AIPC News Header



Editor: Sandra Poletto

AIPC appreciates your feedback. Please email with any comments, suggestions or editorial input for future editions of Institute Inbrief.

Support Centres

Brisbane, TAS & NT
1800 353 643
1800 677 697
1800 622 489
1800 246 324
1800 246 381
Regional NSW
& Gold Coast

1800 625 329
Regional QLD
1800 359 565

1800 246 381
New Zealand
+64 9919 4512


If you are not already on the mailing list for Institute Inbrief, please subscribe here.


AIPC Diploma of Counselling
AIPC  Bachelor of Counselling
AIPC Diploma of Community Services
AIPC Diploma of Youth Work
AIPC Master of Counselling
Mental Health Academy


Facebook Google+ Twitter YouTube

No part of this publication may be reproduced without permission. Opinions of contributors and advertisers are not necessarily those of the publisher. The publisher makes no representation or warranty that information contained in articles or advertisements is accurate, nor accepts liability or responsibility for any action arising out of information contained in this e-newsletter.

Copyright: 2012 Australian Institute of Professional Counsellors

Institute Inbrief - 18/04/2017


Welcome to Edition 268 of Institute Inbrief! The idea that we human beings have not only a quotient of cognitive intelligence, our so-called “IQ”, but also a level of emotional intelligence, called either “EQ” (for emotional quotient) or “EI” (emotional intelligence) has been emerging for at least 30 years. But just what do we mean when we say that a person is, for example, an effective leader because they have “high emotional intelligence”? This edition's featured article defines emotional intelligence and briefly explores its historical development over the past few decades.


Also in this edition:

  • Treating Anxiety with CBT: The Evidence
  • Helping Clients Develop Healthier Dietary Habits
  • Learning Tips: Techniques for Improving Memory
  • Social Media Updates & Much More!

Enjoy your reading!




Join our community:





Diploma of Counselling


Imagine Being Passionate About Your Work

And Assisting People Every Day Lead Better Lives


It’s rare these days to hear people talk about their work with true passion. You hear so many stories of people working to pay the bills; putting up with imperfect situations; and compromising on their true desires. That’s why it’s always so refreshing to hear regular stories from graduates living their dream to be a Counsellor. They’re always so full of energy, enthusiasm and passion. There’s no doubt that counselling is one of the most personally rewarding and enriching professions.


Just imagine someone comes to you for assistance. They’re emotionally paralysed by events in their life. They can’t even see a future for themselves. They can only focus on their pain and grief. The despair is so acute it pervades their entire life. Their relationship is breaking down and heading towards a divorce. They can’t focus on work and are getting in trouble with their boss. They feel they should be able to handle their problems alone, but know they can’t. It makes them feel helpless, worthless. Their self-esteem has never been lower. They’re caught in a cycle of destruction and pain.


Now imagine you have the knowledge and skills to help this person overcome their challenges. You assist to relieve their intense emotional pain. You give them hope for the future. You assist to rebuild their self-esteem and lead a satisfying, empowered life. As a Counsellor you can experience these personal victories every day. And it’s truly enriching. There is nothing more fulfilling than helping another person overcome seemingly impossible obstacles.



AIPC’s Community Services Courses


Helping You Help Your Community!


We’ve helped people from all sorts of backgrounds become counsellors, and now we can assist you in fulfilling your goal of working within the Community Services sector! From 2017, AIPC is delivering the following two new courses:


Diploma of Community Services (Case Management) – learn more


Diploma of Youth Work – learn more


There has never been a better time for you to become involved and invested in the Community Services industries. It is predicted, between the years of 2015 to 2019, that employment within the Health Care and Social Assistance industries will increase by 18.7% (, 2015).


By gaining a qualification in Community Services (Case Management) or Youth Work, you will be contributing to an industry that serves a very important purpose: to assist those with personal or relationship challenges. There is nothing more fulfilling than helping others overcome seemingly impossible obstacles. And there’s no better time to do that than now!


To learn more about these programs, visit


AIPC courses:


Diploma of Counselling

Diploma of Community Services (Case Management)

Diploma of Youth Work

Bachelor of Counselling

Graduate Diploma of Counselling

Master of Counselling



Emotional Intelligence: Definition and a Brief History


The idea that we human beings have not only a quotient of cognitive intelligence, our so-called “IQ”, but also a level of emotional intelligence, called either “EQ” (for emotional quotient) or “EI” (emotional intelligence) has been emerging for at least 30 years (Mayer, Salovey, & Caruso, 2004b). It began to be popularised in the 1990s and is now in common parlance in many languages of the world; the term has been used by clerics in all the major religions (Goleman, 2005), as for many it is an intuitively appealing construct. But just what do we mean when we say that a person is, for example, an effective leader because they have “high emotional intelligence”? This article defines emotional intelligence and briefly explores its historical development over the past few decades.


