Increasing Emotional Intelligence in College Youth Ministry Students Preparing for Ministry

Johnson K Jason

Etd

Increasing Emotional Intelligence in College Youth Ministry Students Preparing for Ministry

Public Deposited

MLA citation style (9th ed.)

Johnson K Jason. Increasing Emotional Intelligence In College Youth Ministry Students Preparing for Ministry. rim.ir.atla.com/concern/etds/94a54fc7-4854-4305-a03d-94577054ed42.

APA citation style (7th ed.)

J. K. Jason. Increasing Emotional Intelligence in College Youth Ministry Students Preparing for Ministry. https://rim.ir.atla.com/concern/etds/94a54fc7-4854-4305-a03d-94577054ed42

Chicago citation style (CMOS 17, author-date)

Johnson K Jason. Increasing Emotional Intelligence In College Youth Ministry Students Preparing for Ministry. https://rim.ir.atla.com/concern/etds/94a54fc7-4854-4305-a03d-94577054ed42.

Note: These citations are programmatically generated and may be incomplete.

Creator

Johnson K Jason

Keyword

Tests and measurements in religion

Rights Statement

In Copyright

Abstract

The purpose of this research was to seek improvement in the area of Emotional Intelligence (EI) for undergraduate students preparing to enter youth ministry. The project tested the hypothesis that a six-class emphasis on EI followed by four weeks of journaling exercises would increase EI levels in students preparing for ministry. In addition, the researcher established the link between wisdom in the book of Proverbs and its’ connection with EI. The researcher used an EI inventory, developed by Richard Boyatzis and Daniel Goleman (ESCI-U), designed for the university setting. Five categories are assessed by the ESCI-U: Self-Awareness, Self-Management, Social Awareness, Relationship Management, and Cognitive Competencies. There are twelve competencies organized into four clusters. Self-Awareness is the first cluster area, and the competency measured is Emotional Self-Awareness. The second cluster is Self-Management. In this cluster, there are four competencies: Achievement Orientation, Adaptability, Emotional Self-Control, and Positive Outlook. In the third cluster, Social Awareness, Empathy, and Organizational Awareness competencies are assessed. Finally, the fourth cluster area includes five competencies: Conflict Management, Coach and Mentor, Influence, Inspirational Leadership, and Teamwork. Following the presentation of the class material, the students engaged in four weeks of practicing The Daily Examen and journaling. After the four weeks of reflection, the students retook the EI inventory. The beginning and ending scores were compared. The project successfully improved EI levels because each student showed an increase in at least three of the twelve competencies, according to the ECSI-U inventory. Four students (67% of the class) showed an increase in at least half of the competencies, and two of the four increased in nine and ten of the competencies, respectively.

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