PSYCHOLOGICAL TRAINING AS A MEANS OF DEVELOPING EMOTIONAL INTELLIGENCE OF HIGHER EDUCATION STUDENTS

Abstract

This paper delves into a theoretical examination alongside empirical investigation focused on the cultivation of emotional intelligence (EI), viewing it as a key element in personal maturation, achievable through structured training. The core objective here is to scrutinize training programs, integrated into the curriculum of a higher education institution, and their efficacy in fostering students’ EI. Emphasis is placed on the distinctive traits of EI expression and its significance within the process of personality formation. A paramount focus is placed upon addressing the psychological and pedagogical hurdles in augmenting the personal and professional evolution of students in higher education. To facilitate the enhancement of EI, a specific psychological training initiative, dubbed “Emotional Intelligence: The Pathway to Balance and Achievement,” was created and subsequently implemented. The procedural methodology employed in task creation and execution is detailed. The study engaged a total of 81 students, spanning the 3rd to 5th years of their academic journey. To evaluate the training’s effectiveness in promoting EI development, two assessment tools were utilized: the “Emotional Intelligence Diagnostic (N. Hall)” and the “Emotional Response Scale” as formulated by A. Mehrabian. The presentation encompasses both numerical and qualitative data reflecting the varying levels of EI component demonstration and the emotional response levels displayed by the participating adolescents before and after undergoing the sociopsychological training. It’s highlighted that the mechanism of reflection underpins the observed personality shifts. A sample socio-psychological training program is presented, specifically designed to elevate the students’ level of EI components, integrating the participants into group integration activities and engagements with their broader environments. The most impactful strategies deployed in the development of EI incorporated fundamental socio-psychological training techniques such as group dialogues, role-playing exercises, and art therapy, enabling the observation of beneficial, qualitative alterations within the students’ value systems, reflection capabilities, and their overall personal growth trajectories.