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LDT 200X

Instructional Design Models Coursework

TYPE OF COURSE

Emotional Intelligence - Part 1: Self Regulation

 

The landscape of emotions in our current social and work environments have become a hot zone for easily triggered emotional responses and  combative positioning over world health and politics.  The psychological safety we may have once shared in most workplaces has eroded with the social climate.

 

Emotional Intelligence (EI) describes the ability to identify, use, understand, and manage your emotions in positive and constructive ways.  It’s about recognizing your own emotional state and the emotional states of others—it’s also about recognizing the information that these emotional states provide. 

 

This online course series has been designed to take you back to the basics. In part 1 of this series, you will reacquaint yourself with tried and true methods for identifying your personal triggers and successfully regulating your own emotional states.

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TARGET AUDIENCE

This course has been designed for Adult Learners seeking personal growth and development.


If you work in a diverse workforce and you want to vastly improve your communication skills, you'll want to register for this course.

If you want others to listen to you without getting upset, you'll want to register for this course.

If you've read that emotional intelligence and empathy are among the most coveted interpersonal skills in positions of leadership and you want to improve your chances of getting promoted, you'll want to register for this course.

If you just want to gain more self-awareness around your own emotional responses and the responses of others to improve your relationships, you'll want to register for this course.

LEARNER PROFILE

The studies of Daniel Goleman illustrated an emotionally intelligent person to have:

  • The ability to recognize own emotions

  • The ability to relate to others’ emotions

  • The ability to actively listen to others

  • The ability to actively participate in interpersonal communication and understand the nonverbal cues of behavior

  • The ability to control one’s thoughts and feelings

  • The ability to effectively manage emotions and express them in a socially acceptable way

  • The ability to receive criticisms positively and benefit from them

  • The power to forgive, forget, and move on rationally


How many of the above qualities can you relate to yourself?

If your answer is less than three, then this course was made for you.

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LEARNING GAP

Learning gaps or "professional practice gaps" are common in the practice of Emotional Intelligence.  We learn by example and society has failed to produce enough legitimate modeling of exceptional emotionally  intelligent behaviors for us to learn from.

Instead we practice what we see:

  1. People getting stressed easily. When you suppress your feelings, they quickly build into the uncomfortable sensations of tension, stress, and anxiety.

  2. People having difficulty asserting themselves.  When we feel "wronged" we often default to passive or aggressive behavior.

  3. People demonstrating a limited emotional vocabulary.  Some research has found that only 36% of people can accurately identify their current emotional state, which is problematic because unlabeled emotions often go misunderstood, which leads to irrational choices and counterproductive actions.

  4. People making immediate assumptions and defending them vehemently.  People form opinions quickly and then only accept information or evidence that supports only their opinion and may argue, ad nauseam, to support it.

  5. People holding grudges. The negative emotions that come with holding on to a grudge are actually a stress response. Researchers at Emory University have shown that holding on to stress contributes to high blood pressure and heart disease. Holding on to a grudge means you’re holding on to stress. Letting go of a grudge not only makes you feel better now but can also improve your health.

  6. People ruminating over mistakes.  Dwelling too long on your mistakes makes you anxious and resistant to trying again.

  7. People feeling misunderstood. This happens to the best of us. Even with practice, emotionally intelligent people know that they don’t communicate every idea perfectly.

  8. People lacking awareness around their personal triggers. Everyone has triggers—situations and people that push our buttons and cause us to react impulsively and, more often than not, ineffectively.

  9. People who are unwilling to authentically share their emotions.  Constantly masking emotions with happiness and positivity isn’t genuine or productive. This is common workplace practice.

  10. People blaming others for how they make them feel. Emotions come from within. It’s tempting to attribute how we feel to the actions of others, but we must take responsibility for our emotions and our reactions.

  11. People becoming easily offended. If you have a firm grasp of who you are, it’s difficult for someone to say or do something that gets you riled.


Unlike your IQ, your EQ is highly malleable. As you train your brain by repeatedly practicing new emotionally intelligent behaviors, it builds the pathways needed to make them into habits. As your brain reinforces the use of these new behaviors, the connections supporting old, destructive behaviors die off. Before long, you begin responding to your surroundings with emotional intelligence without even having to think about it.

UNDERSTANDING BY DESIGN

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS

In part 1 of Emotional Intelligence,

  1. Learners will establish a baseline understanding of how their body feels during a parasympathetic response, or “rest and digest.”

  2. Learners will begin to develop an understanding about what their bodily response to emotional stimuli feels like within their own body. They will learn how to reflect on this information with as much neutrality as possible.

  3. Learners will then be able to engage in the use of intentional practices that can mitigate an uncomfortable emotional response.

  4. ​Learners will learn breathing techniques, visualization techniques, and vagus nerve exercises that manage emotional regulation.

TRANSFER

Learners will be able to independently use their learning to perform a body scan for emotional information, reflect on the external stimuli and their bodily response as neutrally as possible, and engage in techniques for self-regulation. They will understand the sympathetic, or “fight or flight,” response and how to assess true danger versus a habituated emotional reaction.

MEANING

Learners will understand that emotional information provided by the body is not the same as the mental narrative that their mind tries to spin about what they are feeling. They will understand physiological techniques for releasing stress from their body to help regulate emotional responses and maintain a sense of emotional balance. They will understand that they are not powerless to the behaviors of others, that they have full control over their behavioral responses.

Learners will be able to answer these essential questions: 

  1. What are emotions?

  2. What triggers me?

  3. When I am triggered, what do my emotions feel like?

  4. What is the best method for stimulating a parasympathetic response?

  5. What is the vagus nerve and why is it important?

  6. What are some methods for maintaining vagus nerve health?

ACQUISITION

Learners will know the difference between a nervous system's sympathetic and parasympathetic response. They will be able to articulate where in the body they are experiencing these emotional responses.


Learners will know why vagus nerve health is paramount to emotional intelligence.

Learners will be skilled at identifying personal triggers and deploying techniques to help them manage an emotional reaction.

With practice, Learners will become skilled at emotional self-regulation.

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UNDERSTANDING BY DESIGN

STAGE 2: EVIDENCE

PERFORMANCE TASK(S)

The Learner will engage in a simulation of a conversation with a disrespectful subordinate and will choose reactions/responses that demonstrate emotional detachment and empathy to demonstrate competency.

EVALUATIVE CRITERIA: 85% passing grade

OTHER EVIDENCE

The Learner will take an evaluative quiz to demonstrate comprehension of the concepts presented in Part 1.

EVALUATIVE CRITERIA: 85% passing grade

UNDERSTANDING BY DESIGN

STAGE 3: LEARNING PLAN

SUMMARY OF KEY LEARNING EVENTS AND INSTRUCTION

Lesson 1 (5 min): Introduction to vagus nerve and the Parasympathetic vs. Sympathetic response systems. What is it? What information is in the response? Learn what your baseline (parasympathetic) feels like. Learn to perform a body scan.

 

Lesson 2 (5 min): What are your emotional triggers (sympathetic response)? Learn what your emotions feel like without attaching a mental narrative to it. Practice neutrality. Use body scan technique to locate where uncomfortable emotions go in the body. Learn breathing techniques.

 

Lesson 3 (5 min): Introduction to vagus nerve techniques to strengthen vagal tone: diaphragmatic breathing, humming, gargling, washing face with cold water, balancing gut biome, meditation.  Learn why they work.

 

Summary Scenario and Quiz (~5 min): Simulation exercise – how will you respond to a disrespectful person? Final quiz – summary of concepts.

©2023 COSMIC XP

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