1. Emotional Wellbeing of Visually Impaired Children: The Emotional Intelligence Debate Lorna Marques-Brocksopp. Guide Dogs

2. Aims Overview of Emotional Intelligence theory Emotional Intelligence & Emotional Literacy Applying Emotional Intelligence (EI) – the main criticisms The impact of using EI in disability research Different models of EI – how does this view the emotional development of visually impaired children? EI application – emotional literacy training: how should it be approached? The way forward: important questions to ask

3. What is Emotional Intelligence? 2 main models of Emotional Intelligence (EI): The Ability Model: The ability to identify, assess, and control the emotions of oneself, of others, and of groups. (Salovey and Mayer). Measurement: IQ-like, emotion-based problem- solving tests. The Trait Model: How people perceive themselves & their emotions based on their personality “traits” rather than abilities. (Petrides). Measurement: Self-report questionnaires about emotions

4. Emotional Intelligence Underlining theory, ability or trait (depending on which EI model adhered to). Ability/trait about how we deal with emotions. Emotional Literacy Putting Emotional Intelligence “into practice” - how that theory, skill or trait is used in everyday life. Put into practice through communication - words etc – “emotionally literate”.

5. Impact of EI: its utility A lot of energy consumed on trait vs ability Despite academic disputes – useful impact – initiated paradigm shift – increased awareness of emotions in Self & Other Emotional Literacy training – aids communication, provides skills to facilitate both interpersonal and intrapersonal interaction.

6. The main criticisms of EI Fundamental issue – what do we REALLY mean by Emotional Intelligence? Easy to like concept – “chimes with the zeitgeist” of the time.... “It strikes a chord with most people” However – if we are to use the concept, we need to be sure of exactly what it means...

7. EI research growing….but content & conceptualistion remains the same – very homogeneous. New conceptualisation needed – alternative ways of emotional & social communication – different pathways towards emotional wellbeing. E.g., different populations, cultures, specific groups – where communication is different to the “norm” (as measured by mainstream EI theory). New methods needed designed with such populations in mind.

8. How has EI been applied in health research? Some groundwork been covered... E.g.: Fibromyalgia (Delgado Artime, 2009) Cancer (Salatas et al., 2009) Education (Schonert-Reichl, 2009). Improvements in EI-related skills = self-perceived improvements in the management of chronic illness/educational attainment= improvements in traits such as coping, empathy, compassion, optimism, resilience, positive self-esteem. Common denominator = EI improves emotional wellbeing, can help in different settings, e.g., education, chronic illnesses.

9. Critique of current applications of EI Although EI has been applied to specific groups – it is STILL being applied unilaterally! Emotional reaction X always = emotional ability/trait Y No space in current conceptualisation of EI for alternative ways of expressing emotions, different pathways to arrive at same conclusion. E.g., Symptom X always = problems with ability/trait Y. Measured by standard EI outcome measures based on ability or trait EI theory – “symptoms” are “treated” through EI or emotional literacy “interventions”. Assumes that emotional reactions mean the same thing and can be measured in the same way for all. EI´s “universality” rule.

10. No known research has considered EI of groups who experience or communicate emotions in different ways. EI studies of chronic health conditions has followed same pattern of “sameness”. Context & content may differ, but interpretation of behaviour is the same, regardless of EI standpoint. No space for alternatives! Shift in conceptualisation required. Broadening of EI theory from theoretical tug-of-war between trait & ability camps – need to appreciate difference.

11. Childhood visual impairment “Disease-as-deficit” model Emotional development, behaviour & EI measured against that of sighted children. Discrepancies are attributed to the “disease” (Perez- Perera, 1999). Homogeneous – everyone follows a similar route. Universality approach of EI – same regardless of context “Holistic” model Children may show different routes/styles of emotional development. Compensation strategies for absence of visual info. Not measured using sighted children as a yardstick for what is defined as “normal”. Heterogeneous – different pathways, will depend upon range of variables ‘ aetiology of condition, environment, resources, parenting, etc.

12. How can EI theory be used in VI research? Firstly – need to stop measuring emotional & social behaviour against the sighted “norm”. Illnesses, such as VI, can make communication different – doesn´t mean it is not “successful”. E.g., EI measures/theory would automatically assume a VI child was “introverted”, “lacking social skills” if displaying particular behaviour – no space in EI theory that accounts for alternative ways of behaving – e.g.., quiet behaviour misinterpreted as anti-social/problematic. Others (sighted children, parents) – need to understand this. EI “training” works both ways. Not just for groups deemed as “different” but also for those deemed as “the norm” so they can appreciate “difference” and not misinterpret behaviour/emotional reactions. (e.g., Emotional Literacy training for all in schools, Parents as Partners initiatives).

