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Developing mental toughness and resilience through emotional intelligence: Essential attributes in challenging times

Lesley Gill Otago Polytechnic

Principal Lecturer PGDipCom(Dist)., BCom, GradCertTLT(L7) D103b c!ool o" #pplied Business $ta%o Pol&tec!nic Pri'ate Ba% 1(10 Dunedin P!) (03) *7( 3+**

Key Words: emotional intelligence, mental toughness, resilience

Developing mental toughness and resilience through emotional intelligence: Essential attributes in challenging times

Abstract T!e turmoil o" t!e %lobal "inancial crisis is "ar,reac!in%, -ell be&ond purel& economic si%ni"icance. T!e escalatin% instabilit& t!e recession is creatin% in t!e -or.place and t!e .noc.,on e""ect t!is is !a'in% on people/s abilit& to respond optimisticall& is t!e "ocus o" t!is paper. 0elentless c!an%e, t!reat o" redundanc&, -orries about meetin% "inancial commitments, per"ormin% -ell at -or. -it! diminis!in% resources contributes to risin% stress le'els. T!is paper e1amines t!e utilit& o" emotional intelli%ence (23) trainin% to-ards de'elopin% mental tou%!ness and resilience to mana%e oursel'es. T!ese uncertain times re4uire people to t!in. di""erentl&5 a paradi%m s!i"t "rom 6-!en t!is is o'er...7 to 6strate%ies through t!is7. T!is position paper en%a%es in con"irmator& researc! 'ia e1ploration o" t!e lin. bet-een 23, and mental tou%!ness and resilience, and its importance in sta'in% o"" t!e ne%ati'e e""ects o" stress in t!e -or.place. T!e 8ir. 9odel o" C!aos t!eor& pro'ides understandin% o" t!e internal turmoil processes in response to e1ternal pressures. T!e %oal o" t!is paper is to pro'ide t!eoreticall&,rele'ant elucidation and practical strate%ies t!at assist us to respond to t!e c!aos o" t!ese times in a -a& t!at ma.es us stron%er and better able to not onl& sur'i'e, but succeed in t!ese c!allen%in% times. T!e paper concludes -it! pro'idin% a startin% point "or de'elopin% emotional intelli%ence, includin% a practical e1ercise -it! -!ic! to be%in &our e1ploration o" sel".

Developing mental toughness and resilience through emotional intelligence: Essential attributes in challenging times

In order to succeed, people need a sense of self-efficacy, to struggle together with resilience to meet the inevitable obstacles and inequities of life (Albert Bandura !

ntroduction T!e turmoil o" t!e %lobal "inancial crisis is "ar,reac!in%, -ell be&ond purel& economic conse4uences (;a'aro, :00(5 Garbie, :00(). T!e escalatin% instabilit& t!e recession is creatin% in t!e -or.place and t!e .noc.,on e""ect t!is is !a'in% on people/s abilit& to respond optimisticall& is at t!e "ocus o" t!is paper (0asmus, :010). T!e t!reat o" redundanc&, t!e c!allen%e o" relentless c!an%e, -orr&in% about meetin% "inancial commitments, per"ormin% -ell at -or. -it! e'er decreasin% resources, contributes to risin% stress le'els. T!e certaint& and stabilit& o" <!o- it used to be/ can be consi%ned as a -or.place relic5 it is nai'e to t!in. t!e stabilit& o" &esterda& -ill return (Treas, :010). 9ana%ers and -or.ers ali.e are realisin% t!at t!is recession !as "ore'er c!an%ed !o- -e do business, and !o- -e mana%e t!e !uman resource in maintainin% personal and pro"essional sustainabilit& (= tar. Leaders!ip 3nsi%!ts,= :010).

T!e economic crisis -as,


6 >t?ri%%ered b& a li4uidit& s!ort"all in t!e @nited tates ban.in% s&stem. 3t !as resulted in t!e collapse o" lar%e "inancial institutions, t!e bailout o" ban.s b& national %o'ernments and do-nturns in stoc. mar.ets around t!e -orld. 3n man& areas, t!e !ousin% mar.et !as also su""ered, resultin% in numerous e'ictions, "oreclosures and prolon%ed 'acancies. 3t is considered b& man& economists to be t!e -orst "inancial crisis since t!e Great Depression o" t!e 1(30s. 3t contributed to t!e "ailure o" .e& businesses, declines in consumer -ealt! estimated in t!e trillions o" @. . dollars, substantial "inancial commitments incurred b& %o'ernments, and a si%ni"icant decline in economic acti'it&. (=;inancial crisis o" :007,:010,= :010, p. 1).

