 Emotional Intelligence Training & Research Institute (EITRI)
July 2010
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ANNOUNCING OUR 2011 INSTITUTE FOR EMOTIONAL INTELLIGENCE
Greetings!
We are proud to announce the 2011 EI Institute/Conference
will again be convened in San Antonio at the beautiful El Tropicano Riverwalk
Hotel over the dates of February 21-25, 2011. Mark your calendars, register early, and make plans to
participate. We will work hard to
make all events and activities comfortable, enjoyable, and highly
productive. Research and 'best
practice' applications with our positive assessments, learning systems, and
education - transformative model of EI provide the focus for our annual
Institute for Emotional Intelligence.
We look forward to seeing you in San Antonio for fun, renewal, and
mutually beneficial collaborative planning and development.
Three programs highlight the schedule. Participate in all three or choose the
program(s) most important to your personal/professional interests.
February 21, 2011, 9 am - 4 pm: LIFE STYLE TYPE INDICATOR (LSTI): A POSITIVE AND INTEGRATED PERSONAL WELLNESS MODEL. This seminar with Darwin Nelson
introduces a new lifestyle assessment, wellness model, and pathway to emotional
intelligence. The LSTI provides the framework for our EI assessments, training
models, and introduction to emotional intelligence for individuals, organizations,
and learning communities with a focus on health, wellness, and positive
change.
LSTI assessment features are integrated into 5 parts: (1)
lifestyle and personality type, (2) lifestyle, human emotions, personal energy,
(3) lifestyle and healthy personality, (4) lifestyle and personal-career-life
satisfaction, (5) positive personal change using the five steps of the
Emotional Learning System.
Each participant will experience the LSTI, gain a process
and model for lifestyle and wellness seminars for their own use, and receive a
packet of ten LSTI assessments and learning guides for use with current/future clients. Participants will be able to offer their own seminar
on lifestyle and personal wellness with emotional intelligence as the central
emphasis.
Who should attend?
Professionals
looking for alternatives to traditional personality and type
assessment, such
as MBTI, DiSC, and Colors personality descriptions; Colleagues currently using
EI Learning Systems' assessments, books,
programs; Educators
and HR professionals seeking integrated models for wellness,
personal health,
positive change model, and high achievement; Others
interested in learning about the education and transformative
theory and models
of emotional intelligence.
February 22-23, 2011, 9am - 4pm: EI CERTIFICATION WORKSHOP. This two day workshop with Darwin Nelson, Gary Low, and Rick
Hammett provides a more in-depth learning experience and hands-on applications
with our positive, research-derived assessments, resource material, and
Emotional Learning System models.
Learn about and use our online and paper assessments for
education and business:
Each participant will experience the assessments, gain an
education model for teaching, training, and consulting, and receive learning
material and a resource guide for personal use and professional practice.
February 24-25, 2011, 8:30am - 4:30pm: EI Conference with Higher Education,
Business, Wellness/Counseling, and K-12 Education. Excellent presenters and programs
emphasize the research and 'best practice' examples of EI assessments and
interventions for teaching, mentoring, and coaching.
Highlights of our EI Conference: Feedback from EI Conference participants:
What an inspiring and informative conference experience. I've been refining my goals, and this conference was exactly what I needed. - Margaret Johnson Thank you so much for your hard work to make the EI symposium successful. I had a great time and met so many wonderful people. - Vince Amatuzzi Thank you for all your hard work putting on the EI Conference this year! I learned some great information. I am looking forward to next year! - Lauren Denver We will be using the Personal
Excellence Map in our leadership development
program and retreat ... . - David Worley, Ph.D. We are looking forward to seeing you at the 8th Annual Institute for Emotional Intelligence. Warmest personal regards. Darwin Gary Rick Darwin Nelson Gary Low Rick Hammett
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2011 Institute for Emotional Intelligence
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Visit the 8th Annual EI Conference Website to learn more about participation opportunities and fees, register for conference events, and stay up to date on related developments! Also available on the website is a section to assist in making hotel reservations at the conference venue, the beautiful EL Tropicano Riverwalk Hotel, at conference rates that are less than the new state rate! |
Publications/Research with Nelson and Low's EI-centric Theory and Models
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 Recently we were asked by good colleagues about published articles and research regarding Nelson and Low's education and transformative theory of emotional intelligence. After 30 years, their positive assessments and person-centered learning models continue to emerge, and there is considerable work to share. The list below represents the works that we know of that have dealt directly with Nelson and Low's theory and work.
Articles, Guides, Books
Cox, J. E. & Nelson, D. B. (Spring 2008). Quantifying
emotional intelligence: The relationship between thinking patterns ad
emotional skills. The Journal of Humanistic Counseling, Education, and Development, 47(1), 9-25.
