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Emotional intelligence (EI) is a key component of strong and successful leadership. It is the ability to understand and regulate emotions in oneself and others to guide thinking (Faguy, 2012). This theory was developed within psychology and business fields to help support leadership and interpersonal skills (Andonian, 2017). Healthcare professionals can utilize EI to improve resilience, social supports, and caring behaviors to promote therapeutic relationships (Nightingale, Spiby, Sheen, & Slade, 2018).

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Emotional intelligence is the ability to use emotional understanding to direct thought process, actions, and behaviors (Srivastava, 2013). Although some people are naturally more emotionally intelligent than others, EI can be learned and developed throughout life (Faguy, 2012). EI is essential in the leadership of the workplace in regards to leaders and their teams (Srivastava, 2013). EI is used in cognition and mental skills, such as solving problems (Andonian, 2017). This theory relates directly to the practice of occupational therapy because they both work toward building relationships that lead to increased rapport between individuals (Andonian, 2017). EI is also important in the use of therapeutic relationships and making clinical decisions (Gribbi, Ladyshewsky & Parson, 2018).

The four major aspects of EI include identifying and expressing emotion, using emotion to influence cognitive ability and decision making, being informed of emotions, and managing emotions as necessary (George, 2000).

EI plays a role in effective leadership skills through 5 vital components including developing group goals and objects, promoting appreciation in team members for tasks, inspiring and encouraging motivation of team members, instilling flexibility for change and problem solving, and creating a purposeful coherence of the group (George, 2000).

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Two main theoretical constructs:
1. Mixed-methods approach is described by Goleman and Bar-On (1996) as a wide range of skills that relate to the individual's ability to engage in proper teamwork and positive attitudes (Andonian, 2017).

2. Ability-based approach is viewed as something that is natural and not changed (Andonian, 2017). New skills can be learned but most skills are already within the person (Andonian, 2017). This theory was developed with business and psychology as the main components (Andonian, 2017).

Components of EI (Faguy, 2012):

Reflective regulation of emotions to promote emotional and intellectual growth

Ability to stay open to both negative and positive feelings, reflectively engage or detach from an emotion, monitor emotions in relation to oneself and others, and manage emotions by moderating negative emotions and enhancing positive ones.

Understanding and analyzing emotions; using emotional knowledge

Ability to label and recognize emotions, interpret its meanings, understand complex feelings, and recognize transitions among emotions.

Emotional facilitation of thinking

Emotions direct attention to important information, can be generated to aid judgment and memory, necessitate multiple points of view, and can encourage different problem approaches.

Perception, appraisal, and expression of emotion

Ability to identify one’s own emotions, identify other’s emotions, express emotions accurately, and discriminate between accurate and inaccurate expressions or emotion.

EI Competencies (Faguy, 2012):

Self Awareness- understanding one’s own emotions and abilities

Self Regulation- managing emotions well

Motivation- using preferences to stay focused on goals and cope with challenges

Empathy- being sensitive and aware of others’ feelings

Social Skills- using sensitivity to emotions to interact effectively with others

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Healthcare Professions and Leadership:

High-EI students show more willingness to use social support networks to cope with stress. They tend not to engage in self-destructive or risky behavior and tend to have better time management and organizational skills. High-EI students maintained positive moods and a decreased perception of stress (Faguy, 2012).

Providers with good emotional regulation skills will likely be more productive due to the ability to control their own emotions while working, for instance in high-stress situations (Vandewaa et al., 2016). Similarly, they likely have the ability to help regulate the emotions of patients, families, and coworkers to manage negative and positive responses (Vandewaa, Turnipseed, & Cain, 2016).

In settings where the intensity of the emotions displayed varies greatly, it is important for healthcare providers to be able to understand the meaning of people’s emotions and behavior in a given situation or context (Vandewaa et al., 2016). Emotions of patients may be masked by pain, anxiety, stress and other feelings. Being able to accurately perceive these problems can help a provider make decisions regarding appropriate interventions (Vandewaa et al., 2016).