What Emotional Intelligence Is


“I feel, therefore I am.” – Amit Abraham (Goodreads, 2016a)


Search for “definition of emotional intelligence” on the internet and the first of 2,670,000 results that come up asserts that it is: “The capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically” (Google, 7 July, 2016).


A more scientific definition was proposed by Mayer & Salovey (2004), who define EI as: “The capacity to reason about emotions, and of emotions to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth (Mayer et al, 2004bi).


It can be described as the ability to identify, use, understand, and manage one’s own emotions in positive ways to relieve stress, communicate effectively, empathise with others, overcome challenges, and defuse conflict. EI is said to be an ability which allows us to recognise and understand what others are experiencing emotionally. Mostly, this recognition and understanding occurs as a nonverbal process that influences both our inner world of thought and our outer world of interpersonal relationships (Segal, Smith, & Shubin, 2016).


Thus, individuals with high EI can solve a variety of emotion-related problems accurately and quickly, partially through being able to perceive emotions in faces. Such individuals also know how to use emotional episodes in their lives to promote specific types of thinking. They understand, for example, that sadness promotes analytical thought. They realise that angry people can be dangerous and that happiness means people want to join with others (Mayer, 2009).


What Emotional Intelligence Is Not


Mayer goes on to explain that, in the popularisation of EI (more on its history in a moment), some journalistic accounts have unfortunately equated it with other personality traits, such as agreeableness, optimism, happiness, calmness, and motivation. Mayer is at pains to say that EI is not those things, and that he and colleague Peter Salovey do not recognise those qualities – while important – as having much to do with intelligence, with emotions, or with emotional intelligence (Mayer, 2009). So how did the concept get started?


A Brief History of EI


The concept of having a separate intelligence for emotions appears


In 1953, well before people began to think about the idea that emotions and intelligence could intersect, Dorothy Van Ghent noted in her book discussing the English novel that several Jane Austen characters in Pride and Prejudice possessed a high emotional quotient (EQ). In 1966, Barbara Leuner, a German psychoanalyst, suggested that the drug LSD might help women with low emotional intelligence, who she believed had the condition because of early separation from their mothers, which gave rise to more emotional problems than their counterparts had. The first person to use the term “emotional intelligence” in an English language source was Wayne Payne, whose 1986 dissertation employed the term extensively, arguing that emotional awareness was an important component to develop in children (Zeidner, Matthews, & Roberts, 2009).


More closely aligned to its contemporary usage, psychologists Mayer and Salovey introduced the theory of EI, offering the first formulation of the concept and a demonstration of how it might be measured in two 1990 journal articles (Mayer, DiPaolo, & Salovey, 1990a; Salovey & Mayer, 1990b). At this point in the early 1990s, the notion of IQ was viewed without question as the gold standard of excellence in life. In those days the debate raged around whether IQ was set in our genes or acquired through our experience. That was all to change in 1995 when science reporter Daniel Goleman chanced upon Mayer and Salovey’s articles and began to feel “electrified” by the notion that there could be a new way of thinking about the ingredients of life success. Goleman, like Mayer and Salovey, used the phrase “emotional intelligence” to bring together a wide range of s cientific findings, drawing together what had been separate strands of research. Goleman’s work also included other scientific developments, such as the field of neuroscience – in its infancy then – exploring how emotions are regulated in the brain (Goleman, 2005).


The concept of EI takes the world by storm


Goleman published his seminal work, Emotional Intelligence: Why it can matter more than IQ, in 1995 (Goleman, 1995/1996). At that time, most health professionals had not heard of the concept of EI, even though Mayer and Salovey’s articles had been out for five years. The notion struck a chord with the global reading audience, and in addition to Goleman’s book making the bestseller list, the idea of it came to pervade the world’s collective consciousness in multiple ways. Goleman comments on the wildfire spread of the concept:


“The phrase emotional intelligence, or its casual shorthand EQ, has become ubiquitous, showing up in settings as unlikely as the cartoon strips Dilbert and Zippy the Pinhead and in Roz Chast’s sequential art in The New Yorker. I’ve seen boxes of toys that claim to boost a child’s EQ; lovelorn personal ads sometimes trumpet it in those seeking prospective mates. I once found a quip about EQ printed on a shampoo bottle in my hotel room.