Hammett, R.D., Nelson, D. B., & Low, G. R. (2007). Personal excellence map (PEM) interpretation and intervention guide. [Technical Manual]. Corpus Christi, TX: Emotional Intelligence Learning Systems, Inc.
Low, G. R. (2000). Quantifying emotional intelligence: Positive contributions of the emotional mind. Annual faculty lecture. Texas A&M University-Kingsville.
Low, G. R. & Nelson, D. B. (Spring 2004). Emotional
intelligence: Effectively bridging the gap between high school and
college. Texas Study of Secondary Education, 13(2). The Texas Association of Secondary School Principals.
Low,
G. R. & Nelson, D. B. (Spring 2005). Emotional intelligence: The
role of transformative learning in academic excellence. Texas Study of Secondary
Education, 14(2). The Texas Association of Secondary School Principals.
Nelson, D. B & Low, G. R. (2006). Emotional intelligence and college success: A research-based assessment and intervention model. In J. Cassidy, A.Martinez, & C. Swift (Eds.), Supporting Student Success (4, pp. 237-247). Corpus Christi, TX: Texas A&M University-Corpus Christi.
Nelson, D. B. & Low, G. R. (Spring 2008). Helping at-risk adolescents succeed: An EI Centric Model. Texas Study of Secondary Education, 17(2). The Texas Association of Secondary School Principals.
Nelson, D. (2006). Personal excellence: A new paradigm for gifted education. In Y. S. Freeman, D. E. Freeman, & R. Ramirez (Eds.), Diverse learners in the mainstream classroom: Strategies for supporting all students across content areas. (1, pp. 101-117). Portsmouth, NH: Heinemann.
Nelson, D. & Low, G. & Ellis, R. (Winter 2007). Emotional intelligence: A transformative theory and applied model of positive personal change. Annals of the American Psychotherapy Association, 10(4), 30-35.
Nelson, D., Low, G., & Vela, R. (2003). Emotional skills assessment process (ESAP) interpretation and intervention guide. [Technical Manual]. Corpus Christi, TX: Emotional Intelligence Learning Systems, Inc.
Sen, A., Nelson, D., & Surya, R.A. (2009). Fuelling Success: How emotional intelligence helped HPCL and its employees to grow. Book World Enterprises: Mumbai, India.
Nelson, D. B. & Low, G. R. (2011). Emotional intelligence: Achieving academic and career excellence (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Nelson, D. B. & Low, G. R. (2011). Emotional intelligence:
Achieving academic and career excellence (2nd ed.). Instructor's Guide. Upper Saddle
River, NJ: Pearson Education. Also available online <http://www.tamuk.edu/edu/kwei000/>.
Related Doctoral and Master's Theses Research
Abney,
B. C. (1984). The effects of behavior-control-perception (BCP) training upon
select graduate students emphasizing business management or human resources
development. Unpublished doctoral dissertation, East Texas State
University, Commerce.
Bradshaw,
S. (1981). PSM scale differences of successful and unsuccessful CETA
training. Unpublished doctoral
dissertation, John Wood College, Quincy, IL.
Branaman,
T. (1981). Multiple correlational analysis of quantity and frequency of
alcohol use, problem drinking and personal life skills by ninth and twelfth
grade students. Unpublished doctoral dissertation, East Texas State University,
Commerce.
Castro,
V. (2005). The efficacy of an
emotional intelligence based program: Resilient behaviors of seventh and eighth
grade students. Dissertation
Abstracts International 66 (5). (UMI NO. 3175019)
Ceasar,
P. (1989). A comparison of personal skills of select psychologically "androgynous"
and "masculine" males during mid-life. Unpublished doctoral dissertation,
East Texas State University, Commerce.
Chao,
C. T. (2003). Foreign language anxiety and emotional intelligence: A study
of EFL students in Taiwan. Unpublished doctoral dissertation, Texas A&M
University-Kingsville.
Cox, J. E. (2010). Quantifying emotional intelligence in relationships: The validation of the Relationship Skills Map. Unpublished doctoral dissertation, Texas A&M
University-Kingsville.
Deatley,
M. (1986). The effects of interpersonal skills training (1PST) upon
communication, discrimination, interpersonal, and leadership skills in
business. Unpublished doctoral dissertation, East Texas State University,
Commerce.
Ellis,
C. N. (2004). A study of emotional
intelligence indicators in continuation and comprehensive high school students.
Dissertation Abstract International, 65
(8). (UMI NO. 3142248)
Farnia,
F. (2007). The relationship between
emotional intelligence skills and foreign language proficiency. Unpublished
thesis, Allameh Tabatabaei University, Tehran, Iran.
Fernandez,
A. (2007). Attitudinal, behavioral, and
emotional intelligence skill characteristics of college student-parents. Unpublished
doctoral dissertation, Texas A&M University-Kingsville.