T!e current recession is a""ectin% e'er& area o" consumerism, suc! as !ousin%, ban.in%, retail, buildin%5 economic %ro-t!. #lt!ou%! t!ere is a stated slo- reco'er&,

pessimism is !i%! in t!at man& businesses are closin% do-n, and t!ere !as been a rise in mort%a%ee sales (=0etailers rin%in% t!e c!an%es t!rou%! recession,= :010).

T!is paper e1amines t!e utilit& o" 23 trainin% in t!e -or.place to-ards stren%t!enin% emplo&ee mental tou%!ness and resilience to mana%e oursel'es (9asten A $brado'ic, :00+5 Tu%ade A ;rederic.son, :00B). T!ese uncertain times re4uire people to t!in. di""erentl&5 a paradi%m s!i"t "rom 6-!en t!is is o'er...7 to 63 need strate%ies through t!is7. 2mplo&ers !a'e an et!ical responsibilit& to pro'ide emplo&ees -it! trainin% in resilience to mana%e t!e pressures endemic in t!e -or.place in t!e current economic en'ironment (9asten A $brado'ic, :00+). Bro-n (1((+) 6$r%aniCations t!at support career resilience are committed to -or.in% in partners!ip -it! t!eir emplo&ees. T!e& o""er opportunities "or pro"essional %ro-t! and en%a%e t!eir emplo&ees in c!allen%in% -or.. uc! or%aniCations "oster open communication, includin% t!e trans"er o" bot! %ood and bad ne-s7 (para 10). 0at!er, emplo&ers need to be proacti'e in supportin% sta"" to mana%e t!e instabilit& in t!e -or. en'ironment. 6T!e !i%!er t!e le'el o" mental tou%!ness t!e more t!e indi'idual is able to

deal -it! t!e pressures, stressors and c!allen%es o" e'er&da& li"e. T!e& are able to deal more easil& -it! e'en t!e most di""icult da&s7 (#D0 Ltd, :010, p. 1). T!e 8ir. 9odel o" C!aos is discussed -it! t!e aim o" pro'idin% understandin% o" t!e <perturbin%/ processes o" turmoil t!at e1ternal pressures and e'ents create. 3t aptl& e1plains t!e a%itation o" -or.in% in times o" economic turmoil and t!e e""ects o" t!e on%oin% s!a.e,up it !as on t!e !uman ps&c!e. T!e %oal o" t!is paper is to pro'ide t!eoreticall&,rele'ant elucidation and practical strate%ies t!at assist us to respond to t!e c!aos o" t!ese times in a -a& t!at ma.es us stron%er and better able to not onl& sur'i'e, but succeed in t!ese c!allen%in% times. ;irstl& t!ou%!, t!is position paper en%a%es in con"irmator& researc! b& -a& o" a preliminar& inspection o" academic literature into t!e lin. bet-een mental tou%!ness, resilience and 23 includin% a practical e1ercise -it! -!ic! to be%in &our e1ploration o" sel". 3t/s "air to sa& t!at on%oin% pressures e1ist in contemporar& business, !o-e'er t!e added pressures o" "iscal instabilit& increases an or%anisations 'ulnerabilit& to insol'enc&.

!ental "oughness 9ental tou%!ness is a term t!at -as ori%inall& applied in t!e "ield o" sport to describe a person/s stren%t! o" mind and c!aracter t!e& can use to out,per"orm opponents. 3t also relates to ot!ers -!ose -or. necessitates an endurin% tenacit&, determination and %rit in mana%in% multi,dimensional d&namics in, "or e1ample, ser'ice sector or%anisations. #ccordin% to Eones (:00:, p. :0(), mental tou%!ness re"ers to t!e abilit& to 6%enerall&, cope better t!an &our opponents -it! t!e man& demands (competition, trainin%, li"est&le) t!at sport places on a per"ormer7. peci"icall&, mental tou%!ness means >to? be more consistent and better t!an &our opponents in remainin% determined, "ocused, con"ident, and in control under pressure. #lt!ou%! t!e term attracts most positi'e ps&c!olo%ical attributes, t!ere is some accord in re"errin% to mental tou%!ness as 6an at!lete/s abilit& to cope -it! stress and resultant an1iet& associated -it! !i%! pressure competiti'e situations7 (Eones, :00:, p. :0+). 3t is t!e abilit& to remain 6consistent and superior at remainin% determined, "ocused, con"ident, and in control under pressure7 (Eones, Fanton, A Connau%!ton, :007, p. :0(). 9ental tou%!ness re4uires "ocused concentration o" t!e conscious mind -!ile simultaneousl& controllin% intuiti'e emotions ( carnati, :000). T!e ad'anta%e t!at mental tou%!ness pro'ides t!e at!lete is a 6ps&c!olo%ical ad'anta%e o'er t!eir opponent andG superior re%ulator& s.ills7 (Eones, :00:, pp. :0(, :10). Ten top sports per"ormers -!o !ad obtained international standin% -ere studied b& Eones (:00:). Participants -ere as.ed, in t!eir o-n -ords, to de"ine mental tou%!ness and describe t!e attributes o" t!e ideal mentall& tou%! per"ormer. T-el'e attributes -ere identi"ied and are s!o-n in Table 1 -it! t!eir ran.in%s (Eones, :00:, p. :11).