And the concept has spread to the far corners of our planet. EQ has become a word recognized, I’m told, in languages as diverse as German and Portuguese, Chinese, Korean, and Malay. (Even so, I prefer EI as the English abbreviation for emotional intelligence.) My e-mail inbox often contains queries, from, for example, a doctoral student in Bulgaria, a school teacher in Poland, a college student in Indonesia, a business consultant in South Africa, a management expert in the Sultanate of Oman, an executive in Shanghai. Business students in India read about EI and leadership; a CEO in Argentina recommends the book I later wrote on the topic. I’ve also heard from religious scholars within Christianity, Judaism, Islam, Hinduism, and Buddhism that the concept of EI resonates with outlooks in their own faith” (Goleman, 2005).


Goleman reports feeling most gratified by hearing that educators have embraced EI in the form of what is called “social and emotional learning”, or SEL. In 1995, when Goleman’s book came out, only a few schools had programs teaching emotional intelligence skills to children. Speaking about it ten years later, Goleman described, for example, how in Illinois in the United States, specific learning standards for SEL skills have been established for every grade from kindergarten to the last year of high school. Singapore, Malaysia, Hong Kong, Japan, Korean, the U.K., New Zealand, and Australia all have schools embracing EI, as do some schools in Latin America and Africa. In 2002, UNESCO began a worldwide initiative to promote SEL, sending a statement of ten basic principles for implementing SEL to the ministries of education of 140 countries (Goleman, 2005).


Where programs are trialled, research to measure them cannot be far away. And indeed, a number of attempts have been made to measure the effect of direct instruction on individuals’ ability to display high EI. Some studies have seemed to show great success in this (see review in Cherniss, 2010; Brackett et al, 2011), yet other research has taken the whole idea back to a basic level, questioning whether EI is even a valid construct, and if it is, how it should be thought of and thus measured (Matthews, Zeidner, & Roberts, 2002; Becker, 2003; Pfeiffer, 2001).


Why EI Matters


The notion of EI was novel to Mayer, Salovey, and Goleman in the 1990s partly because they recognised the unjust hegemony which the measurement of IQ held at the time. They – like you, we imagine – have probably known many people whose intelligence is clearly superior, yet they are not regarded positively. If this statement were not true, words such as “geek” and “nerd” would not have as much power and currency as they do in common parlance. Both slang terms describe socially inadequate types who have singular skills and – in the case of nerds at least, but also in some definitions of geek – stratospheric intellect.


The over-the-top smarts on its own does not buy such individuals satisfying human connection and inner peace. Rather, those qualities are more commonly seen in the case of individuals who have high EI as well. For example, high IQ may help a person get onto a short list of candidates for a plum job, but without EI, that job seeker will fail to impress at interview stage. And this is only the start of implications for EI in everyday life. In short, it would appear that to ask, “Is IQ or EI better to have?” is an inappropriate question. Rather, the two intelligences work complementarily to support a higher quality of life in most slices of it.


This article was adapted from the Mental Health Academy course Enhancing Emotional Intelligence.




Becker, T. (2003). Is emotional intelligence a viable concept? Academy of Management Review, 28, 192-195.


Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3, 110-126.


Goleman, D. (2005). Emotional intelligence. Retrieved on 6 July, 2016, from: hyperlink.


Goodreads. (2016a). Quotes about emotional intelligence. Retrieved on 20 July, 2016, from: hyperlink.


Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press.


Mayer, J. (2009). What emotional intelligence is and is not. Psychology Today (Blog, posted 21 Sept, 2009). Retrieved on 5 July, 2016, from: hyperlink.


Mayer, J.D., DiPaolo, M.T., & Salovey, P. (1990a). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781.


Mayer, J.D., Salovey, P., & Caruso, D.R. (2004b). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 2004, 15(3), 197-215.


Pfeiffer, S.I. (2001). Emotional intelligence: Popular but elusive construct. Roeper Review, 23, 138-142.


Segal, J., Smith, M., & Shubin, J. (2016). Emotional intelligence (EQ). Retrieved on 4 July, 2016, from: hyperlink.


Zeidner, M., Matthews, G., & Roberts, R. (2009). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. Cambridge, MA: A Bradford Book, Massachusetts Institute of Technology Press. Retrieved on 7 July, 2016, from: hyperlink.


