This article considers the role of emotional and cognitive aspects in modern areas of psychotherapy. It reveals long-term psychotherapeutic effects of incoherent dealing with client’s feelings and thoughts, based on actual case studies in modern psychotherapy and reflected in the literature on the subject. The analysis of psychotherapeutic texts reveals authors’ statements contradicting the general knowledge of feelings and emotions and suggests ways of eliminating such contradictions and simplifications. The article also considers how warping towards rationality can go unnoticed, to the detriment of dealing with feelings, and how the self-improvement process can lose its integrity, causing a distortion of basic psychological literacy instead of its enhancement. The article outlines and justifies two attitudes that are proposed to be developed among clients in any form and area of psychotherapy: the attitudes to live through their feelings and then release their unwanted feelings. We describe new psychological aspects in the process of living through one’s feelings in general and in the process of psychotherapy in particular. The integration of basic psychological knowledge of emotional intelligence into the theory and practice of various areas of psychotherapy can significantly improve the work of practicing psychologists and psychotherapists with clients and can effectively contribute to the convergence of different areas of psychotherapy.

This article focuses on examining new specific practical recommendations for delivering feedback in the process of staff management in organizations by applying the resources of emotional intelligence. Managers’ I-statement mistakes, imperceptible at first sight, are analyzed and explained from the point of view of their psychological correctness; ways of correcting them are presented. In detail, with real-life examples of the feedback in the organizations, it is explained how a leader can take into account the psychological difficulties of feedback perception and increase its effectiveness. Thus, the following mistakes of the feedback are analyzed: the feeling the one giving feedback is not mentioned at all; his feeling is generalized; it is determined in an unspecified way or expressed to a person in general; the person’s behavior, which evokes a feeling, is not described at all or is described in an unspecified way; it is not specified what exactly has caused a feeling in a communicative situation; a conclusion on the person’s actions and the person in general as a generalization of his actions; exaggerating; identifying a trait of character of someone’s actions as a generalization of his actions; emphasis; describing internal processes of another person; expressing another person’s attitude to something or someone; a subjective evaluation; interpreting a person’s actions; an instruction (lecturing, sermonizing); a tirade; a mockery; an accusation; comparing a person with someone; a condemnation; a threat, an insult, a humiliating statement; condescending phrases; a wish; a request. Correct I-statements are a universal mechanism of self-regulation, self-support.