Peter Salovey – författare

The speeches of Yale University’s twenty-third president, Peter SaloveyFrom 2013 to 2024, Peter Salovey served as president of Yale; prior to his presidency he served as Yale’s dean and provost. The speeches compiled in this volume, many of which were delivered to bodies of students either entering or graduating from the university, articulate Salovey’s vision for a unified, innovative, and inclusive institution and reflect his experience as an award-winning psychology professor. Recurring motifs include fostering interdisciplinary collaboration, embracing innovation in academia, and increasing accessibility for diverse and first-generation students. Salovey advocates for excellence, the free exchange of ideas, belonging, gratitude, and compassion within the Yale community, promoting civility, intellectual humility, deep listening, and open dialogue. He also underscores the university’s commitment to local and global engagement, encouraging impactful contributions to society. The collection encapsulates Salovey’s comprehensive and forward-thinking leadership, aimed at creating a cohesive, pioneering, and welcoming academic environment.

In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy.Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason.All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system.With this ground-breaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in emotional literacy" that making these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results.Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elabourate on how these advances can be put to use in the classroom.Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.

We have long been taught that emotions should be felt and expressed in carefully controlled ways, and then only in certain environments and at certain times. This is especially true when at work, particularly when managing others. It is considered terribly unprofessional to express emotion while on the job, and many of us believe that our biggest mistakes and regrets are due to our reactions at those times when our emotions get the better of us. David R. Caruso and Peter Salovey believe that this view of emotion is not correct. The emotion centers of the brain, they argue, are not relegated to a secondary place in our thinking and reasoning, but instead are an integral part of what it means to think, reason, and to be intelligent. In The Emotionally Intelligent Manager, they show that emotion is not just important, but absolutely necessary for us to make good decisions, take action to solve problems, cope with change, and succeed. The authors detail a practical four-part hierarchy of emotional skills: identifying emotions, using emotions to facilitate thinking, understanding emotions, and managing emotions—and show how we can measure, learn, and develop each skill and employ them in an integrated way to solve our most difficult work-related problems.

We have long been taught that emotions should be felt and expressed in carefully controlled ways, and then only in certain environments and at certain times. This is especially true when at work, particularly when managing others. It is considered terribly unprofessional to express emotion while on the job, and many of us believe that our biggest mistakes and regrets are due to our reactions at those times when our emotions get the better of us. David R. Caruso and Peter Salovey believe that this view of emotion is not correct. The emotion centers of the brain, they argue, are not relegated to a secondary place in our thinking and reasoning, but instead are an integral part of what it means to think, reason, and to be intelligent. In The Emotionally Intelligent Manager, they show that emotion is not just important, but absolutely necessary for us to make good decisions, take action to solve problems, cope with change, and succeed. The authors detail a practical four-part hierarchy of emotional skills: identifying emotions, using emotions to facilitate thinking, understanding emotions, and managing emotions—and show how we can measure, learn, and develop each skill and employ them in an integrated way to solve our most difficult work-related problems.

This book provides a state-of-the-art look at the study of consciousness, which is in the midst of a great renaissance. While honoring Jerome Singer's impressive career, it demonstrates the broad and integrative influence the study of consciousness has across a variety of subdisciplines of psychology--experimental, personality, developmental, social, and clinical. The contributors are pioneers in the study of consciousness and contemporary researchers. This volume is a landmark statement about psychology's understanding of the role of consciousness in affective and cognitive processes, the development of imagination in children, and its application to the practice of psychotherapy.

After decades of banishment to popular magazines and advice columns, jealousy and envy have emerged as legitimate topics of scientific inquiry. This volume includes chapters from nearly every major contributor to the psychological literature in this area. From emotional, and cognitive processes that underlie jealousy and envy; to the ways these emotions are experienced and expressed within close relationships; to family, societal, and cultural contexts, the volume offers a definitive statement of current theory and research.

This book provides a state-of-the-art look at the study of consciousness, which is in the midst of a great renaissance. While honoring Jerome Singer's impressive career, it demonstrates the broad and integrative influence the study of consciousness has across a variety of subdisciplines of psychology--experimental, personality, developmental, social, and clinical. The contributors are pioneers in the study of consciousness and contemporary researchers. This volume is a landmark statement about psychology's understanding of the role of consciousness in affective and cognitive processes, the development of imagination in children, and its application to the practice of psychotherapy.

A theory for psychologists on the role of memory in personality psychology.In The Remembered Self, Jefferson A. Singer and Peter Salovey persuasively argue that memories are an important window into one''s life story, revealing characteristic moods, motives, and thinking patterns. Through experimental evidence, clinical case material, and examples from literature, the authors offer a fresh perspective on the role of memory in personality and clinical psychology. Unlike the conventional psychoanalytic approach to memory, which concentrates on what is forgotten, Singer and Salovey treat memory in a new and different way with an emphasis on what is remembered. Theirs is a bold new theory of memory and self that is both comprehensive and accessible.

Emotional intelligence has emerged as an area of intense interest in both scientific and lay circles. Yet while much attention has been given to the measurement of an EQ, little has been written about the psychological underpinnings of emotional intelligence. This book fills an important gap in the literature, linking the ideas embodied in the emotional intelligence concept to ongoing research and theoretical work in the field of affect science. Chapters by foremost investigators illuminate the basic processes by which people perceive and appraise emotion, use emotion to facilitate thought, understand and communicate emotion concepts, and manage their own and others' emotions. Incorporating many levels of analysis, from neuroscience to culture, the volume develops a broader scientific basis for the idea of emotional intelligence. It also raises stimulating new questions about the role of emotion in adaptive personal and social functioning.

This volume describes classic and contemporary theory and research in social psychology that sheds light on how people think about health and illness, as well as their willingness to engage in health-relevant behaviors. The Editors have selected papers that serve to illustrate the reciprocal relation between advances in theory and advances in practice.The first two sections of the volume examine people's mental representations of health and health practices, and how these personal construals and implicit theories are linked to behavior. People can react to new health information in different ways - with acceptance, defensiveness, or downright ignorance. Research that can help us to understand these varied reactions is examined in Section 3. The following sections consider how classic social psychological theories and perspectives can be used to understand behavior relevant to health and illness. These include social influence, social comparison, pluralistic ignorance, social support, cognitive dissonance, message framing, and attribution theory. Finally, several articles consider links between personality characteristics and health, such as those between hostility and heart disease, and confiding traumatic experiences and immune function. The volume also contains a introductory chapter by the editors which provides a discussion of why social and personality psychologists should be interested in health and illness.Together with overviews for each section, discussion questions, and suggestions for further reading, the volume is an ideal text for advanced undergraduate and graduate courses on health psychology. The volume is also appropriate for courses in related disciplines such as public health, nursing, health education, health communication, and other allied health sciences.