Boosting Your Emotional Intelligence

238 Pages·2017·46.924 MB·English

by  Jason M. Satterfield

Topic Subtopic
Better Living Personal Development
Boosting Your
Emotional Intelligence
Course Guidebook
Professor Jason M. Satterfield
University of California, San Francisco
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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. ■
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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
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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
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EQ in the Workplace . . . . . . . . . . . . . . . . . . . . . . . 125 stin
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LECTURE 16 r E
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Occupational Stress and Burnout . . . . . . . . . . . . . . . 133 o
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LECTURE 17 l Inte
Leadership and EQ . . . . . . . . . . . . . . . . . . . . . . . . 143 llig
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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
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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.
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