Abstract:
The main approaches to the interpretation of the concept of “emotional intelligence” are pointed out in the article. Five key capabilities in its structure are analyzed. The main directions of research of this construct are defined from the viewpoint of their formation in the childhood and adolescence. The main drawbacks of such
developmental programs are determined. The attempt to apply a systematic approach to determining the content of the formation of emotional intelligence’s techniques in the adolescence is made. Basing on Nesterenko’s approach to understanding the unity of self-development and self-regulation processes, internal content of the activity [1, р. 60], as well as on the idea of one of a leading new growth of adolescence – selfreflection (by P. Jacobson) the content of techniques for purposeful development of emotional intelligence in adolescence is proposed. It is systematically defined within the following units: cognitive, practical and correctional ones. The unit attributed to the cognitive techniques consists of introspection – self-learning – self-awareness – self-determination and self-restraint. In practical unit processes of self-authorization –
self-programming – self-improvement – self-actualization and self-realization are analyzed. Accordingly, in the correctional unit it is proposed to interpret ways of developing the emotional intelligence through the processes of self-analysis, selfesteem, self-control and self-management. Through techniques of cognitive unit a teenager acquires knowledge about emotionally intelligent behavior and understands irrationality of his own range of emotional responding forms. Practical unit lets to program him on the behavior that would facilitate the development of emotional intelligence. As a result of correctional unit a teenager evaluates the efficiency of accepted forms of emotional response.