Fry,
L. (1990). An evaluation of Mississippi State University's summer scholar's
program. Unpublished doctoral dissertation, Mississippi State University, Mississippi
State.
Hale,
K. D. (1986). The effects of behavior-control-perception (BCP) training upon
focus-of-control and personal skills of selected high-risk community college
students. Unpublished doctoral dissertation, East Texas State University,
Commerce.
Hammett,
R. D. (2007). Personal excellence: The
development and validation of a new measure of emotional intelligence.
Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Hwang,
F.-F. (2007). The relationship between
emotional intelligence and teaching effectiveness. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
Jagers,
J. L. (1987). Interpersonal and intrapersonal attributes of never-married
singles. Unpublished doctoral dissertation, University of North Texas,
Denton.
Josefowitz,
A. J. (1984). The effects of management development training on
organizational climate. Unpublished doctoral dissertation, University of
Minnesota, St. Paul.
Kostock,
A. (1981). An analysis of personal skills and clinical performance
evaluation of associate degree nursing students. Unpublished doctoral
dissertation, University of Texas at Austin.
Leaseburg,
M. G. (1990). Validity and reliability study of an instrument for identifying
educationally at-risk junior high school students. Unpublished doctoral
dissertation, Oklahoma State University, Stillwater.
Liang,
Y. H. (2007). The relationship between personality type and emotional
intelligence in a sample of college and university faculty in Taiwan. Unpublished
doctoral dissertation, Texas A&M University-Kingsville.
Link,
S. W. (1982). Factors associated with academic performance of community
college students. Unpublished doctoral dissertation, University of North
Texas, Denton.
Lu,
S.-C. (2008). Validation of a measure of
emotional intelligence for first year college students in a Hispanic serving
institution. Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Madina, A. A. Saucedo (2010). Exploratory study about the relationship between emotional intelligence and speaking anxiety among normalistas students. Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Martinez,
M. R. (2007). An evaluation study of a
college success course as a counseling intervention at a South Texas
institution of higher education. Unpublished doctoral dissertation, Texas
A&M University-Kingsville.
Mead,
A. M. (1985). The ABC program and its impact on Columbus, Ohio students: A
follow-up study for the compensatory, minority education, academically
talented, scholarship programs. Unpublished doctoral dissertation, Ohio
State University, Columbus.
Millan,
R. O. (2008). Examining emotional
intelligence differences among nursing students at a college in South Texas.
Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Nelson,
K. (1981). A comparison of levels of personal skills in distressed and
non-distressed marriages. Unpublished doctoral dissertation, East Texas
State University, Commerce.
Pope,
P. (1981). The relationship of selected intrapersonal, interpersonal, and
life management skills to academic achievement among secondary school students.
Unpublished doctoral dissertation, East Texas State University, Commerce.
Potter,
G. (2005). The impact of an emotional intelligence intervention program on
freshman students at a South Texas higher education institution.
Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Quintanilla,
M. C. (1998). The effects of a stress intervention strategy in residential
treatment staff: The PACE program. Unpublished doctoral dissertation, St.
Mary's University, San Antonio, TX.
Reyes-Dominguez,
P. (2008). The relationship between
emotional intelligence and leadership on organizational excellence.
Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Rice,
D. M. (2006). An examination of
emotional intelligence: Its relationship to academic achievement in army JROTC
and the implications for education.Dissertation Abstracts International. (UMI NO. 3240023)
Saenz,
T. (2009). An exploratory study of the
relationship between emotional intelligence and IQ: Implications for students
with learning disabilities. Unpublished doctoral dissertation, Texas
A&M University-Kingsville.
Smith,
B. (1983). A comparison of trained and non-trained academically deficient
students taught by peer counselors using the microcounseling model in an urban
university. Unpublished doctoral dissertation, Texas Southern University,
Houston.
Smith,
M. E. (2004). A mixed paradigm: Study
of a transformational learning program for at-risk high school students.Dissertation Abstract International, 65 (11).
(UMI No. 3152489)
Solis,
V. R. (2007). A comparison of personal
inventories between speakers of two languages. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
Stottlemyer,
B. G. (2002). A conceptual framework for emotional intelligence in
education: Factors affecting student achievement. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
Suudimenlakki,
P. (1985). A study of Finnish and American managers. Unpublished
doctoral dissertation, University of Helsinki, Helsinki, Finland.
Tang,
H.-W. (2007). A cross-cultural
investigation of academic leaders' emotional intelligence and leadership
effectiveness in Taiwan and the United States. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
Teliz
Triujeque, R. (2009). Validation of the
Spanish version of the emotional skills assessment process (ESAP) with college
students in Mexico. Unpublished doctoral dissertation, Texas A&M
University-Kingsville.
