Abstract:

The problem of understanding your emotions and the emotions of your partner is essential for future psychologists. However the methods of emotional intelligence are not investigated enough. R. Sternberg believes that such intelligence comes with experience, it comes from the practice of real human interaction with the environment. In the Russian pedagogical psychology the idea of the possibility of the formation of emotional intelligence is developing. This article is devoted to comparison of the effectiveness of such methods of emotional intelligence as seminars and training sessions in work with psychology students.

Theoretical background:
The methodology of this work is the idea of the unity of intellect and affect of the cultural-historical theory (L.S.Vygotsky), intelligence theory (R. Sternberg), the theory of multiple intelligences (H. Gardner), the concept of emotional intelligence (D.V. Lyusin, P. Salovey, J. Mayer) and the theory of social intelligence by J. M. Sullivan and Guilford.

Method:
The following research methods were selected: the test "Social Intelligence” by J. Guilford and M. Sullivan", the questionnaire "Emotional Intelligence" by D.V. Lyusina, the case method "emotion recognition" developed by us. We investigated 76 first year psychology students (14 boys and 62 girls).

The study consisted of 2 parts:
1) Evaluation of EI (Emotional Intelligence),
2) in the first group - training sessions, in the second group - seminars of the course "Introduction to the profession".

There were 10 sessions of 4 academic hours for each group.
The training sessions and seminars have similar topics, but different forms of teaching. The forms of teaching in the training sessions were games and exercises. Forms of teaching in seminars were information search, preparation of reports, tests, essay writing.

Results:
The study revealed that training sessions are more effective than seminars for the formation of those indicators of emotional intelligence, which relate to the practical: subtests indicators of the test by J. Guilford and M. Sullivan (at a significance level of p = 0.99), indicators test by D.V. Lyusina (at a significance level of p = 0.99). Seminars are more effective than training sessions for the formation of the emotional intelligence theory: indicators of the case-method are higher (at a significance level of p = 0.95).

Practical implications:
We developed the program of the formation of emotional intelligence by means of training sessions and seminars. The results can be used for the formation of emotional intelligence in education of psychology students and practitioner psychologists.
Avenue for future research. It suggests a connection between the use of a variety of active forms of teaching and the dynamics of the formation of separate indicators of emotional intelligence. This assumption can be further perspective of researchers of the formation of emotional intelligence.

Keywords:

Emotional intelligence, methods of the formation.