [2] through the implementation of Social Emotional Learning (SEL) frameworks [3]. These frameworks aim to enhance self-awareness, self-management, social awareness, relationship skills, and responsible decision-making among students.

Systems Thinking (ST), on the other hand, is a method of reasoning which focuses on the identification and breaking down of the systems that surround us [4]. It helps understand how said Systems function, why and how “normal” methods of reasoning often fail to grasp their behavior and provides tools which allow practitioners to better handle them. While Emotional Intelligence and Systems Thinking, on a surface level, may seem conceptually distant, there exists in reality a large opportunity for mutual enhancement and enrichment of Systems Thinking and the SEL framework specifically [5].

The present paper, as such, will review the core aspects of the SEL Framework and the ST methodology (and existing tools), in order to highlight the significant conceptual overlap and how both frameworks could be combined in order to enhance the quality of EI education programs aimed at young adults, by providing a method of visualizing and solving common issues that is both effective and coherent with the main pillars of EI.

In this context, Humanity is a project in education, training, and youth development, dedicated to equipping educators, youth workers, and support staff with the necessary tools to empower young people aged 15-24 [6]. The aim is to promote emotional intelligence as a valuable tool for positive youth development, which is essential for successful adaptation, social integration, and overall wellbeing The Humanity project aims to deliver courses that will help educators gain an understanding on how to develop the key components of Emotional Intelligence in young adults, namely Self-Awareness, Social Awareness, Self-Management, Social Management and Systems Thinking, to properly traverse their key formative years in a stable and health manner.

References:
[1] Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. Handbook of intelligence, 2, 396-420.
[2] Ciucci, M. (2020). Mental health during the COVID-19 pandemic. ENVI Webinar Proceedings. Directorate-General for Internal Policies. European Parliament.
[3] Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of school health, 70(5), 179-185.
[4] Meadows, D. H. (2008). Thinking in systems: A primer. chelsea green publishing.
[5] Goleman, D., & Senge, P. M. (2014). The triple focus: A new approach to education.
[6] Erasmus+. (2023). HUMANITY Project. Humanity. https://humanity-project.eu/

Keywords:

Emotional Intelligence, SEL Framework, Systems Thinking, Education.