Les 50 r gles d or de l intelligence motionnelle
L’intelligence émotionnelle est la capacité d’une personne à mobiliser ses compétences, ses aptitudes, ses connaissances pour faire face efficacement aux pressions de son environnement.Sommaire en 6 parties et 50 règles d’or1.Comprendre l’intelligence émotionnelle Développez votre quotient émotionnel Devenez l’ami de vos émotions négatives 2. développer l’intelligence émotionnelle Accueillez la tristesse et pleurez Débusquez les émotions cachées 3. Se libérer émotionnellement Vivez l’instant présent Evacuez les tensions négatives 4. Pratiquer l’intelligence relationnelle Faites des compliments Pratiquez l’empathie 5. Développer les émotions positives Boostez votre optimisme Développez votre altuisme 6. L’intelligence émotionnelle au travail Clarifiez vos besoins professionnels Exprimez reconnaissance
Les 50 r gles d or pour bien g rer ses motions
Les émotions nous rendent vivants mais nous perturbent. Nous sommes tous pris dans une double injonction : il nous faut contrôler nos émotions pour être « socialement corrects » et les exprimer pour exister et communiquer. Pas si facile de gérer ses émotions ... • Un sommaire en quatre parties et quelques exemples de règles d’or : Comprenez les mécanismes émotionnels Repérez les émotions parasites Affirmez-vous sans vous énerver Ecoutez vos intuitions Dites non à la tristesse Apprenez à faire face aux conflits Evaluez votre intelligence émotionnelle Apprenez à accepter les échecs Parlez de vos émotions au travail...
What is the subtle relationship between mind and body? What can today's scientists learn about this relationship from masters of Buddhist thought? Is it possible that by combining Western and Eastern approaches, we can reach a new understanding of the nature of the mind, the human potential for growth, the possibilities for mental and physical health? MindScience explores these and other questions as it documents the beginning of a historic dialogue between modern science and Buddhism. The Harvard Mind Science Symposium brought together the Dalai Lama and authorities from the fields of psychiatry, psychology, neuroscience, and education. Here, they examine myriad questions concerning the nature of the mind and its relationship to the body.
“Written in the same remarkable vein as Getting to Yes, this book is a masterpiece.” —Dr. Steven R. Covey, author of The 7 Habits of Highly Effective People • Winner of the Outstanding Book Award for Excellence in Conflict Resolution from the International Institute for Conflict Prevention and Resolution • In Getting to Yes, renowned educator and negotiator Roger Fisher presented a universally applicable method for effectively negotiating personal and professional disputes. Building on his work as director of the Harvard Negotiation Project, Fisher now teams with Harvard psychologist Daniel Shapiro, an expert on the emotional dimension of negotiation and author of Negotiating the Nonnegotiable: How to Resolve Your Most Emotionally Charged Conflicts. In Beyond Reason, Fisher and Shapiro show readers how to use emotions to turn a disagreement-big or small, professional or personal-into an opportunity for mutual gain. From the Trade Paperback edition.
Emotional Intelligence 101
As the first science-based introduction to the topic, this latest addition to The Psych 101 Series discusses one of the most pivotal new psychological concepts of the twenty-first century: emotional intelligence (EI). Concise yet comprehensive, it provides a critical but balanced account of this new research area, emphasizing what psychologists can learn from the emerging science of EI and how it may help treat mental illness and delinquency, among other issues. An appropriate text for students and practitioners alike, it presents an even-handed appraisal of EI programs, focusing on both their potential and their limitations. Key Features: Discusses how EI can improve student learning and enhance key work skills such as communication and teamwork Covers key research issues, including methods for measuring EI, its overlap with conventional ability and personality traits, and the validity of testing for EI Reviews applied studies and the contribution that research on EI may make to address real-world personal and societal problems Examines the main conceptual, measurement, and research issues identified in various lines of research, most conducted within the last ten years
Children Above 180 IQ Stanford Binet
Example in this ebook This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galton's Hereditary Genius, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Terman's Stanford Revision of the Binet-Simon Scale for Measuring Intelligence. It comprises observations, measurements, and conversations covering a period of twenty-three years, during which acquaintanceships and friendships, every one of them delightful, have been formed and maintained with the twelve individuals who form the basis of the study. It was in November, 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast. Accordingly, I asked whether any teacher present could nominate a very intelligent pupil for demonstration. Miss Charlotte G. Garrison and Miss Agnes Burke, teachers in the Horace Mann School, Teachers College, New York City, thereupon nominated the child who is called E in this monograph. E was presented at the next meeting of the class. It required two full classroom periods to test this child to the limits of the Stanford-Binet Scale, which had just then been published. E exhausted the scale without being fully measured by it, achieving an IQ of at least 187. He was on that date 8 years 4 months old. This IQ of at least 187 placed E in Galton's Class X of able persons; i.e., more than six "grades" removed from mediocrity. Taking 1 PE#dis# as one "grade," it placed him at least plus 11 PE from the norm; for 1 PE (Probable Error) equals 8 IQ, according to Terman's original distribution of 905 school children. This appeared as sufficiently striking to warrant permanent recording, since it would rate E as one in a million for statistical frequency, assuming "zeal and power of working" to be also abundantly present. I did not at that time have any expert knowledge of highly intelligent children. I had been working for some years in the hospitals of New York City with persons presented for commitment to reformatories, prisons, and institutions for mental defectives. I had tested thousands of incompetent persons, a majority of them children, with Goddard's Revision of the Binet-Simon Scale, scarcely ever finding anyone with an IQ rating as high as 100. This thoroughgoing experience of the negative aspects of intelligence rendered the performance of E even more impressive to me than it would otherwise have been. I perceived the clear and flawless working of his mind against a contrasting background of thousands of dull and foolish minds. It was an unforgettable observation. To be continue in this ebook
Free to Learn
Our children spend their days being passively instructed, and made to sit still and take tests—often against their will. We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through. In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth. To foster children who will thrive in today's constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling. A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it's time to stop asking what's wrong with our children, and start asking what's wrong with the system. It shows how we can act—both as parents and as members of society—to improve children's lives and promote their happiness and learning.
Rebondir apr s un licenciement
« Vous venez d’apprendre « la nouvelle ». Hier encore vous vous trouviez à votre poste sans vous douter de rien. Ce qui était une routine de travail a priori n’est plus. Il faut du temps à l’être humain pour « encaisser » cela. La première chose à faire est de vous réconforter, de vous offrir de la douceur. Il y a urgence à contrecarrer cette brutalité qui vous est faite, quelle qu’en soit la raison. » (Extrait du chapitre 1) Si perdre son emploi relève d’un travail de deuil, après la sidération et la tristesse, vient aussi un travail d’adaptation pour se reconstruire une identité professionnelle et trouver de nouvelles opportunités de changement. Ce guide vous donne toutes les clés vous y aider SOMMAIRE 1 : kit de première urgence : L’expression du ressenti 2 : le verre à moitie plein : opportunité de changement, nourrir son estime de soi 3 : côté concréto-réaliste : fixez-vous des objectifs réalistes, réseautez 4 : retrouvez ce que vous croyez avoir perdu (Les qualités de vos proches, la tendresse avec votre conjoint la joie au fond de vous) 5 : La vigilance au quotidien : Attention à l’auto-exclusion 6 : votre (juste ) place : se redonner une vraie chance, la question de l’âge
Phileas s Fortune
In a strange land where people must buy and swallow the words they wish to speak, Phileas hopes to communicate his love to Cybele using the small vocabulary he has been able to afford.
Livres de France
Includes, 1982-1995: Les Livres du mois, also published separately.