Cognitive & Emotional Intelligence in Healthcare

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STUDENT DETAILS

Name:

Course: Bachelor of Applied Social Science (Counselling)

ASSESSMENT DETAILS

Unit/Module: Organisational Behaviour

Educator:

Assessment Name: Academic Essay

Assessment Number: 1

Term & Year: Term 1/ Year 1 - 2012

Word Count: 1992

DECLARATION

I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the Student Plagiarism and Academic Misconduct Policy and understand its implications.

I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained.

Cognitive and Emotional Intelligence in Health Care
This paper will define emotional intelligence [EI] in terms of the meaning of emotion, followed by a brief analysis of intellectual intelligence [IQ], including a broad analysis of intelligences. Models of EI will be discussed, including the model most specific to health care administration. The role of physician empathy as a component of EI will be addressed in light of its necessity for effective doctor patient relationships as well as its limitations in respect of professional detachment. This essay discusses concerns over potential negative outcomes when physician selection is primarily focussed on EI while limitations of IQ testing is discussed in light of job performance. Suggestions will be offered for practical application of EI in health care administration. The significance of physician mindfulness as an essential component of the medical practitioner’s role is outlined, arguing that repercussions of excessive emotional involvement may be responsible for physician burnout, thus detrimental to appropriate professional detachment. To effectively define emotional quotient, also often referred to as EQ, and intelligence quotient, known as IQ, one must understand the relationship between emotions and intelligences. Emotions can be considered as internal reflections of verbal and often non-verbal communication. Hughes, Patterson, and Terrell, (2005) define emotions as the human response to what is heard, smelt, tasted and seen, emphasising that feelings are involved in the reasons for all actions. Emotions sense and decode information into the universal languages of facial and body expressions (Hughes, et al., 2005). Intelligence refers to “…the ability to reason with or about something” (Hughes, et al., 2005, p. 12) and may be considered in light of verbal intelligence where one solves language based problems and spacial intelligence where judgement and visualisation is involved. Similarly, EI refers to the ability to reason with emotions (Hughes, et al., 2005). Salovey and Mayer’s critique (1990, as cited by Abraham, 2004) defines EI as the ability to identify the thoughts and feelings of self and others, utilising this information as a template for opinions and actions. Some components of EI are considered to be self-appraisal, awareness and regulation, motivation, empathy and social skills. Where EI refers to one’s ability to tune into and reason with another’s thoughts and feelings, IQ, refers to a degree of relative intelligence measured by standardised testing of cognitive function, and the ability to process intellectual information. Psychologists developed IQ testing to measure the traits of those considered as clever or intelligent by assessing their capacity to consistently understand concepts or solve problems quickly (Dickens, n.d.). Wall (2007) emphasizes the necessity of high IQ for obtaining entrance into the competitive fields and academic educational programs of computer sciences, engineering and medical professions....
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