Tennant,
S. (1990). Personal and moral development curriculum intervention for
liberal arts freshmen: A personal development program. Unpublished doctoral
dissertation, Ohio State University, Columbus.
Titus,
J. (1980). The effects of a human communications workshop on the
self-actualization and interpersonal skills of United States Air Force and
Civil Service personnel. Unpublished doctoral dissertation, Abilene
Christian University, Abilene, TX.
Turnquist,
R. (1980). Assessing the personal skills development of incarcerated
juvenile delinquents. Unpublished doctoral dissertation, Sam Houston State
University, Huntsville, TX.
Vela,
R. H., Jr. (2003). The role of emotional intelligence in the academic
achievement of first year college students. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
Villarreal, J.R. (2010). Exploring university students' development of emotional intelligence skills for leadership. Unpublished doctoral dissertation, Texas A&M University-Kingsville.
Walker,
M. (1982). Relationships among family of origin, personal skills, and
selected interpersonal facilitative skills. Unpublished doctoral
dissertation, East Texas State University, Commerce.
Webb,
J. (1991). Patterns of social skills in a typology of marital systems.
Unpublished doctoral dissertation, The Fielding Institute, Santa Barbara, CA.
Welsh,
S. (1985). Can the academic probation student be salvaged? A retention
strategy. Unpublished doctoral dissertation, Kansas State University,
Manhattan.
White,
F. (1981). Affective vocabulary and personal adjustment of deaf and hearing
adolescent populations. Unpublished doctoral dissertation, East Texas State
University, Commerce.
Wilkins,
D. D. (2004). The relationship between emotional intelligence and enrollment
retention in online instruction. Unpublished doctoral dissertation, Walden
University, Minneapolis, MN.
Williams,
M. H. (2004). Achievement and retention patterns in a predominantly Hispanic
serving institution of higher education. Unpublished doctoral dissertation,
Texas A&M University-Kingsville.
Yin, M.-C. (2007). Grey system theory and multiple attribute decision making: An
innovative approach to educational research. Unpublished doctoral
dissertation, Texas A&M University-Kingsville.
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Conference Highlights~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~  We were humbled and honored this year to have EI research presented by Shafeeka Dockrat from Tshwane University of Technology (TUT), Pretoria, South Africa. Shafeeka is TUT's Director of Student Development and Support, as well as the principal researcher in a study to standardize the Emotional Skills Assessment Process (ESAP) with a very diverse student population in South Africa. Considered a mega institution of higher education, TUT enrolls 60,000 students. Just imagine providing instruction and leadership services in an institution where the student body speaks more than a dozen different languages!
The purpose of Shafeeka's research was to standardize the Emotional Skills Assessment Process (ESAP) for use in South Africa by providing norming statistics for first-year students. She used the full version of the ESAP (213 items) and collected data from 1,990 first-year TUT students. While the ESAP has demonstrated cultural sensitivities around the world, it is amazing how similar the average scores were for the first-year students in South Africa as compared to those of the original norming group from Texas A&M University-Kingsville (TAMUK). The few differences in average scores did not appear significant. The TUT sample reported slightly higher levels of Comfort (Social Awareness), Leadership, Time Management, Self-Esteem and Stress Management. The TAMUK sample was slightly higher in measures of Aggression and Change Orientation. Maximum likelihood confirmatory factor analysis using the TUT sample resulted in a four-factor solution similar to that reported by Nelson, Jin, and Wang (2002).
Look for Shafeeka's full article soon to be published in the 2010 Institute for Emotional Intelligence Conference Proceedings and Journal!
Additional conference highlights will be shared in future newsletters!
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Reflections & Congratulations~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~  Congratulations to Dr. Michelle Brown on her new position as Core Faculty and
University
Research Reviewer for Walden University's Richard W. Riley College of
Education and Leadership Ed.D. programs. As URR, Michelle will serve on
doctoral study committees to assist students in completing their
doctoral capstone project and provide supervision to ensure the maintenance of a high level of integrity and quality research. Michelle's experience in the doctoral program at Texas A&M University-Kingsville prepared her well for her new position. As Associate Professor and Ed.D. Program Director at TAMUK, Michelle served on 76 dissertation committees and provided direct research supervision as dissertation chair to nearly half (34) those graduates. Thank you, Michelle, for your outstanding leadership during a challenging period in TAMUK's doctoral program and best wishes for all continued success.
Regarding the announcement in our last newsletter about Dr. Rito Silva's new job as Dean of Students in Lone Star College-CyFair, we applogize that the weblink to his news story did not work. A corrected link is provided here. Again, our heartfelt congratulations and best wishes to Rito and his family in their new location. Read more (corrected link).
If you have news that you would like to share in this forum, please send suggestions to Gary Low at gary@eitri.org.
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