THEORETICAL AND METHODOLOGICAL PRINCIPLES OF DEVELOPING PROGRAMS FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN YOUTH

Abstract

The article reveals the results of theoretical analysis of approaches to the study of emotional intelligence and methods for its development. In particular, models of abilities, competencies and mixed models used to conceptualize the phenomenon of emotional intelligence are analyzed. The relevance of the study of the theoretical and methodological foundations of the development of emotional intelligence in young people is explained, which is due to the sensitivity of their age to the formation of appropriate skills. The purpose of the work is to analyze the theoretical foundations of the development of emotional intelligence as a way to increase the level of resilience of adolescents. Research methodology. To achieve the specified goal, a theoretical analysis of publications was conducted that reveal the essence, structure and mechanisms of the development of emotional intelligence. At the same time, the most relevant theoretical models for studying the features of the functioning of emotional intelligence in adolescence were identified. Data were synthesized that indicate the relationship between emotional intelligence skills, as well as self-awareness, emotional and social competence, which are important for adolescence. The knowledge about available methods of developing emotional intelligence has been systematized and data on technologies that are most suitable for adolescence have been summarized. Also, practical recommendations have been developed for integrating the considered methods of increasing the emotional and social competence of young people into the educational process and extracurricular activities. Special attention is paid to studying the features of the formation and development of emotional intelligence, taking into account the challenges and tasks of the studied age period. The novelty of the work lies in the detailing of the features of the development of emotional intelligence skills in the context of the psychosocial development of adolescents. The identified methods of increasing the level of intrapersonal and interpersonal competence, as constructs of emotional intelligence, can form the basis for the development of socio-psychological trainings and development programs for young people. The presented technologies will be useful for psychologists and other specialists who work with young people in the academic environment and beyond. Conclusions. The development of emotional intelligence is critically important for adolescents, as it contributes to solving the tasks of their psychosocial development. In particular, the skills of reflection, emotional self-regulation and empathy require special attention. Training and coaching technologies can be used for this. The main methods of managing emotions include cognitive reappraisal, breathing techniques and grounding. At the same time, to practice the skill of empathy, it is necessary to use the methods of role-playing, discussions and simulations of situations.