FOSTERING THE SOCIAL INTELLECTUAL, EMOTIONAL AND CREATIVITY OF CHILDREN

8/9/2019 FOSTERING THE SOCIAL INTELLECTUAL, EMOTIONAL AND CREATIVITY OF CHILDREN

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erikson's psychosocial theory - summary diagram

Here's a broad introduction to the main features of Erikson's model. Various people have produced different interpretations like thisgrid below. Erikson produced a few charts of his own too, from different perspectives, but he seems never to have produced a fullydefinitive matrix. To aid explanation and use of his theory he produced several perspectives in grid format, some of which headvocated be used as worksheets. He viewed his concept as an evolving work in progress. This summary attempts to show the mainpoints of the Erikson psychosocial crisis theory of human development. More detail follows this overview.

Erikson'spsychosocialcrisis stages (syntonic vdystonic)

Freudianpsycho-sexualstages

life stage / relationships / issues basic virtue andsecond namedstrength (potential

positive outcomesfrom each crisis)

maladaptation/malignancy (potentialnegative outcome - one or theother - from unhelpfulexperience during each crisis)

1. Trust vMistrust

Oral infant / mother / feeding and beingcomforted, teething, sleeping

Hope and Drive Sensory Distortion / Withdrawal

2. Autonomy vShame &Doubt

Anal toddler / parents / bodily functions, toilettraining, muscular control, walking

Willpower andSelf-Control

Impulsivity / Compulsion

3. Initiative vGuilt

Phallic preschool / family / exploration anddiscovery, adventure and play

Purpose andDirection

Ruthlessness / Inhibition

4. Industry vInferiority

Latency schoolchild / school, teachers, friends,neighborhood / achievement andaccomplishment

Competence andMethod

Narrow Virtuosity / Inertia

5. Identity vRoleConfusion

PubertyandGenitality

adolescent / peers, groups,influences /resolving identity and direction,

becoming a grown-up

Fidelity andDevotion

Fanaticism / Repudiation

6. Intimacy vIsolation

(Genitality) young adult / lovers, friends, work connections / intimate relationships, work and social life

Love andAffiliation

Promiscuity / Exclusivity

7. Generativityv Stagnation

n/a mid-adult / children, community /'giving back', helping, contributing

Care andProduction

Overextension / Rejectivity

8. Integrity vDespair

n/a late adult / society, the world, life /meaningand purpose, life achievements

Wisdom andRenunciation

Presumption / Disdain

f reud's psychosexual stages - overview

A ge guide is a broad approximation, hence the overlaps. The stages happen in this sequence, but not to a fixed timetable.

F reudian psychosexual stages - overview Erikson'spsychosocial crisisstages

age guide

1. Oral Stage - Feeding, crying, teething, biting, thumb-sucking, weaning - the mouthand the breast are the centre of all experience. The infant's actual experiences andattachments to mum (or maternal equivalent) through this stage have a fundamentaleffect on the unconscious mind and thereby on deeply rooted feelings, which along withthe next two stages affect all sorts of behaviours and (sexually powered) drives and aims- Freud's 'libido' - and preferences in later life.

1. Trust v Mistrust 0-1½ yrs, baby,birth to walking

2. A nal Stage - It's a lot to do with pooh - 'holding on' or 'letting go' - the pleasure andcontrol. Is it dirty? Is it okay? Bodily expulsions are the centre of the world, and the pivot around which early character is formed. A m I pleasing my mum and dad? A re theymaking me feel good or bad about my bottom? A m I okay or naughty? A gain the youngchild's actual experiences through this stage have a deep effect on the unconscious and

2. A utonomy v Shameand Doubt

1-3 yrs, toddler,toilet training



behaviours and preferences in later life.

3. Phallic Stage - Phallic is not restricted to boys. This stage is focused on resolvingreproductive issues. This is a sort of dry run before the real game starts in adolescence.Where do babies come from? Can I have a baby? Why has dad got a willy and I've not?Why have I got a willy and mum hasn't? Why do they tell me off for touching my bits andpieces down there? (Boys) I'm going to marry mum (and maybe kill dad). (Girls) I'm inlove with my dad. Oedipus Complex, Penis envy, Castration A nxiety, etc. "If you touchyourself down there it'll fall off/heal up.." Inevitably once more, experiences in this stagehave a profound effect on feelings and behaviour and libido in later life. If you want toknow more about all this I recommend you read about Freud, not Erikson, and I repeat that understanding Freud's psychosexual theory is not required for understanding andusing Erikson's concepts.