13. Applying EI theory in visual impairment research Evaluations: Collaborative for Academic, Social & Emotional Learning (CASEL). EI “training” improves child wellbeing by: Significantly improving social & emotional skills Lowering levels of stress & depression Improving attitudes about self, other & environment Improving attitudes in social & classroom behaviour Reducing conduct problems & aggression Improving academic performance Conclusions suggest that EI training in schools – emotional literacy – should turn to specific areas such as SEN.

14. However – important questions to ask: How should EI programmes address concept of “difference”? How is the EI of individuals with physical & sensory impairments measured? Where are the aetiology-specific measurement tools for EI? What provisions exist for EI & Emotional Literacy training for : 1.) The visually impaired as a distinct group 2.) For everyone – acknowledging difference. (e.g., empathy, understanding difference, promoting resilience, coping etc) EI education/training needs to be all-encompassing. Paradigm shift needed – a move away from universal concepts of what styles of communicating emotions are “normal” and which are “problematic”.

15. The way forward VI can cause functional & psychological problems – a reciprocal relationship – can lead to depression. Underlying concept of EI is a positive concept – has potential for approaching emotional wellbeing of the visually impaired. However – easy to get caught up in the rhetoric of EI without fully understanding its theoretical nature – caution & reflection needed. Conversely – also easy to get TOO caught up in the theory of EI – to the detriment of its practical application & benefits. So how should EI be approached? Future programmes – need to be holistic, acknowledge “difference” – alternative strategies & routes to communicate & behave emotionally – just as valid as the “norm”.

16. Methodology Current ways of measuring EI follow the “homogeneous” concept – the “universality” rule. This will NOT work for EI & groups such as the visually impaired. E.g., tests are often based on visual perceptions & interpretations. New methodology needed – designed with VI people in mind. Methods need to reflect wider conceptualisation – must not conclude that the “alternative route” to communicate is inferior – (disease as deficit model) Patient-report outcome measures (PROMs) increasingly used - perhaps this is the right direction? Trait EI – self-perceived emotions/skills/wellbeing – may be more applicable to this approach than ability approach which is more objective.

17. Current examples Little progress made that EXPLICITLY asks how EI theory can help the emotional development of VI children. However – these examples have begun to consider EI from a more holistic standpoint: “Roots of Empathy” www.rootsofempathy.orgwww.rootsofempathy.org “Mindfulness Education” www.mindfuleducation.org/index.htmlwww.mindfuleducation.org/index.html “Parents teaching Parents” & EI intiatives in Gipúzkoa, Basque Country (Spain) http://www.emozioak.net/index.php?lang=enhttp://www.emozioak.net/index.php?lang=en “The RULER programme (Recognition, Understanding, Labelling, Expression & Regulation of emotion), Yale University. http://www.therulerapproach.org/ http://www.therulerapproach.org/ “The Deaf Approach to Life Project” University of Manchester & UCL. http://www.nursing.manchester.ac.uk/research/researchgroups/socialcar eandpopulationhealth/sord/wellbeing/index.aspx?ID=1504&Control=TagLi st1 http://www.nursing.manchester.ac.uk/research/researchgroups/socialcar eandpopulationhealth/sord/wellbeing/index.aspx?ID=1504&Control=TagLi st1

18. Summary & Reflection Ability EI: The ability to identify, assess, and control the emotions of oneself, of others, and of groups. Trait EI: How people perceive themselves & their emotions based on their personality “traits” rather than abilities. Aim: To highlight homogeneous nature of EI in general. The idea that the way we display emotions is the same for all groups and all the time. EI ignores difference. Is EI useful for improving wellbeing in VI population? Is EI any different to social skills education of last 30 years? Does it matter if aim & result is the same? Are we in danger of being swamped with academic rhetoric? Or do we need to understand terms we are applying? Shift in standpoint – EI needs to acknowledge that specific groups will use different ways of communicating & understanding emotions in themselves & others.

19. Conclusions In the study of VI children, it is essential that: 1.EI is not measured in terms of that of sighted children: need VI-specific outcome measures for emotional intelligence 2.VI children are acknowledged as a heterogeneous group – that their strategies of communicating & understanding emotions are just as valid as others which are deemed by “EI experts” as the “norm”. The notion of EI & its impact on disability research is in its infancy. EI is a useful concept – however perhaps we need to extend its application to the visually impaired population, and in doing so raise awareness of the need for a more holistic understanding & way of measuring emotions and wellbeing.

20. Thank you for listening