AIPC courses:


Diploma of Counselling

Diploma of Community Services (Case Management)

Diploma of Youth Work

Bachelor of Counselling

Graduate Diploma of Counselling

Master of Counselling


Join our community:





Treating Anxiety with CBT: The Evidence


Generally considered a short-term therapy, Cognitive Behavioural Therapy (CBT) often consists of about 8 to 12 sessions in which client and therapist work collaboratively to identify problem thoughts and behaviours (click here to learn more about CBT’s principles and practices). CBT is considered the gold standard in the psychotherapeutic treatment of anxiety disorders and several meta-analyses (i.e., studies reviewing the results of multiple studies) have been published in recent years regarding the efficacy and effectiveness of CBT for anxiety (Stewart & Chambless, 2009; Hoffman & Smits, 2008; Norton & Price, 2007). In this article, we briefly explore the evidence for treating anxiety with CBT.


Click here to continue reading this article.



Helping Clients Develop Healthier Dietary Habits


Nutrition author Adel Davis used to claim, “You are what you eat” (Davis, 1970). Beyond diet, we “are” to some extent also how we exercise, how we sleep, and how we interact with our environment. That is because these are all variables which ultimately determine the condition of our physical self, which greatly impacts our capacity to express ourselves on other levels of being. In this article we examine the main considerations for a healthy diet, identifying brief points that you may wish to emphasise to any clients who need information on the topic in their quest for high-level wellness.


Click here to continue reading this article.


More articles:



Mental Health Academy – First to Knowledge in Mental Health


Get unrestricted access to over 300 hours of professional development education in mental health, including specialist courses and on-demand videos.


Mental Health Academy is Australia’s leading provider of professional development for mental health practitioners. MHA’s all-inclusive memberships give you instant access to over 300 hours of learning – including videos presented by internationally-renowned experts in counselling, psychology and mental health.


Topics explored include: Evidence-based therapies, mindfulness, CBT, focused psychological strategies, children & adolescents, relationship counselling, motivational interviewing, depression & anxiety, addictions, trauma, e-therapy, supervision, ethics, plus much more.


Benefits of becoming a premium member:

  • Over 110 specialist courses to choose from
  • Over 100 hours of video learning on-demand
  • CPD endorsed by leading industry associations
  • Videos presented by international experts
  • New programs released every month
  • Huge range of topics and modalities
  • Online, 24/7 access

Learn more and join today:



Have you visited Counselling Connection yet? There are hundreds of interesting posts including case studies, profiles, success stories, videos and much more. Make sure you too get connected (and thank you for those who have already submitted comments and suggestions).


Learning Tips: Techniques for Improving Memory


Having a tough time learning new concepts? In this article we’ll boost your learning capacity with eleven bullet-proof techniques for improving memory: chunking, transfer of learning, memory palace, funny imagery, peg system, eliminate unrelated associations, explain to others; study with others, put yourself in the picture, use mechanical aids, use your passion, and learn from the past.


Click here to read the full post and leave a comment.


Get new posts delivered by email! Visit our FeedBurner subscription page and click the link on the subscription box.





Follow us on Twitter and get the latest and greatest in counselling news. To follow, visit and click "Follow".


Featured Tweets

Note that you need a Twitter profile to follow us. If you do not have one yet, visit to create a free profile today!


Twitter URL:



"Failure is simply the opportunity to begin again, this time more intelligently."


~ Henry Ford



Many students of the Diploma of Counselling attend seminars to complete the practical requirements of their course. Seminars provide an ideal opportunity to network with other students and liaise with qualified counselling professionals in conjunction with completing compulsory coursework.
Seminar topics include:

  • The Counselling Process
  • Communication Skills I
  • Communication Skills II
  • Counselling Therapies I
  • Counselling Therapies II
  • Legal & Ethical Framework
  • Family Therapy
  • Case Management

Click here to access all seminar timetables online.
To register for a seminar, please contact your Student Support Centre.


AIPC courses:


Diploma of Counselling

Diploma of Community Services (Case Management)

Diploma of Youth Work

Bachelor of Counselling

Graduate Diploma of Counselling

Master of Counselling


Join our community:



47 Baxter Street | Locked Bag 15
Fortitude Valley QLD 4006
(07) 3112 2000 (Australia)
1-800-657-667 (Toll Free)
+61-7-3112-2000 (International)