3. Initiative v Guilt 3-6 yrs, pre-school, nursery

4. Latency Stage - Sexual dormancy or repression. The focus is on learning, skills,schoolwork. This is actually not a psychosexual stage because basically normally nothingformative happens sexually. Experiences, fears and conditioning from the previous stageshave already shaped many of the child's feelings and attitudes and these will re-surfacein the next stage.

4. Industry v Inferiority 5-12 yrs, earlyschool

5. Genital stage - Puberty in other words. Glandular, hormonal, and physical changes inthe adolescent child's body cause a resurgence of sexual thoughts, feelings andbehaviours. Boys start treating their mothers like woman-servants and challenge theirfathers (Freud's 'Oedipus'). Girls flirt with their fathers and argue with their mums

(Freud's 'Electra'). A

ll become highly agitated if away from a mirror for more than half anhour (Freud's Narcissus or Narcissism). Dating and fondling quickly push schoolwork andsports (and anything else encouraged by parents and figures of authority) into secondplace. Basically everyone is in turmoil and it's mostly to do with growing up, which entailsmore sexual undercurrents than parents would ever believe, even though these sameparents went through exactly the same struggles themselves just a few years before. It'sa wonder anyone ever makes it to adulthood, but of course they do, and mostly it's allperfectly normal.

This is the final Freudian psychosexual stage. Erikson's model, which from the start offersa different and more socially oriented perspective, continues through to old age, and re-interprets Freudian sexual theory into the adult life stages equating to Erikson's crisisstages. This incorporation of Freudian sexual stages into the adult crisis stages is not especially significant.

5. Identity v RoleConfusion

11-18 yrs,puberty, teens

earlier for girls

A rguably no direct equivalent Freudian stage, although as from Identity and the LifeCycle (1969) Erikson clearly separated Puberty and Genitality (Freud's Genital stage) ,and related each respectively to Identity v Role Confusion, and Intimacy v Isolation.

6. Intimacy v Isolation 18-40, courting,early parenthood

No direct equivalent Freudian stage, although Erikson later interpreted this as being apsychosexual stage of 'Procreativity'.

7. Generativity vStagnation

30-65, middleage, parenting

A gain no direct equivalent Freudian stage. Erikson later called this the psychosexualstage of 'Generalization of Sensual Modes'.

8. Integrity v Despair 50+, old age,grandparents

erikson's psychosocial crisis stages - meanings and interpretations

Erikson used particular words to represent each psychosocial crisis. A s ever, single words can be misleading and rarely convey muchmeaning. Here is more explanation of what lies behind these terms.

Erikson reinforced these crisis explanations with a perspective called 'psychosocial modalities', which in the earlier stages reflect Freudian theory, and which are paraphrased below. They are not crucial to the model, but they do provide a useful additionalviewpoint.

'psychosocial crisis' / 'psychosocial modality' meaning and interpretation

1. Trust v Mistrust

'To get'

The infant will develop a healthy balance between trust and mistrust if fed and cared for and not over-indulged or over-protected. A buse or neglect or cruelty will destroy trust and foster mistrust. Mistrust increases a person's resistance to risk-exposure and exploration. "Once bitten twice shy" is an apt





C on f usion

'To be onesel f (or not tobe)'

'To share being onesel f '

(To be yoursel f and toshare this with others.

A ff irmation or otherwiseo f how you see yoursel f .)

or individuality in the context of l ife and what lies ahead. Role Confusion is the negative perspective -an absence of identity - meaning that the person cannot see clearly or at all who they are and howthey can relate positively with their environment. This stage coincides with puberty or adolescence,and the reawakening of the sexual urge whose dormancy typically characterises the previous stage.

Young people struggle to belong and to be accepted and affirmed, and yet also to become individuals.In itself this is a big dilemma, aside from all the other distractions and confusions experienced at thislife stage.

Erikson later replaced the term 'Role Confusion' with 'Identity Diffusion'. In essence they mean thesame.

6. Intimacy v Isolation

'To lose and f ind onesel f inanother'

(Reciprocal love f or andwith another person.)

Intimacy means the process of achieving relationships with family and marital or mating partner(s).Erikson explained this stage also in terms of sexual mutuality - the giving and receiving of physical andemotional connection, support, love, comfort, trust, and all the other elements that we would typicallyassociate with healthy adult relationships conducive to mating and child-rearing. There is a strongreciprocal feature in the intimacy experienced during this stage - giving and receiving - especiallybetween sexual or marital partners.