!ental "oughness Attributes and mportance #an$ings Attribute Fa'in% an uns!a.able sel",belie" in &our abilit& to ac!ie'e &our competition %oals Bouncin% bac. "rom per"ormance set,bac.s as a result o" increased determination to succeed Fa'in% an uns!a.able sel",belie" t!at &ou possess uni4ue 4ualities and abilities t!at ma.e &ou better t!an &our opponents Fa'in% an insatiable desire and internaliCed moti'es to succeed 0emainin% "ull&,"ocused on t!e tas. at !and in t!e "ace o" competition,speci"ic distractions 0e%ainin% ps&c!olo%ical control "ollo-in% une1pected, uncontrollable e'ents Pus!in% bac. t!e boundaries o" p!&sical and emotional pain, -!ile still maintainin% tec!ni4ue and e""ort under distress (in trainin% and competition) #cceptin% t!at competition an1iet& is ine'itable and .no-in% t!at &ou can cope -it! it T!ri'in% on t!e pressure o" competition Jot bein% ad'ersel& a""ected b& ot!ers/ %ood and bad per"ormances 0emainin% "ull&,"ocused in t!e "ace o" personal li"e distractions -itc!in% a sport "ocus on and o"" as re4uired %um o& #an$ings :+ *( H0 H+ H+ ++ +7 73 7+ 7+ 77 10B Overall #an$ 1 : 3 *I *I + 7 B (I (I 11 1:

1. :. 3. *. H. +. 7. B. (. 10. 11. 1:.

"able ': !ental "oughness Attributes and mportance #an$ing

9ental tou%!ness relates to ot!ers outside t!e sport/s <"ield/5 -or. necessitates a tenacit&, determination and %rit in mana%in% multi,dimensional d&namics o" c!an%e, per!aps ine4uit&, and inKustice in t!e -or.place. 9ore %enerall&, mental tou%!ness is described as 6t!e 4ualit& -!ic! determines in lar%e part !o- indi'iduals respond to stress, pressure and to c!allen%e irrespecti'e o" pre'ailin% circumstances7 (#D0 Ltd, :010, p. +). Gucciardi, Gordon, A Dimmoc. (:00() su%%est mental tou%!ness is lin.ed to de'elopin% 23 s.ills. 3t mi%!t be concluded t!at t!e de"initions encompass an o'erarc!in% assumption t!at de'elopin% mental tou%!ness means bein% stron%l& competiti'e. T!e aut!or disa%rees, rat!er t!at t!e conte"t determines -!et!er competiti'eness or collaboration are t!e appropriate bases on -!ic! mental tou%!ness attributes "unction. ;or e1ample, teams can demonstrate mental tou%!ness. #lso man& o" t!e identi"ied attributes as a"orementioned don/t need an opponent, "or t!em to be e""ecti'e.

#esilience 0esilience is c!aracterised b& 6t!e abilit& to bounce bac. "rom ne%ati'e emotional e1periences7 accordin% to Tu%ade A ;rederic.son (:00B, p. 3::). T!e implication is t!at t!ose -it! !i%! resilience -ill also !a'e !i%! endurance, in t!at t!e& can <see t!e season t!rou%!/. People -it! !i%! resilience are li.el& to also !a'e %reat insi%!t (sel", and ot!er, a-areness) in Kud%in% t!eirs/ and ot!ers/ stren%t!s and limitations. 0esilience is an outcome o" -ell de'eloped 23 can be used to mana%e emotions b& dra-in% on a positi'e a""ecti'e outloo. (Tu%ade A ;rederic.son, :00B). 9asten and $brado'ic (:00+, p. :1) list t!e "ollo-in% "actors t!at pla& a 'ital role in resilience) 6T!e learnin% s&stem o" t!e brain (problem sol'in%, in"ormation,processin%). T!e attac!ment s&stem (close relations!ips -it! care%i'ers, "riends, romantic partners). T!e master& moti'ation s&stem (sel",e""icac& process, re-ard s&stems related to success"ul be!a'iour). T!e stress response s&stem (alarm and reco'er& s&stem). T!e sel",re%ulation s&stem (emotion re%ulation, acti'ation and in!ibition o" attention, e1ecuti'e "unctionin%, be!a'iour). T!e "amil& s&stem (parentin%, interpersonal d&namics, e1pectations, co!esion, rituals, norms). T!e sc!ool s&stem (teac!in%, 'alues, standards, e1pectations). T!e peer s&stem ("riends!ips, peer %roup, 'alues, norms). Cultural and societal s&stems (reli%ion, tradition, rituals, 'alues, standards, la-s)7.

