What it feels like to be me: Linking emotional intelligence, identity, and intimacy.

The search for the self and for an intimate other are the normative tasks of adolescence and early adulthood. The role of emotions in the resolution of these developmental tasks, however, remains largely under-studied, especially in non-western cultures. The objective of the present study, therefore, was to examine the relationships between emotional intelligence, identity, and intimacy, among Indian adolescents. Differences across genders (boys vs. girls) and types of school (gender segregated vs. integrated) were also explored. A sample of 486 adolescents completed measures of emotional intelligence, identity, and intimacy. Girls scored higher than boys on intimacy, and those from segregated schools scored higher, than those from integrated schools, on emotional intelligence. Significant relationships emerged between emotional intelligence, and identity and intimacy, and were invariant across the groups. These findings underscore the pivotal role that emotional intelligence plays in healthy adolescent development, irrespective of personal and environmental variables.

Beyond the confines of culture: Reflections of two non-American psychologists.

Comments on the original article by Christopher et al. (see record 2014-20055-001) regarding "culturally situated" psychology. In this commentary, the current authors articulate a few points of contention and words of caution to be borne in mind when attempting to cultivate critical cultural awareness.