Isolation conversely means being and feeling excluded from the usual life experiences of dating andmating and mutually loving relationships. This logically is characterised by feelings of loneliness,alienation, social withdrawal or non-participation.

Erikson also later correlated this stage with the Freudian Genitality sexual stage, which illustrates the

difficulty in equating Freudian psychosexual theory precisely to Erikson's model. There is a correlationbut it is not an exact fit.

7. Generativity vStagnation

'To make be'

'To take care o f '

(Unconditional, non-reciprocating care o f one'schildren, or other altruisticoutlets)

Generativity derives from the word generation, as in parents and children, and specifically theunconditional giving that characterises positive parental love and care for their offspring. Eriksonacknowledged that this stage also extends to other productive activities - work and creativity forexample - but given his focus on childhood development, and probably the influence of Freudiantheory, Erikson's analysis of this stage was strongly oriented towards parenting. Generativitypotentially extends beyond one's own children, and also to all future generations, which gives themodel ultimately a very modern globally responsible perspective.

Positive outcomes from this crisis stage depend on contributing positively and unconditionally. Wemight also see this as an end of self-interest. Having children is not a prerequisite for Generativity, just as being a parent is no guarantee that Generativity will be achieved. Caring for children is the common

Generativity scenario, but success at this stage actually depends on giving and caring - puttingsomething back into life, to the best of one's capabilities.

Stagnation is an extension of intimacy which turns inward in the form of self-interest and self-absorption. It's the disposition that represents feelings of selfishness, self-indulgence, greed, lack of interest in young people and future generations, and the wider world.

Erikson later used the term 'Self- A bsorption' instead of 'Stagnation' and then seems to have settled inlater work with the original 'Stagnation'.

Stagnation and/or Self- A bsorption result from not having an outlet or opportunity for contributing tothe good or growth of children and others, and potentially to the wider world.

8. Integrity v Despair

'To be, through havingbeen

To f ace not being'

(To be peace f ul andsatis f ied with one's li feand e ff orts, and to beaccepting that li fe willend.)

This is a review and closing stage. The previous stage is actually a culmination of one's achievement and contribution to descendents, and potentially future generations everywhere.

Later Erikson dropped the word 'Ego' (from 'Ego Integrity') and extended the whole term to 'Integrityv Disgust and Despair'. He also continued to use the shorter form 'Integrity v Despair'.

Integrity means feeling at peace with oneself and the world. No regrets or recriminations. The linkingbetween the stages is perhaps clearer here than anywhere: people are more likely to look back ontheir lives positively and happily if they have left the world a better place than they found it - inwhatever way, to whatever extent. There lies Integrity and acceptance.

Despair and/or 'Disgust' (i.e., rejective denial, or 'sour grapes' feeling towards what life might havebeen) represent the opposite disposition: feelings of wasted opportunities, regrets, wishing to be ableto turn back the clock and have a second chance.





On the other hand, the child is quite egocentric during this stage, that is, he sees things pretty much from one point of view: hisown! She may hold up a picture so only she can see it and expect you to see it too. Or she may explain that grass grows so she won t get hurt when she falls.

Piaget did a study to investigate this phenomenon: He would put children in front of a simple plaster mountain range and seat himself to the side, then ask them to pick from four pictures the view that he, Piaget, would see. Younger children would pick the picture of the view they themselves saw; older kids picked correctly.

Similarly, younger children center on one aspect of any problem or communication at a time. for example, they may not understandyou when you tell them Your father is my husband. Or they may say things like I don t live in the US A ; I live in Pennsylvania! Or,if you show them five black and three white marbles and ask them A re there more marbles or more black marbles? they will respond

More black ones!

Perhaps the most famous example of the preoperational child s centrism is what Piaget refers to as their inability to conserve liquidvolume. If I give a three year old some chocolate milk in a tall skinny glass, and I give myself a whole lot more in a short fat glass, shewill tend to focus on only one of the dimensions of the glass. Since the milk in the tall skinny glass goes up much higher, she is likelyto assume that there is more milk in that one than in the short fat glass, even though there is far more in the latter. It is thedevelopment of the child's ability to decenter that marks him as having moved to the next stage.