De&ining Emotional ntelligence 2motional intelli%ence in'ol'es


6t!e abilit& to percei'e accuratel&, appraise, and e1press emotion5 t!e abilit& to access andLor %enerate "eelin%s -!en t!e& "acilitate t!ou%!t5 t!e abilit& to understand emotion and emotional .no-led%e5 and t!e abilit& to re%ulate emotions to promote emotional and intellectual %ro-t!7 (9a&er A alo'e&, 1((7, p. 10).

Deri'ed "rom Goleman/s -or., T!e Consortium "or 0esearc! on 2motional 3ntelli%ence in $r%aniCations di'ided t!e 23 "rame-or. into t-o competencies5 personal and social (=T!e 2motional Competence ;rame-or.,= :00(). Personal Competence -as "urt!er %rouped into t!ree5 sel" a-areness (emotional a-areness, accurate sel",assessment and sel",con"idence), sel" re%ulation (sel" control, trust-ort!iness, conscientiousness, adaptabilit& and inno'ati'eness) and sel",moti'ation (ac!ie'ement dri'e, commitment, initiati'e and optimism). ocial Competence encompassed5 social a-areness (empat!&, ser'ice orientation,

de'elopin% ot!ers, le'era%in% di'ersit& and political a-areness), and social s.ills, (in"luence, communication leaders!ip, c!an%e catal&st, con"lict mana%ement, buildin% bonds, collaboration and cooperation and team capabilities). 23 is a competence, a capacit& to de'elop5 it re4uires a process t!at allo-s "or t!e participant to be sensitised, understand, practice and trans"er t!eir learnin% into e'er&da& be!a'iour (Goleman, 1((().

Goleman (:00+, p. *) su%%ests t!ere is a connection bet-een social intelli%ence and 23. Fe re"ers to t!e sociable brain, t!at is, <-ired to connect/ t!rou%! brain,to,brain lin.a%es. Fe states 6t!e t-o domains intermin%leGsince t!e brain/s social real estate o'erlaps -it! its emotional centres7 (Goleman, :00+, p. B3). Fe describes social intelli%ence as t!e abilit& to demonstrate 23 t!rou%! t!e master& o" social interactions "acilitated b& empat!& and social co%nition.

alo'e& A 9a&er (1((0, p. 1B() de"ined 23 as, 6t!e abilit& to monitor one/s o-n and ot!er/s "eelin%s and emotions, to discriminate amon% t!em and to use t!is in"ormation to %uide one/s t!in.in% and actions7. T!e elements o" 23 are) identi"&in% emotions in sel" and ot!ers, and emotion re%ulation o" sel" and ot!ers. T!e underl&in% assumption is t!at !i%!er 23 is more li.el& to create %reater positi'e mental -ellbein%. T!us, identi"&in% "actors o" !i%! 23 also identi"ied people -it! de"icient 23. T-o assumptions resulted5 i" 23 -as an abilit& it could be learned5 i" it could be learned it could increase -ellbein% and per"ormance (9a&er, Caruso, A

alo'e&, :000). T!e distinct %ap bet-een t!ose -it! !i%! and lo- 23 meant attention -as turned to t!e de'elopment o" 23. T!ere is not a list o" 23 uni'ersal "actors, indeed t!ere is di'er%ence. Fo-e'er, se'eral o" t!e mainstream 23 t!eorists identi"& similar 23 "actors (Bar,$n, :00+5 Goleman, 1((+5 9a&er A alo'e&, 1((7). #bra!am/s de"inition e1plains !o- people use 23)
62motionall& intelli%ent indi'iduals !a'e t!e abilit& to relate problems to internal emotional e1perience. T!e personaliCation o" problems ma.es t!em more meanin%"ul in t!at t!e& become rele'ant to oneMs o-n situation. T!is rele'ance leads to more "le1ibilit& and creati'it& in arri'in% at solutions, -!ic! in turn presumes t!e discretion to ma.e decisions and see. inno'ati'e solutions7 (#bra!am, :000, p. 171).

23 is rele'ant in t!e education sector -!ere a ran%e o" interpersonal s.ills, -isdom, empat!&, sel",control, understandin% and patience are in'aluable -!en put to t!e test in "rustratin% andLor con"rontational situations, or -!en persistence is re4uired o'er len%t!& and c!allen%in% times.