EI can be used to improve interpersonal skills during client-therapist interactions (Andonian, 2017). Developing skills to increase EI can enhance the therapeutic use of self and understanding emotions within practice (Chaffey, Unsworth, & Fossey, 2012). Using EI can facilitate honest and open communication, foster a collaborative relationship, and facilitate adaptive problem-solving by framing problems with awareness of the emotional experience of oneself and others (McKenna & Mellson, 2013).

EI can enhance organizational effectiveness (Srivastava, 2013). A healthcare team comprised of individuals with high EI can function more efficiently. EI can decrease conflict, allow for collaborative decision making, and enhance team learning (Faguy, 2012). The perception of others’ emotions provides knowledge for others’ goals, attitudes, and interests and can improve the overall performance of the group (Srivastava, 2013). Managing one's own emotions can also influence others’ emotional reactions (Srivastava, 2013). The ability to express emotions based on the need of the group, such as feedback or praise, aids in the accomplishment of the group task.

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Martin Luther King

During the Civil Rights Movement in the 1950s and 1960s Martin Luther King Jr. used EI to motivate and inspire the masses. He was dealing with scrutiny and oppression but used his EI to act in a respectful and peaceful way. He led peaceful protests and gave speeches that used his emotion to guide his thinking and actions in a positive way. His work as a leader encouraged others to do the same and work as a team for a common cause. Using EI played an important role in the strong leadership skills of Martin Luther King.

In his “I Have a Dream” speech, Martin Luther King Jr. uses emotional intelligence to inspire others to take action towards peace. He used language that connected with the audience through empathy and compassion by acknowledging the feelings of the oppressed. He sympathized with the hardships people have faced, expressed pride for their continued determination against adversity, and pity for those who act only in brutality (Tareq, Khazaei, H., & Khazaei, A., 2017). Dr. King showed self-regulation by communicating strong emotions without inciting anger, violence, or hatred (Stern & Divecha, 2014). He is able to deliver such a powerful message because he recognized the audience’s emotions and was fully aware of his own, which allowed him to establish a sincere connection.

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Movie: Inside Out (Pete Docter, 2015)

This children’s movie focuses on a young girl named Riley and her basic emotions; joy, sadness, fear, disgust, and anger. These emotions play real characters that play out their role in her mind. The interaction between these emotions, situations in the movie, and Riley’s actions are the plot of this story. Riley moves to a new city and sadness starts to control her actions. She cries in front of her class. Joy tries to over power the sadness and throws the whole system out of whack. Riley’s family start to notice a change in her behavior and grow concerned. Riley’s changed in emotion affect her behaviors and she feels the desire to move away.

Core memories in Riley’s mind affect her emotional responses and decision making. The emotions work together to change Riley’s mind and insight new emotions. Riley expresses her emotion of sadness to her parents and her desire to move back to their old home. Riley’s emotions create new emotional feedback in her mind that lead to her acceptance of her new home. She makes new friends and begins to engage in her usual hobbies.

Riley’s interactions with her emotions are the basis of this story and display her emotional intelligence capacity. Her emotional responses affect her social skills, her motivation, and her ability to self regulate.

Riley is self aware of her emotions throughout the movie and the emotion characters engage in self regulation in response to the situation. Her social skills are positively and negatively affected by her emotions when she misses home and when she decides she will make the best of it in her new city.

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Andonian, L. (2017). Emotional intelligence: An opportunity for occupational therapy.Occupational Therapy in Mental Health, 33(4), 299-307. doi:10.1080/0164212X.2017.1328649

As illustrated in a scenario in an acute mental health setting, emotional intelligence supports the therapeutic use of self during a clinical interaction in moments when the therapist is observed to perceive, manage, and understand emotions as well as facilitate thought. The use of EI facilitates relationship skill knowledge, measurement, and development within the profession.