C oncrete operations stage

The concrete operations stage lasts from about seven to about 11. The word operations refers to logical operations or principles weuse when solving problems. In this stage, the child not only uses symbols representationally, but can manipulate those symbols

logically. Quite an accomplishment! But, at this point, they must still perform these operations within the context of concretesituations.

The stage begins with progressive decentering. By six or seven, most children develop the ability to conserve number, length, andliquid volume. C onservation refers to the idea that a quantity remains the same despite changes in appearance. If you show a childfour marbles in a row, then spread them out, the preoperational child will focus on the spread, and tend to believe that there are nowmore marbles than before.



Or if you have two five inch sticks laid parallel to each other, then move one of them a little, she may believe that the moved stick isnow longer than the other.

The concrete operations child, on the other hand, will know that there are still four marbles, and that the stick doesn t change lengtheven though it now extends beyond the other. A nd he will know that you have to look at more than just the height of the milk in theglass: If you pour the milk from the short, fat glass into the tall, skinny glass, he will tell you that there is the same amount of milk asbefore, despite the dramatic increase in milk-level!

By seven or eight years old, children develop conservation of substance: If I take a ball of clay and roll it into a long thin rod, or evensplit it into ten little pieces, the child knows that there is still the same amount of clay. A nd he will know that, if you rolled it all backinto a single ball, it would look quite the same as it did - a feature known as reversibility .

By nine or ten, the last of the conservation tests is mastered: conservation of area. If you take four one-inch square blocks("houses"), and lay them on a six-by-six cloth together in the center, the child who conserves will know that they take up just as muchroom as the same blocks spread out in the corners, or, for that matter, anywhere at all.

If all this sounds too easy to be such a big deal, note that many adults do not conserve area. Or test your friends on conservation of mass: Which is heavier: a million tons of lead, or a million tons of feathers? Many will focus on the words "lead" and "feathers", andignore the fact that they both weigh a million tons.

In addition, a child learns classi f ication and seriation during this stage. Classification refers back to the question of whether thereare more marbles or more black marbles. Now the child begins to get the idea that one set can include another. Seriation is puttingthings in order. The younger child may start putting things in order by, say size, but will quickly lose track. Now the child has noproblem with such a task. Since arithmetic is essentially nothing more than classification and seriation, the child is now ready for someformal education!

F ormal operations stage

But the concrete operations child has a hard time applying his new-found logical abilities to non-concrete - i.e. abstract - events. If mom says to junior You shouldn t make fun of that boy s nose. How would you feel if someone did that to you? he is likely torespond I don t have a big nose! Even this simple lesson may well be too abstract, too hypothetical, for his kind of thinking.



Don t judge the concrete operations child too harshly, though. Even adults are often taken-aback when we present them withsomething hypothetical: If Edith has a lighter complexion than Susan, and Edith is darker than Lily, who is the darkest? Most peopleneed a moment or two.

From around 12 on, we enter the formal operations stage. Here we become increasingly competent at adult-style thinking. Thisinvolves using logical operations, and using them in the abstract, rather than the concrete. We often call this hypothetical thinking .

It is the formal operations stage that allows one to investigate a problem in a careful and systematic fashion. A sk a 16 year old to tellyou the rules for making pendulums swing quickly or slowly, and he may proceed like this:

A long string with a light weight - let s see how fast that swings. A long string with a heavy weight - let s try that.Now, a short string with a light weight. A nd finally, a short string with a heavy weight.

His experiment - and it is a true experiment - would tell him that a short string leads to a fast swing, and a long string to a slow swing,and that the weight of the pendulum makes no difference at all!

It doesn t seem that the formal operations stage is something everyone actually gets to. Even those of us who do get there don t operate in it at all times. Even some cultures, it seems, don t develop it or value it like ours does. A bstract reasoning is simply not universal.

Kohlberg's Theory o f Moral Development

Moral development is a topic of interest in both psychology and education. Psychologist Lawrence Kohlberg modified and expandedupon Jean Piaget's work to form a theory that explained the development of moral reasoning. Piaget described a two-stage process of moral development, while Kohlberg theory of moral development outlined six stages within three different levels. Kohlberg extendedPiaget s theory, proposing that moral development is a continual process that occurs throughout the lifespan.

"The Heinz Dilemma"

Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented tochildren, who were then interviewed to determine the reasoning behind their judgments of each scenario. The following is one exampleof the dilemmas Kohlberg presented."Heinz Steals the Drug In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It wasa form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was

charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.