23 trainin% also a""ects stress mana%ement. $%ins.a,Buli. (:00H, p. 1+7) s!o-s in !er stud& o" 330 participants in se'eral ser'ice pro"essions t!at t!e role o" 23 in percei'in% and pre'entin% occupational stress t!at leads to ne%ati'e !ealt! outcomes, -as an essential "actor responsible "or 6determinin% success in li"e and ps&c!olo%ical -ellbein%7. ustained stress can lead to burnout -!ic! can be detected in emotional e1!austion and depersonaliCation (Ba..er A Feu'en, :00+, p. *:3) t!at can seriousl& compromise a teac!er/s abilit& and e""ecti'eness. carnati (:000) states t!e @ #rm& principle o",
6Nou must !a'e an !onest understandin% o" -!o &ou are, -!at &ou .no-, and -!at &ou can do. Nou must .no- &our stren%t!s, -ea.nesses, capabilities, and limitations so t!at &ou can control and discipline &oursel" and lead &our soldiers e""ecti'el&7 -!ic! assimilates -it! 23 abilities suc! as sel" a-areness, a-areness o" ot!ers, mana%ement o" emotions (;9 ::,100).

T!is does not mean -e s!ould den& or minimise emotions5 t!e& are po-er"ul e1pressions o" our t!in.in% and brin% meanin% to li"e. 2motions are testament to our !umanness, not because t!e& -ea.en us but because t!e& enric! our !uman e1perience. 0i%!tl&, 23 !arnesses t!e rational and t!e emotional to%et!er, to produce t!e most appropriate and deliberate response5 one -it!out t!e ot!er results in imbalance. carnati (:000, p. 17H) continues,
6Con4uer emotions -it! rational t!in.in%. Je'er let t!e emotional part o" t!e brain !i%!Kac. &our abilit& to t!in. and reason. Control t!e panic instinct. Purpose"ull& pause -!en intimidatin% situations or emotionall& laden -ords are bantered5 and pro'ide t!e opportunit& "or t!e rational part o" t!e brain to catc! up -it! t!e adrenalin induced emotions. 2motional maturit& is a co'ert o""ensi'e -eapon necessar& "or mental tou%!ness7.

9a&er and alo'e& (1((7, pp. 10,11) o""ered a "our branc! model o" ad'ancin% 23 abilities. T!e& are as described in Table : belo-) "he (our )ranches o& Emotional ntelligence 1. :. 3. *. Perception, #ppraisal and 21pression o" 2motion 2motional ;acilitation o" T!in.in% @nderstandin% and #nal&Cin% 2motions5 2mplo&in% 2motional 8no-led%e 0e"lecti'e 0e%ulation o" 2motions to Promote 2motional and 3ntellectual Gro-t!

'* Perception, Appraisal and E+pression o& Emotion

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#bilit& to identi"& emotion in oneMs p!&sical states, "eelin%s, and t!ou%!ts.

#bilit& to identi"& emotions in ot!er people, desi%ns, art-or., etc. t!rou%! lan%ua%e, sound, appearance, and be!a'ior.

#bilit& to e1press emotions accuratel& and to e1press needs related to t!ose "eelin%s.

#bilit& to discriminate bet-een accurate and inaccurate, or !onest 's. dis!onest e1pressions o" "eelin%.

,* Emotional (acilitation o& "hin$ing 2motions prioritiCe t!in.in% b& directin% attention to important in"ormation. 2motions are su""icientl& 'i'id and a'ailable t!at t!e& can be %enerated as aids to Kud%ment and memor& concernin% "eelin%s. 2motional mood s-in%s c!an%e t!e indi'idualMs perspecti'e "rom optimistic to pessimistic, encoura%in% consideration o" multiple points o" 'ie-. 2motional states di""erentiall& encoura%e speci"ic problem,sol'in% approac!es suc! as -!en !appiness "acilitates inducti'e reasonin% and creati'it&.

-* .nderstanding and Analy/ing Emotions0 Employing Emotional Kno1ledge #bilit& to label emotions and reco%niCe relations amon% t!e -ords and t!e emotions t!emsel'es, suc! as t!e relation bet-een li.in% and lo'in%. #bilit& to interpret t!e meanin%s t!at emotions con'e& re%ardin% relations!ips, suc! as t!at sadness o"ten accompanies a loss. #bilit& to understand comple1 "eelin%s) simultaneous "eelin%s o" lo'e and !ate or blends suc! as a-e as a combination o" "ear and surprise. #bilit& to reco%niCe li.el& transitions amon% emotions, suc! as t!e transition "rom an%er to satis"action or "rom an%er to s!ame.

