Emotional Intelligence
Emotional intelligence is the ability to recognise, understand, manage and
appropriately respond to one's own emotions while also recognising and
responding effectively to the emotions of others. Unlike traditional measures of
intelligence, which focus primarily on cognitive ability, emotional intelligence
emphasises emotional awareness, interpersonal relationships and social
functioning. It is considered an important factor in effective communication,
decision making, leadership and professional practice. Within social work,
emotional intelligence enables practitioners to build trusting relationships,
respond empathically to service users and manage the emotional demands of
complex practice situations (Mayer, Salovey & Caruso, 2004).
The concept of emotional intelligence was first introduced by psychologists Peter
Salovey and John Mayer in 1990. They defined emotional intelligence as a set of
mental abilities involving the perception, understanding, use and regulation of
emotions. Their ability model proposed that emotionally intelligent individuals
can accurately identify emotions, use emotions to facilitate thinking, understand
how emotions develop and change, and regulate emotions in themselves and
others. This framework positioned emotional intelligence as a measurable
psychological ability rather than a personality trait (Salovey & Mayer, 1990).
The concept gained widespread recognition following the publication of Daniel
Goleman's book Emotional Intelligence in 1995. Goleman expanded the theory
beyond cognitive abilities and suggested that emotional intelligence contributes
significantly to personal and professional success. He identified five key
components: self-awareness, which involves recognising one's own emotions and
their effects; self-regulation, referring to the ability to manage emotional
responses appropriately; motivation, involving persistence and commitment to
achieving goals; empathy, which is the ability to understand the feelings and
perspectives of others; and social skills, which enable individuals to build positive
relationships, resolve conflict and communicate effectively (Goleman, 1995).
Emotional intelligence has significant relevance within social work because the
profession is fundamentally relationship-based. Social workers frequently engage
with individuals experiencing distress, trauma, grief, abuse, mental ill health and
social exclusion. Practitioners must therefore be able to manage their own
emotional responses while remaining empathetic, objective and professionally
accountable. High levels of emotional intelligence support effective
communication, strengthen therapeutic relationships and enable practitioners to
respond calmly and compassionately in emotionally challenging situations.
For example, a social worker supporting a parent who becomes angry during an
assessment must recognise and regulate their own emotional response while
remaining focused on understanding the parent's concerns. Rather than reacting
defensively, an emotionally intelligent practitioner would use active listening,
empathy and de-escalation techniques to maintain constructive communication.
Similarly, when supporting individuals experiencing bereavement or trauma,
Emotional intelligence is the ability to recognise, understand, manage and
appropriately respond to one's own emotions while also recognising and
responding effectively to the emotions of others. Unlike traditional measures of
intelligence, which focus primarily on cognitive ability, emotional intelligence
emphasises emotional awareness, interpersonal relationships and social
functioning. It is considered an important factor in effective communication,
decision making, leadership and professional practice. Within social work,
emotional intelligence enables practitioners to build trusting relationships,
respond empathically to service users and manage the emotional demands of
complex practice situations (Mayer, Salovey & Caruso, 2004).
The concept of emotional intelligence was first introduced by psychologists Peter
Salovey and John Mayer in 1990. They defined emotional intelligence as a set of
mental abilities involving the perception, understanding, use and regulation of
emotions. Their ability model proposed that emotionally intelligent individuals
can accurately identify emotions, use emotions to facilitate thinking, understand
how emotions develop and change, and regulate emotions in themselves and
others. This framework positioned emotional intelligence as a measurable
psychological ability rather than a personality trait (Salovey & Mayer, 1990).
The concept gained widespread recognition following the publication of Daniel
Goleman's book Emotional Intelligence in 1995. Goleman expanded the theory
beyond cognitive abilities and suggested that emotional intelligence contributes
significantly to personal and professional success. He identified five key
components: self-awareness, which involves recognising one's own emotions and
their effects; self-regulation, referring to the ability to manage emotional
responses appropriately; motivation, involving persistence and commitment to
achieving goals; empathy, which is the ability to understand the feelings and
perspectives of others; and social skills, which enable individuals to build positive
relationships, resolve conflict and communicate effectively (Goleman, 1995).
Emotional intelligence has significant relevance within social work because the
profession is fundamentally relationship-based. Social workers frequently engage
with individuals experiencing distress, trauma, grief, abuse, mental ill health and
social exclusion. Practitioners must therefore be able to manage their own
emotional responses while remaining empathetic, objective and professionally
accountable. High levels of emotional intelligence support effective
communication, strengthen therapeutic relationships and enable practitioners to
respond calmly and compassionately in emotionally challenging situations.
For example, a social worker supporting a parent who becomes angry during an
assessment must recognise and regulate their own emotional response while
remaining focused on understanding the parent's concerns. Rather than reacting
defensively, an emotionally intelligent practitioner would use active listening,
empathy and de-escalation techniques to maintain constructive communication.
Similarly, when supporting individuals experiencing bereavement or trauma,