The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But thedruggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's storeto steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963)."Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in the reasoning for theparticipant s decision. The responses were then classified into various stages of reasoning in his theory of moral development.Level 1. Preconvention MoralityStage 1 - Obedience and Punishment The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. A t this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoidpunishment.

Stage 2 - Individualism and Exchange A t this stage of moral development, children account for individual points of view and judge actions based on how they serve individualneeds. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz s needs. Reciprocityis possible, but only if it serves one's own interests.Level 2. Conventional MoralityStage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectationsand roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.

Stage 4 - Maintaining Social Order A t this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaininglaw and order by following the rules, doing one s duty and respecting authority.



Level 3. Post conventional MoralityStage 5 - Social C ontract and Individual Rights A t this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important formaintaining a society, but members of the society should agree upon these standards.

Stage 6 - Universal Principles Kohlberg s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. A t this stage, people followthese internalized principles of justice, even if they conflict with laws and rules.C riticisms o f Kohlberg's Theory o f Moral Development:

Does moral reasoning necessarily lead to moral behavior? Kohlberg's theory is concerned with moral thinking, but there is a bigdifference between knowing what we ought to do versus our actual actions.

Is justice the only aspect of moral reasoning we should consider? Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Factors such as compassion, caring and other interpersonal feelingsmay play an important part in moral reasoning.

Does Kohlberg's theory overemphasize Western philosophy? Individualistic cultures emphasize personal rights while collectivist culturesstress the importance of society and community. Eastern cultures may have different moral outlooks that Kohlberg's theory does not account for.

Howard Gardner s multiple intelligences theory

This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.intelligence type capability and perception

Linguistic words and language

Logical-Mathematical logic and numbers

Musical music, sound, rhythm

Bodily-Kinesthetic body movement control

Spatial-Visual images and space

Interpersonal other people's feelings

Intrapersonal self-awareness

Gardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence anddefinitions of other possible intelligences in his later work. Despite this, Gardner seems to have stopped short of adding to the seven(some might argue, with the exception of Naturalist Intelligence) with any clearly and fully detailed addit ional intelligence definitions.This is not because there is no more intelligence - it is because of the difficulty of adequately and satisfactorily defining them, since theadditional intelligences are rather more complex than those already evidenced and defined.Not surprisingly, commentators and theorists continually debate and interpret potential additions to the model, and this is why youmight see more than seven intelligences listed in recent interpretations of Gardner's model. A s mentioned above, Naturalist Intelligenceseems most popularly considered worthy of inclusion of the potential additional 'Gardner' intelligences.

Gardner s suggested possible additional intelligences

intelligence type capability and perception

Naturalist natural environment

Spiritual/Existential religion and 'ultimate issues'

Moral ethics, humanity, value of life

If you think about the items above it's easy to see why Gardner and his followers have found it quite difficult to augment the originalseven intelligences. The original seven are relatively cut and dried; the seven intelligences are measurable, we know what they are,what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions andattunements, are highly subjective and complex, and arguably contain many overlapping aspects. A lso, the fact that these additionalintelligences could be deemed a measure of good or bad poses extra questions as to their inclusion in what is otherwise a model whichhas hitherto made no such judgments (good or bad, that is - it's a long sentence...).



Gardner s multiple intelligences - detailThe more detailed diagram below expands the detail for the original seven intelligences shown above, and also suggests ideas forapplying the model and underpinning theories, so as to optimize learning and training, design accelerated learning methods, and toassess training and learning suitability and effectiveness.

intelligencetype description typical roles related tasks,

activities or tests

pre f erredlearning styleclues

1 Linguistic words and language ,written and spoken;retention, interpretationand explanation of ideasand information vialanguage, understandsrelationship betweencommunication andmeaning

writers, lawyers, journalists,speakers, trainers, copy-writers, English teachers, poets,editors, linguists, translators,PR consultants, mediaconsultants, TV and radiopresenters, voice-over artistes

write a set of instructions; speak on asubject; edit a writtenpiece or work; write aspeech; commentate onan event; apply positiveor negative 'spin' to astory

words andlanguage

2 Logical-Mathematical

logical thinking ,detecting patterns,scientific reasoning anddeduction; analyzeproblems, performmathematical calculations,

understands relationshipbetween cause and effect towards a tangibleoutcome or result