2* #e&lective #egulation o& Emotion to Promote Emotional and ntellectual Gro1th Ability to stay open to feelings, both those that are pleasant and those that are unpleasant! #bilit& to re"lecti'el& en%a%e or detac! "rom an emotion dependin% upon its Kud%ed in"ormati'eness or utilit&. #bilit& to re"lecti'el& monitor emotions in relation to onesel" and ot!ers, suc! as reco%niCin% !o- clear, t&pical, in"luential or reasonable t!e& are. #bilit& to mana%e emotion in onesel" and ot!ers b& moderatin% ne%ati'e emotions and en!ancin% pleasant ones, -it!out repressin% or e1a%%eratin% in"ormation t!e& ma& con'e&.

"able ,: "he (our )ranches o& Emotional ntelligence*

9ental tou%!ness and resilience are about mana%in% one/s t!in.in% and emotions to obtain t!e best be!a'ioural outcomes, in s!ort, t!e application o" 23. Fa'in% %one some -a& to

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establis!in% t!e lin. bet-een mental tou%!ness, resilience and 23, .no-in% -!at it is and t!at -e need it is onl& !elp"ul i" -e learn !o- to de'elop it "or oursel'es. To ac!ie'e t!is end, -e need to start -it! an understandin% about t!e !uman ps&c!e in relation to c!an%e.

3hange and the Kir$ !odel o& 3haos T!e 8ir. 9odel o" C!aos (:010) t!eor& is used to e1empli"& -!at !appens in t!e c!an%e process. @nderpinned b& t!e principles o" Pri%o%ine/s T!eor& o" Dissipati'e tructures (Pri%o%ine, 1(B0), 8ir./s t!eor& describes -!at !appens -!en a li'in% s&stem recei'es neinputs (2ner%& 0ic! 3nput or 203) t!at disturbs t!e e4uilibrium. T!e ne- in"ormation places stress on t!e s&stem causin% <-a'es o" a%itation/ -!ic! Pri%o%ine (1(B0) re"ers to as <perturbation/. T!e -a'es bounce bac. o"" eac! ot!er creatin% "eedbac. (li.e a microp!one t!at is too close to t!e spea.er). Durin% suc! c!aos 6a !uman s&stem can react eit!er as a s&stem t!at 'alues stabilit& (an < / s&stem) or as a s&stem t!at 'alues balance (a <B/ s&stem)7 (8ir., :010, p. (). ;i%ure 1 s!o-s !o- 8ir./s 9odel o" C!aos relates to an or%anisation b& -a& o" demonstratin% !o- t!e model -or.s.

1:

(igure ': Kir$4s !odel o& 3haos*

T!e <B/ or balance,see.in% s&stem de'elops !i%! ener%& a%itation -it! lots o" ener%& "lo-in% in, about and out, -!ile t!e < / ( tabilit&) s&stem !as lo- ener%& e1c!an%e. 3t stores t!e 203 until t!e end o" tolerance is reac!ed and t!e s&stem e1plodes5 t!e bi"urcation point (Bi, meanin% <t-o/, "urcation meanin% <"or./) (Pri%o%ine, 1(B0). T!e s&stem t!en %oes in one o" t-o directions5 t!e bir"urcation point acts as a catal&st to-ards trans"ormation and sustainabilit& in a ne- "orm t!at can ta.e on increased 203 because t!e capacit& o" t!e s&stem !as increased O a <B/ s&stem. $r con'ersel&, t!e s&stem s!atters creatin% disinte%ration, brea.do-n and -asted ener%& O an < / s&stem (8ir., :010). T!e point o" 8ir./s model is to !elp us understand t!at alt!ou%! our li'es are susceptible to purturbances, it is not t!e e'ents in t!emsel'es t!at decides t!e outcome but our response to t!em. #ow -e deal -it! t!e 203s determines our -ellbein% and abilit& to en%a%e in positi'e c!an%e processes a%ain, or not. T!e "unctions o" c!aos t!eor& c!aracterise ris. and opportunit&. T!e ris. is t!at it ma& not reac! stabilit& a%ain and remain o'er-!elmed b& uncertaint& and "lu1. Con'ersel&, opportunities are created as -a&s o" be!a'in% and respondin% result in ne- inno'ations (8iel, 1((H). Learning &rom the Kir$ !odel o& 3haos

