Emotional Intelligence 

Emotional Intelligence(EI), often measured as an Emotional Intelligence Quotient (EQ), describes an ability, capacity, skill or (in the case of the trait EI model) a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups. It is a relatively new area of psychological research. The definition of EI is constantly changing.
 
The EI model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs:

Self Awareness 
The ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.

Self Management 
Involves controlling one's emotions and impulses and adapting to changing circumstances.

Social Awareness 
The ability to sense, understand, and react to other's emotions while comprehending social networks.

Relationship Management 
The ability to inspire, influence, and develop others while managing conflict.

Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.

Useful Links on Applied Emotional Intelligence

Brittish Council THINK Article on Emotional Intelligence in the classroom
http://www.teachingenglish.org.uk/think/articles/emotional-intelligence-elt  
EQ theory argues that conventional measurements of intelligence ignore behaviour and character and that success in education or the business world requires academic ability but also equivalent social skills. EQ might be seen as a complement to Multiple Intelligence theory, while there are very strong links between EQ and behavioural models and theories such as Transactional Analysis, Neuro-Lingustic Programming and Maslow’s hierarchy of human needs. Daniel Goleman identifies five ‘domains’ of EQ.

Basic Steps to Emotional Intelligence In the Classroom
http://eqi.org/steps.htm - 
The teacher's level of EQ is by far the single most important variable in creating a classroom where EI can be developed healthily. And the single most important variable in the teacher's EQ is how they handle their own emotions, especially their negative emotions. An effective, successful teacher is largely one who can handle his or her negative feelings in an authentic, real and healthy way.

Rate YOUR Emotional Intelligence
http://www.queendom.com/tests/access_page/index.htm?idRegTest=1121 
The Emotional Intelligence Test will evaluate several aspects of your emotional intelligence and will suggest ways to improve it. Please be honest and answer according to what you really do, feel or think, rather than what you think is considered right in this test. Nobody is there to judge you, just yourself...and besides, there are many trick questions. 

Self Actualisation

Self-actualisation is a term that has been used in various psychology theories, often in slightly different ways (e.g., Goldstein, Maslow, Rogers). The term was originally introduced by the organismic theorist Kurt Goldstein for the motive to realize all of one's potentialities. In his view, it is the master motive—indeed, the only real motive a person has, all others being merely manifestations of it. However, the concept was brought to prominence in Abraham Maslow's hierarchy of needs theory as the final level of psychological development that can be achieved when all basic and meta needs are fulfilled and the "actualization" of the full personal potential takes place.

Maslow's hierarchy of needs 
In Maslow's scheme, the final stage of psychological development comes when the individual feels assured that his physiological, security, affiliation and affection, self-respect, and recognition needs have been satisfied. As these become dormant, he becomes filled with a desire to realize all of his potential for being an effective, creative, mature human being. In short, self-actualization is reaching one's fullest potential. 
Maslow writes the following of self-actualizing people:

• They embrace the facts and realities of the world (including themselves) rather than denying or avoiding them.
• They are spontaneous in their ideas and actions.
• They are creative.
• They are interested in solving problems; this often includes the problems of others. Solving these problems is often a key focus in their lives.
• They feel a closeness to other people, and generally appreciate life.
• They have a system of morality that is fully internalized and independent of external authority.
• They have discernment and are able to view all things in an objective manner.