Chaffey, L., Unsworth, C. A., & Fossey, E. (2012). Relationship between intuition and emotional intelligence in occupational therapists in mental health practice. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 66(1), 88-96. doi:10.5014/ajot.2012.001693

A self-reported survey of occupational therapists shows a moderate relationship between intuitive cognitive style and emotional intelligence, linking to a higher score on emotional competency at work. This suggests that reflective practice may enhance the use of intuition in clinical reasoning.

Nightingale, S., Spiby, H., Sheen, K., & Slade, P. (2018). The impact of emotional intelligence in health care professionals on caring behaviour towards patients in clinical and long-term care settings: Findings from an integrative review. International Journal of Nursing Studies, 80, 106-117. doi:10.1016/j.ijnurstu.2018.01.006

An integrative review of studies exploring how nurses, nurse leaders, and physicians’ emotional intelligence is linked to caring indicate that EI of nurses was related to increased physical and emotional caring. This is less relevant for nurse leaders and physicians. This suggests that EI may positively impact certain desirable caring behaviors for more frequent, direct service providers.

Weiszbrod, T. (2015). Health care leader competencies and the relevance of emotional intelligence. The Health Care Manager, 34(2), 140-146. doi:10.1097/HCM.0000000000000060

Using self-assessments and 360-degree assessments of participants representing different types of healthcare delivery systems, there is found to be a positive correlation between emotional intelligence and healthcare leadership competence. A positive impact on the degree of leader competence in graduates suggests that including emotional intelligence in health care administration educational programs may be beneficial.

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Andonian, L. (2017). Emotional intelligence: An opportunity for occupational therapy. Occupational Therapy in Mental Health, 33(4), 299-307. doi:10.1080/0164212X.2017.1328649

Chaffey, L., Unsworth, C. A., & Fossey, E. (2012). Relationship between intuition and emotional intelligence in occupational therapists in mental health practice. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 66(1), 88-96. doi:10.5014/ajot.2012.001693

Faguy, K. (2012). Emotional intelligence in health care. Radiologic Technology, 83(3), 237.

George, J. M. (2000). Emotions and leadership: The role of emotional intelligence. Human relations,  53(8), 1027-1055.

Gribble, N., Ladyshewsky, R. K., & Parsons, R. (2018). Changes in the emotional intelligence of  occupational therapy students during practice education: A longitudinal study. British Journal of  Occupational Therapy, 81(7), 413-422.

McKenna, J., & Mellson, J. A. (2013). Emotional intelligence and the occupational therapist. British  Journal of Occupational Therapy, 76(9), 427-430. https://journals.sagepub.com/doi/pdf/10.4276/030802213X13782044946382

Nightingale, S., Spiby, H., Sheen, K., & Slade, P. (2018). The impact of emotional intelligence in health care professionals on caring behaviour towards patients in clinical and long-term care settings: Findings from an integrative review. International Journal of Nursing Studies, 80, 106-117. doi:10.1016/j.ijnurstu.2018.01.006

Srivastava K. (2013). Emotional intelligence and organizational effectiveness.Industrial psychiatry journal,  22(2), 97-9.

Stern, R., & Divecha, D. (2014, January 17). Dr. Martin Luther King, Jr., his emotions and beliefs loved a country. Retrieved January 20, 2019, from http://ei.yale.edu/emotions-beliefs-moved-country/

Tareq, M.A., Khazaei, H., & Khazaei, A. (2017). Proceedings of the 14th International Conference on Innovation & Management: Emotional Intelligence and Charismatic Leadership. Swansea, UK.

Vandewaa, E. A., Turnipseed, D. L., & Cain, G. (2016). panacea or placebo? an evaluation of the value of emotional intelligence in healthcare workers. Journal of Health and Human Services Administration, 38(4), 438-477.

Weiszbrod, T. (2015). Health care leader competencies and the relevance of emotional intelligence. The Health Care Manager, 34(2), 140-146. doi:10.1097/HCM.0000000000000060