Emotional Intelligence at Holmewood
What is Emotional Intelligence?
At Holmewood, we are interested in helping young people understand themselves, build positive relationships and develop the skills they need to thrive.
One framework that supports this work is Emotional Intelligence (EQ).
Emotional intelligence refers to our ability to:
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Understand our emotions
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Understand why we are feeling them
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Recognise what we need
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Communicate our needs effectively
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Build healthy relationships with others
Unlike IQ, emotional intelligence is not fixed. It is a set of skills that can be developed through reflection, practice and support.
Research suggests that emotional intelligence is associated with wellbeing, resilience, relationships, decision making and life satisfaction.
The EQ-i 2.0 Model
The EQ-i 2.0 model, developed from the work of Dr Reuven Bar-On, measures fifteen interconnected aspects of emotional intelligence organised into five broader areas:
Self-Perception
How we understand ourselves.
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Self-Regard - recognising our own worth
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Self-Actualisation - pursuing meaningful goals
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Emotional Self-Awareness - recognising and understanding emotions
Self-Expression
How we communicate ourselves to others.
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Emotional Expression - communicating feelings effectively
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Assertiveness - expressing needs respectfully
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Independence - thinking and acting autonomously
Interpersonal
How we build relationships.
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Interpersonal Relationships - developing meaningful connections
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Empathy - understanding others' perspectives
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Social Responsibility - contributing positively to a community
Decision Making
How emotions influence our choices.
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Problem Solving
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Reality Testing
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Impulse Control
Stress Management
How we respond to challenge.
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Flexibility
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Stress Tolerance
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Optimism
Why Does Emotional Intelligence Matter?
One aspect of the EQ-i model that we find particularly encouraging is its connection to wellbeing.
Research associated with the model suggests that four areas are particularly linked to happiness and life satisfaction:
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Self-Regard
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Interpersonal Relationships
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Self-Actualisation
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Optimism
What is powerful about this is that these areas can be developed.
Rather than viewing wellbeing as something that simply happens to us, emotional intelligence provides practical areas that individuals can work on to improve their relationships, resilience and overall quality of life.
Emotional Intelligence and Neurodiversity
Many autistic and ADHD individuals grow up receiving feedback about what they find difficult.
Emotional intelligence offers a strengths-based and developmental framework which focuses on skills that can be learned and improved over time.
At Holmewood, we are particularly interested in how emotional intelligence can support:
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Emotional self-awareness
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Self-confidence and self-worth
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Communication of needs
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Healthy relationships
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Wellbeing and resilience
Further Reading
Daniel Goleman - Emotional Intelligence
Dr Reuven Bar-On - The Bar-On Model of Emotional-Social Intelligence
MHS EQ-i 2.0 Resources
Susan David - Emotional Agility
Brené Brown - The Gifts of Imperfection
Our Next Steps
Over the coming years we intend to further develop our work in emotional intelligence through:
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Embedding emotional intelligence concepts within the curriculum
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Supporting staff to complete EQ-i 2.0 assessments and create personalised targets that are informed by the results
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Providing staff training based on emerging themes and findings of the work
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Exploring how emotional intelligence can support coaching and pastoral practice
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Investigating the use of the EQ-i:YV (Youth Version) with students
Initial pilot work with students has been particularly interesting when considered alongside other assessments used within school, including CAT4, and we are keen to continue exploring how emotional intelligence data can contribute to a fuller understanding of each young person.
Our aim is not simply to improve outcomes in school, but to support young people in developing the self-understanding, confidence and relationships that contribute to a fulfilling life.
For further discussions or to request an assessment, please contact Bridget Young - enquiries@thsl.org.uk