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Topic Subtopic Better Living Personal Development Boosting Your Emotional Intelligence Course Guidebook Professor Jason M. Satterfield University of California, San Francisco PUBLISHED BY: THE GREAT COURSES Corporate Headquarters 4840 Westfields Boulevard, Suite 500 Chantilly, Virginia 20151-2299 Phone: 1-800-832-2412 Fax: 703-378-3819 www.thegreatcourses.com Copyright © The Teaching Company, 2017 Printed in the United States of America This book is in copyright. All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of The Teaching Company. Jason M. Satterfield, Ph.D. Professor of Clinical Medicine University of California, San Francisco J ason M. Satterfield is a Professor of Clinical Medicine at the University of California, San Francisco (UCSF), where he also serves as the director of the School of Medicine’s Health and the Individual Block and the director of Behavioral Medicine in the Division of General Internal Medicine. He received his B.S. in Brain Sciences from the Massachusetts Institute of Technology with a special minor in Psychology from Harvard University. Professor Satterfield completed his Ph.D. in Clinical Psychology at the University of Pennsylvania (Penn), where he worked with Dr. Martin Seligman on cognitive models of bias, risk taking, depression, and aggression. Professor Satterfield was trained as a cognitive behavioral therapist at Penn’s Center for Cognitive Therapy under the supervision of Drs. Aaron T. Beck, Judith Beck, and Robert DeRubeis. He completed his internship and postdoctoral fellowship at UCSF at San Francisco General Hospital with Drs. Ricardo Muñoz, Jeanne Miranda, and Jacqueline Persons in the Department of Psychiatry. In 1996, Professor Satterfield accepted a position in the UCSF Division of General i Internal Medicine to focus on the intersection of psychological factors and physical health. Professor Satterfield’s clinical work has included adaptations of cognitive behavioral therapy for underserved, medically ill populations and psychological interventions for patients with serious chronic illness. He directs the UCSF Behavioral Medicine Unit, which integrates mental and behavioral health services into adult primary care. Professor Satterfield’s research and educational interests include integrating social and behavioral science in medical education, disseminating and implementing evidence-based behavioral practices in primary care settings, and developing educational strategies to address health-care disparities. Professor Satterfield’s current projects include using digital technology to facilitate behavior change, supporting interprofessional education, promoting social and emotional intelligence for physicians, developing screening and brief interventions for substance abuse, and integrating the social and behavioral sciences in medical school and medical residency curricula. He is a member of the Behavioral and Social Science Consortium for Medical Education and the Council for Training in Evidence-Based Behavioral Practice, both of which are funded by the National Institutes of Health. Professor Satterfield’s book A Cognitive-Behavioral Approach to the Beginning of the End of Life and the accompanying patient workbook, Minding the Body, were recognized as Self-Help Books of Merit by the Association for Behavioral and Cognitive Therapies. He is also the associate editor of the best-selling textbook Behavioral Medicine: A Guide for Clinical Practice (4th edition). Professor Satterfield’s special y h ap clinical publications include treatment models for cognitive behavioral gr o therapy, treatment adaptations to improve cultural competence, and Bi or a transdisciplinary model to promote evidence-based behavioral ess practices in medicine, including interventions for smoking, weight of Pr management, drug abuse, and chronic disease management. He is a coauthor of a recent report detailing the role of behavioral science ii in medicine, and he served on the Behavioral and Social Science Subcommittee that revised the Medical College Admission Test (MCAT)—work that was featured in the New England Journal of Medicine and The New York Times. At UCSF, Professor Satterfield directed the Social and Behavioral Sciences curriculum for medical students and internal medicine residents and has been nominated for multiple teaching awards, including the Robert H. Crede Award for Excellence in Teaching and the Kaiser Award for Excellence in Teaching. He is the chair of the Academy of Medical Educators’ Scholarship Committee and received the academy’s Cooke Award for the Scholarship of Teaching and Learning. Professor Satterfield is often competitively selected to teach at national