scientists, engineers, computerexperts, accountants,statisticians, researchers,analysts, traders, bankersbookmakers, insurance brokers,negotiators, deal-makers,

trouble-shooters, directors

perform a mentalarithmetic calculation;create a process tomeasure somethingdifficult; analyze how amachine works; create a

process; devise astrategy to achieve anaim; assess the value of a business or aproposition

numbers and logic

3 Musical musical ability ,awareness, appreciationand use of sound;recognition of tonal andrhythmic patterns,understands relationshipbetween sound andfeeling

musicians, singers, composers,DJ's, music producers, pianotuners, acoustic engineers,entertainers, party-planners,environment and noiseadvisors, voice coaches

perform a musical piece;sing a song; review amusical work; coachsomeone to play amusical instrument;specify mood music fortelephone systems andreceptions

music, sounds,rhythm

4 Bodily-Kinesthetic

body movementcontrol , manualdexterity, physical agilityand balance; eye andbody coordination

dancers, demonstrators, actors,athletes, divers, sports-people,soldiers, fire-fighters, PTI's,performance artistes;ergonomists, osteopaths,fishermen, drivers, crafts-people; gardeners, chefs,acupuncturists, healers,adventurers

juggle; demonstrate asports technique; flip abeer-mat; create a mimeto explain something;toss a pancake; fly a kite;coach workplace posture,assess work-stationergonomics

physicalexperience andmovement, touchand feel

5 Spatial-Visual visual and spatialperception ;interpretation and creationof visual images; pictorialimagination andexpression; understandsrelationship betweenimages and meanings,and between space andeffect

artists, designers, cartoonists,story-boarders, architects,photographers, sculptors, town-planners, visionaries, inventors,engineers, cosmetics andbeauty consultants

design a costume;interpret a painting;create a room layout;create a corporate logo;design a building; pack asuitcase or the boot of acar

pictures, shapes,images, 3D space

6 Interpersonal perception o f otherpeople's feelings ; abilityto relate to others;interpretation of behaviorand communications;

therapists, HR professionals,mediators, leaders, counselors,politicians, educators, sales-people, clergy, psychologists,teachers, doctors, healers,

interpret moods fromfacial expressions;demonstrate feelingsthrough body; affect thefeelings of others in a

human contact,communications,cooperation,teamwork



understands therelationships betweenpeople and theirsituations, including otherpeople

organizers, careers, advertisingprofessionals, coaches andmentors; (there is clearassociation between this typeof intelligence and what is nowtermed Emotional)

planned way; coach orcounsel another person

7 Intrapersonal sel f -awareness ,personal cognizance,personal objectivity, thecapability to understandoneself, one's relationshipto others and the world,and one's own need for,and reaction to change

arguably anyone (see notebelow) who is self-aware andinvolved in the process of changing personal thoughts,beliefs and behavior in relationto their situation, other people,their purpose and aims - in thisrespect there is a similarity toMaslow s level, and again thereis clear association betweenthis type of intelligence andwhat is now termed Emotional

consider and decide one'sown aims and personalchanges required toachieve them (not necessarily reveal this toothers); consider one'sown 'Johor Window' , anddecide options fordevelopment; considerand decide one's ownposition in relation to theEmotional

self-reflection,self-discovery

Roles and intrapersonal intelligence : Given that a 'role' tends to imply external style/skills, engagement, etc., the intrapersonalability is less liable to define or suggest a certain role or range of roles than any of the other characteristics. That said, there is a clearcorrelation between intrapersonal ability/potential and introverted non-judgmental roles/working styles. Intrapersonal capability might also be seen as the opposite of ego and self-projection. Self-awareness is a prerequisite for self-discipline and self-improvement.

Intrapersonal capacity enables an emotionally mature ('grown-up') response to external and internal stimuli. The intrapersonalcharacteristic might therefore be found among (but most definitely not extending to all) counselors, helpers, translators, teachers,actors, poets, writers, musicians, artists, and also any other role to which people can bring emotional maturity , which commonlymanifests as adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviors. There are also associationsbetween intrapersonal capacity and Erikson s ' generative ' perspective, and to an extent Maslow's sel f -actualization , that is tosay: both of these 'life-stages' surely demand a reasonably strong level of self-awareness, without which adapting one's personal life,outlook and responses to one's environment is not easy at all.

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FOSTERING THE SOCIAL INTELLECTUAL, EMOTIONAL AND CREATIVITY OF CHILDREN