Written by: Suzanne Pilch, ICF Certified PCC, TIIC, TIRC Coach
In the field of health psychology, the Health Belief Model (HBM) has long been used to explain why individuals engage in—or avoid—certain health-related behaviours.
Originally developed in the 1950s (Hochbaum, 1958; Rosenstock, 1974), the model was designed to explain actions such as vaccination uptake or smoking cessation through constructs like perceived susceptibility, severity, benefits, and barriers.
Over time, the HBM has been extended (EHBM) to include elements such as self-efficacy and external cues (Champion & Skinner, 2008), thus broadening its applicability beyond strictly medical contexts.
Applying HBM to Emotional Intelligence Training
Emotional intelligence, popularised by Daniel Goleman (1995), refers to abilities such as:
- self awareness
- self regulation
- motivation
- social skills
These competencies are increasingly recognised as vital not only for personal development but also for success in the workplace. Despite the recognised benefits, a persistent scepticism exists regarding the malleability of EQ. Many individuals believe that emotional intelligence is largely innate or genetically determined, a perception that can discourage participation in EQ training programmes.
The HBM provides a useful framework for understanding these attitudes:
Perceived Susceptibility and Severity: In a health context, these constructs relate to one’s vulnerability to illness and the seriousness of its consequences. When applied to EQ training, they may reflect an individual’s concern that inadequate emotional skills could lead to workplace conflicts, stress, or other interpersonal challenges.
Perceived Benefits: Just as recognising the benefits of a preventive health measure can motivate action, believing that improved emotional intelligence can lead to better stress management, enhanced leadership, and improved interpersonal relationships may encourage participation in EQ training.
Perceived Barriers: Perhaps the most intriguing application is the identification of barriers. If an individual believes that emotional intelligence is mostly genetic and unchangeable, the incentive to engage in training diminishes. This perceived barrier might outweigh the recognised benefits, ultimately leading to a decision against participation.
Self-Efficacy: The belief in one’s ability to make changes is critical. A strong sense of self-efficacy might counteract genetic determinism and encourage individuals to invest in EQ training programmes.
Cues to Action: External prompts—such as workplace recommendations, personal experiences of stress, or leadership endorsements—can trigger the decision to engage in training.
A Novel Research Proposition
Despite extensive research on EQ training (Brackett, Rivers, & Salovey, 2011; Mayer, Salovey, & Caruso, 2008), there is scant literature applying the HBM specifically to understand the uptake of these programmes. This gap suggests a valuable opportunity for research. By adapting the HBM to the context of EQ training, we can investigate whether beliefs about the malleability of emotional intelligence influence an individual’s decision to seek or avoid training.
To achieve this, I propose a structured survey that assesses the key constructs of the HBM within the context of EQ training. The survey is designed to measure perceived susceptibility, severity, benefits, barriers, self-efficacy, and cues to action as they relate to developing emotional intelligence.
Final Thoughts
In extending the Health Belief Model to the domain of emotional intelligence training, this essay highlights an innovative intersection between health psychology and personal development. While the HBM has traditionally been applied to behaviours directly related to physical health, its constructs are equally valuable in understanding why individuals might hesitate to engage in EQ training. The proposed survey instrument provides a robust method for capturing the nuances of beliefs and attitudes that underpin these decisions.
By identifying and addressing the barriers—especially the notion that EQ is an immutable trait—we can pave the way for interventions that not only encourage participation but also foster a more emotionally competent workforce. Ultimately, this research could contribute to both academic theory and practical applications in organisational development, helping to unlock the full potential of emotional intelligence training.
References
Rosenstock, I. M. (1974). Historical origins of the Health Belief Model. Health Education Monographs, 2(4), 328–335.
Boyatzis, R. E. (2008). The competent manager: A model for effective performance. John Wiley & Sons.
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Champion, V. L., & Skinner, C. S. (2008). The Health Belief Model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behaviour and health education: Theory, research, and practice (4th ed., pp. 45–65). Jossey-Bass.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Hochbaum, G. M. (1958). Public participation in medical screening programmes: A socio-psychological study. Public Health Reports, 73(10), 1399–1406.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503
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