Emotional-Social Intelligence: Development During Online and On-Campus Holistic Healthcare Programs

Emotional-Social Intelligence: Development During Online and On-Campus Holistic Healthcare Programs by Bradley J. Bouté Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy PhD in Education – Educational Technology Walden University January 2017 Abstract As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students’ ESI at levels similar to that of traditionalAs with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students’ ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation’s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students’ ESI. Emotional-Social Intelligence: Development During Online and On-Campus Holistic Healthcare Programs by Bradley J. Bouté Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy PhD in Education – Educational Technology Walden University January 2017 Dedication This work is first and foremost dedicated to my daughter as a proof that resilience, perseverance, and grit can overcome the most incredible challenges facing the completion of any goal. Second, it is dedicated to my father, whose own grit in the face of terminal illness provided a model for me to never give up. Finally, it is dedicated to forwarding the awareness of emotional intelligence and the promotion of balanced ways of being within all contexts, cultures, and communities. Acknowledgments I first want to thank my daughter, Rhiannon. Without your on-going support, flexibility, and patience with me through this process I would not have been able to keep going. Your own exceptional emotional intelligence and awareness is a model for me as I make my way in this world. Thank you from the bottom of my heart. You will always be my little girl. Next, I want to acknowledge my dissertation committee and those at Walden University who made this possible. To Dr. Smolka, my chair: Your patience, unwavering support, clear direction, and perfect approach to accountability and motivation (mainly cowboy boots) kept me going in challenging times. You accepted me for who I am and allowed me to open up my own emotional intelligence through our many conversations. To Dr. Flohr, your expertise, ability to communicate nuance, and willingness to pursue completion with me, both in my classes and during my dissertation, made my understanding of quantitative methods possible. To my academic advisor, Neil Blumberg, you never gave up on me. I promised you I would see this through, thank you for holding me to that promise. To my program chair, Dr. Maryfriend Carter, your understanding and ability to hold my emotional turmoil during the most difficult time in my life was far beyond the duties of your position, and I will never forget them. Finally, to my fellow Shadow Dogs, there are no words that can express my gratitude for your unwavering support of my process. You have been my rock of truth and accountability. May this work help forward not only the development of emotional intelligence within academia, but through my connection with the Mankind Project, help men across the world find, get in touch with, and appropriately express their own emotions. For any reader interested, please go to http://www.mankindproject. org and help us change the world one man at a time.