conferences for a wide variety of health professionals, including physicians, nurses, social workers, and psychologists. Professor Satterfield grew up in Middle Tennessee and was the first in his family to attend college. After living in Boston and Philadelphia for school, he moved in 1994 to San Francisco. He is an avid traveler and enjoys a large circle of friends and family. Professor Satterfield’s other Great Courses are Cognitive Behavioral Therapy: Techniques for Retraining Your Brain and Mind-Body Medicine: The New Science of Optimal Health. ? B o o stin g Y o u r E m o tio n a l In te llig e n c e iii Table of Contents Introduction Professor Biography . . . . . . . . . . . . . . . . . . . . . . . . . i Course Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Lecture Guides LECTURE 1 What Is Emotional Intelligence (EQ)? . . . . . . . . . . . . . . .4 LECTURE 2 Measuring EQ . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 LECTURE 3 Exploring Emotions . . . . . . . . . . . . . . . . . . . . . . . . 21 LECTURE 4 Embodied Emotions . . . . . . . . . . . . . . . . . . . . . . . . 30 LECTURE 5 Emotional Impacts . . . . . . . . . . . . . . . . . . . . . . . . . 40 LECTURE 6 Perceiving and Expressing Emotions . . . . . . . . . . . . . . 48 iv LECTURE 7 Understanding Emotions . . . . . . . . . . . . . . . . . . . . . 56 LECTURE 8 Managing Your Emotions . . . . . . . . . . . . . . . . . . . . . 64 LECTURE 9 Managing Others’ Emotions . . . . . . . . . . . . . . . . . . . 73 LECTURE 10 The Development of EQ . . . . . . . . . . . . . . . . . . . . . . 81 LECTURE 11 Emotional Intelligence Training . . . . . . . . . . . . . . . . . . 90 LECTURE 12 Social Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . 99 LECTURE 13 Intimacy and EQ . . . . . . . . . . . . . . . . . . . . . . . . . 109 LECTURE 14 Interpersonal Conflict . . . . . . . . . . . . . . . . . . . . . . 118 LECTURE 15 Bo o EQ in the Workplace . . . . . . . . . . . . . . . . . . . . . . . 125 stin g Y o u LECTURE 16 r E m Occupational Stress and Burnout . . . . . . . . . . . . . . . 133 o tio n a LECTURE 17 l Inte Leadership and EQ . . . . . . . . . . . . . . . . . . . . . . . . 143 llig e n c e v LECTURE 18 Workplace Culture . . . . . . . . . . . . . . . . . . . . . . . . 150 LECTURE 19 Stress Management . . . . . . . . . . . . . . . . . . . . . . . 159 LECTURE 20 Emotion Regulation Disorders . . . . . . . . . . . . . . . . . 167 LECTURE 21 Behavior Change and EQ . . . . . . . . . . . . . . . . . . . . 176 LECTURE 22 Chronic Disease and EQ . . . . . . . . . . . . . . . . . . . . . 186 LECTURE 23 Emotional Intelligence in Health Care . . . . . . . . . . . . . 195 LECTURE 24 The Future of Emotional Intelligence . . . . . . . . . . . . . 203 Supplemental Material Bibliography . . .. . . . . . . . . . . . . . . . . . . . . . . . 213 Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . 225 nts e nt o C of e bl a T vi Disclaimer This series of lectures is intended to increase your understanding of the emotional and social lives of children and/or adults and is for educational purposes only. It is not a substitute for, nor does it replace, professional medical advice, diagnosis, or treatment of mental health conditions. These lectures are not designed for use as medical references to diagnose, treat, or prevent medical or mental health illnesses or trauma, and neither The Teaching Company nor the lecturer is responsible for your use of this educational material or its consequences. Furthermore, participating in this course does not create a doctor- patient or therapist-client relationship. The information contained in these lectures is not intended to dictate what constitutes reasonable, appropriate, or best care for any given mental health issue and does not take into account the unique circumstances that define the health issues of the viewer. If you have questions about the diagnosis, treatment, or prevention of a medical condition or mental illness, you should consult your personal physician or other mental health professional. The opinions and positions provided in these lectures reflect the opinions and positions of the relevant lecturer and do not necessarily reflect the opinions or positions of The Teaching Company or its affiliates. The Teaching Company expressly DISCLAIMS LIABILITY for any DIRECT, INDIRECT, INCIDENTAL, SPECIAL, OR CONSEQUENTIAL DAMAGES OR LOST PROFITS that result directly or indirectly from the use of these lectures. In states that do not allow some or all of the above limitations of liability, liability shall be limited to the greatest extent allowed by law. vii e c n e g elli nt al I n o oti m E ur o Y g n osti o B viii
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