13

@sin% t!is model -e can identi"& positi'e and ne%ati'e patterns o" be!a'iour t!at !a'e become s&stemic in our li'es. B& identi"&in% -!at t!e& are, -e can ans-er 4uestions about) ot!er "actors t!at -ere !appenin% at t!e time, !o- lon% it too. to %et to t!e bi"urcation point, and -!ic! responsesLreactions t!at are auto,responses. T!e 8ir. 9odel o" C!aos can be used as a template "or us to in'esti%ate our o-n personal a%itations O positi'e and ne%ati'e. Ta.e t!e 203s t!at relate to &our li"e and list t!em on t!e le"t (see blan. dia%ram belo-). T!en -rite in &our reactions and responses. Tr& to li"t t!e blind o" denial and de"ensi'eness as sel" a-areness enli%!tens &our understandin% o" &our personal <a%itations/. 6T!e more &ou allo- t!e "lo- o" e'ents to mo'e t!rou%! &ou or b& &ou -it!out %ettin% !oo.ed into emotions and !oldin% onto t!e drams, t!e more "le1ible &ou sta&. ;or%i'eness. #daptabilit&. #cceptance. $penness. 0ecepti'it&. ta&in% present. 0esponsi'eness. Paluin% relations!ips more t!an bein% ri%!t. Breat!in%...are all important i" &ou -ant to maintain &our balance durin% c!aos7 (8ir., :010, p. H). Je1t, ta.e time to anal&se and understand &our tolerance boundaries, &our bi"urcation point. #s 8ir. (:010, p. +) puts it, 6Tr& simpl& bein% t!e silent -itness to &our actions, -it!out Kud%in% t!em7.

$ne o" t!e main assumptions o" 8ir./s (:010) model is t!at alt!ou%! -e cannot al-a&s control t!e e'ent, -e can control oursel'es and our response t!us controllin% to some e1tent t!e outcome i.e. 2Q 0I$. C!oice remains. #ow -e c!oose to respond or react a""ects t!e outcome, .eepin% in mind t!at <respond/ and <react/ can !a'e eit!er a positi'e or ne%ati'e ups!ot dependin% on t!eir application. T!us, our c!oices a""ect our present realit& and are t!e buildin% bloc.s o" our "uture. ;i%ure : pro'ides a template on -!ic! to underta.e a personal anal&sis usin% 8ir./s 9ode o" C!aos.

1*

(igure ,: !y Personal Kir$4s !odel o& 3haos*

.sing emotional intelligence to develop mental toughness and resilience @sin% 9a&er and alo'e&/s "our branc! model (1((7) as a basis "or t!is dialo%ue, t!e startin% place "or de'elopin% 23 abilities is in positionin% onesel" to be ready and willing to become sel" a-are, t!at is, a-are o" t!e need "or sel" a-areness, and t!en to become en%a%ed in a process o" sel" a-areness. Bar,$n (1((7, p. :+) de"ines sel" a-areness as t!e abilit& 6to be a-are o" and understand one/s emotions7. T!e t!eor& o" trans"ormati'e learnin% rooted in ;riere/s (1(70) peda%o%& (as cited in Glass, :001) o" arousin% critical consciousness t!rou%! sel",determination O "reein% onesel" "rom political, economic and social and cultural constraints is !elp"ul in understandin% t!e %enesis o" sel" a-areness. ;riere belie'es t!at 6o'ercomin% t!e limits o" situations is ultimatel& an educational enterprise t!at !e calls a practice o" "reedom, a permanent "orm o" cultural re,creation t!at enables t!e "ullest possible e1pression o" !uman e1istence7 (Glass, :001, p. 1+). T!us as -e searc! and appraise t!e realms o" our perceptions t!rou%! critical re"lection and "eedbac., -e identi"& oursel'es in t!e re"lection o" t!at ne- a-areness or <.no-in%/. 63t is onl& -!en -e can notice -!at is inside us and -!at is outside, and -!en -e can sta& present -it! our emotional realit&, t!at -e are in a position to ma.e in"ormed, po-er"ul decisions as to our actions7 (Cairns, 1((B, p.

1H

117). T!e "oundational basis "or insi%!t into sel",a-areness is de'eloped and increased t!rou%! 23 so as to !a'e %reater a-areness o" personal a""ect in di""erent situations, -!at tri%%ers s-itc! on certain emotions, and bloc. ot!ers. Re can also re"lect on !istorical e'ents and relations!ips t!at in"orm present emotional responses (state 23) as -ell as muse on endurin% emotions t!at are part o" our ma.eup (trait 23). Trait 23 is de"ined as a 6constellation o" emotional sel",perceptions located at t!e lo-er le'els o" personalit& !ierarc!ies...t!e& are personalit& traits, as opposed to competencies7 (Petrides, :010, p. 137). $ur perception, appraisal and e1pression o" emotion under t!e torc!li%!t o" critical re"lection !elp us compre!end, e'en appreciate our o-n emotions, ot!ers/ emotions, and !o- -e mi%!t e1press t!em appropriatel& (9a&er A alo'e&, 1((7). T!us -e can 6"i%ure out -!& -e "eel a certain -a& and !o- t!ese "eelin%s -ill c!an%e o'er time...-e can predict !o- an idea -ill %o o'er >and? !o- ot!ers mi%!t react to &ou7 (9a&er, alo'e&, A Caruso, :003, p. 1).

