Addressing career-related social problems using experiential learning: a pilot study

Abstract

PurposeWe examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.Design/methodology/approachThe Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.FindingsWe found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.Research limitations/implicationsThis was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.Practical implicationsStudents were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.Social implicationsThis research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.Originality/valueThis is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.