econdl&, emotions are utilised to "acilitate t!ou%!t. 2motions, i" listened to, can direct us in identi"&in% -!at/s important in our t!in.in% (9a&er A alo'e&, 1((7). Laabs (1(((, p. +() su%%ests 23 trainin% is di""erent "rom co%niti'e trainin% in t!at 6de'elopin% emotional competence re4uires learners to unlearn old !abits o" t!ou%!t, "eelin% and action t!at are deepl& in%rained and learn ne- ones>-!ic!? ta.es moti'ation, e""ort, time, support and sustained practice7. To encoura%e t!e use o" our emotions to "acilitate t!in.in%, -e need to ta.e t!e time to tease out our innate t!ou%!ts and our emotions "rom t!eir embedded,ness into t!e li%!t o" critical e'aluation. 21tractin% t!e e1plicit meanin%s "rom t!e implicit emotional data !appens -!en -e as. oursel'es critical 4uestions t!at assist us to mine t!e causes o" our emotional responses.

T!irdl&, de'elopin% t!e abilit& to reco%nise certain emotions in situations, to reco%nise t!e tri%%ers o" emotion, and emotion processes comes "rom t!e a-areness and understandin% -e !a'e de'eloped (9a&er A alo'e&, 1((7). Practicin% a t!in.,pause,reco%nise,act (TP0#) approac! brin%s pre'iousl& unconscious a""ect to consciousness, -!ere it can be

1+

ac.no-led%ed and assessed "or its appropriateness in a %i'en situation. #s pre'iousl& discussed, no- t!at t!e t!in.in% and a""ect in"ormation is a'ailable, c!oice is re4uired. People can c!oose "or e1ample, to use sel" control in a %i'en situation, or not5 t!e point is t!at bot! responses are a deliberate c!oice, not an auto,response.

T!e last branc! o" t!e model relates to de'elopin% t!e abilit& to appl& control to t!ose identi"ied emotions 6to promote emotional and intellectual %ro-t!7 (9a&er A alo'e&, 1((7, p. 10). #%niesC.a A c!emmann (:00:, p. 11:) states t!at an <enli%!tened/ concept o" learnin% is sel",controlled in t!at learners choose to learn b& utilisin% t!e s&ner%istic e""ects o" 6co%niti'e, a""ecti'e and sensor& processes , it is not simpl& a t!eor& o" sel" or%anisation but in a more %eneral sense, a t!eor& o" t!e emer%ence o" ne- 4ualities7. Goleman (1((() re"ers to t!is mana%ement as sel" re%ulation (sel" control, trust-ort!iness, conscientiousness, adaptabilit& and inno'ati'eness) and sel",moti'ation (ac!ie'ement dri'e, commitment, initiati'e and optimism). 6 ince emotions contain data, -e need to sta& open to t!is in"ormation, and use it to ma.e %ood decisions7 (9a&er, et al., :003, p. 1). De'elopin% emotional intelli%ence is an imperati'e i" emplo&ees are to maintain resilience and mental tou%!ness -!ile maintainin% %ood per"ormance -!ile -or.in% -it! se'ere instabilit&5 -or.in% under t!e t!reat o" Kob loss, do-nsiCin% and restructurin%.

3onclusion 21perience and 4uali"ications are not enou%! o" a bastion on -!ic! to succeed in t!ese c!allen%in% times o" escalatin% instabilit& in our econom& and emplo&ment. #s teac!ers -e e1perience ot!er people/s stress5 t!at o" our super,ordinates, peers, subordinates, students and "amil&, all o" -!ic! !a'e a direct and indirect a""ect on us. 3ndeed, our li'es !a'e become less and less compartmentaliCed (Lear& A Tan%ne&, :0035 !ibutani, 1(HH)5 our -or. li'es and personal li'es are pro%ressi'el& inte%rated. T!e pressures o" -or. do not e1ist in isolation "rom t!e ot!er parts o" our li'es, -!ere (in addition) -e mi%!t be e1periencin% "inancial pressure, positi'e or ne%ati'e inter,personal relations!ips, or !ealt! issues, some o" -!ic!

17

mi%!t be caused b& -or. pressures to per"orm. T!e 8ir. 9odel o" C!aos pro'ides some understandin% o" t!e process o" c!an%e to-ards trans"ormation, or re%rettabl& "or some, brea.do-n. 3 stron%l& recommend &ou c!oose trans"ormation b& de'elopin% sel" a-areness o" sel" and ot!ers, "indin% positi'e -a&s o" e1pressin% emotions, allo-in% emotion to assist Kud%ment, emplo&in% emotional .no-led%e and re"lecti'e re%ulation o" emotions to ad'ance emotional and intellectual %ro-t!. 9ental tou%!ness and resilience t!rou%! emotional intelli%ence de'elopment -ill !elp us to sur'i'e, moreo'er succeed in t!ese tumultuous times. 8ia .a!a.

1B

#e&erence List

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