 Emotional Intelligence Training & Research Institute (EITRI)
January 2011
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2011 INSTITUTE FOR EMOTIONAL INTELLIGENCE,
REGISTER & MAKE HOTEL RESERVATIONS ONLINE NOW!
General, LPC, and SW CEUs Available.
Greetings!
Only 38 days remain until the Institute for Emotional Intelligence convenes for the 8th consecutive year! In preparation, we want to take a moment to thank registrants for their upcoming participation in the 2011 Institute for Emotional Intelligence (EI) this February in San Antonio, Texas and let you know that we look forward to an excellent week of learning and sharing. The diversity of international, national, and state/local participation make the EI Institute more meaningful for all participants. In the time leading up to the institute, we encourage you to keep lines of communication open. Let us know how we can facilitate your travel arrangements and visit to San Antonio. Speaking of which, we are working with a shuttle service in San Antonio to offer a discount on rides from/to the airport. More about the shuttle service will in next month's newsletter (look for it early in February), as well as posted on the conference website. We look forward to seeing you next month for highly productive pre-conference, conference, and post-conference events!
Conceptualized originally as the Education Model of Emotional Intelligence, there is growing recognition that EI content, strategies, and skills are essential to effective teaching and learning, especially for those interested in developing teaching excellence and for all learners of today and tomorrow. From master's and doctoral research, EI (ESAP) skills are related to self-directed learning, personal resilience, teaching effectiveness, teacher assessment of emotional intelligence, person-centered learning, constructive thinking, relationship health, satisfaction with career, retention, academic success, and more. Using Emotional Intelligence: Achieving Academic and Career Excellence (Nelson & Low, 2011) and The Neuroscience of Adult Learning: New Directions for Adult and Continuing Education (Johnson & Taylor, eds, 2006), graduate students in an adult education course spent the fall semester critically examining human development theory in adults. For a first-hand glimpse into how students of teaching and learning are synthesizing EI with their own education philosophies, your attention is invited to two recent discussion board postings by graduate students highlighted in last month's newsletter <http://www.tamuk.edu/edu/kwei000/EI_News/News.htm>.
Help us reach more teacher educators, trainers, consultants, and counselors by sharing our EI newsletter, conference information, and website. Invite them to join us in the discussion and dialogue of the importance of including emotional intelligence into traditional and non-traditional programs of teacher preparation and education at all levels.
We remain positive and excited about how the conference is progressing, as well as the response to everything being planned. Pre-conference, conference, and post-conference information is provided below for your convenience and much more is available on the conference website. We are looking forward to seeing you at the 8th Annual Institute for Emotional Intelligence in February! Warmest personal regards and best wishes for a safe and enjoyable holiday season.
Darwin Gary Rick
Darwin Nelson Gary Low Rick Hammett
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Four programs highlight the 2011 EI week schedule. Participate in all four or choose the program(s) most important to your personal/professional goals and interests.  February 21, 2011, 9am - 4pm: Life Style Type Indicator (LSTI) Seminar/Workshop with Darwin Nelson, Ph.D. LSTI is a positive and innovative approach to successful personality development and personal change. LSTI can be used effectively in a variety of ways for wellness, healthy personal change, and pathways to emotional intelligence. Please see the July Newsletter for much more information on this LSTI event!  February 22-23, 2011, 9am - 4pm: EI CERTIFICATION WORKSHOP.
An EI Certification Workshop for professionals interested in a more in-depth experience with our positive assessments and related learning material. A goal of the certification is for each person to understand the background, research, strengths and limitations of the assessments, as well learning best practice applications in higher education, K-12 education, business/organizational settings, and health/wellness/counseling.
The certification workshop is conducted through four modules and features participant experiences using our positive and research-derived life skills assessments. Certification participants may concentrate on the assessments that most interest them based on their application goals and interests. Positive assessments covered include: - Emotional Skills Assessment Process (ESAP) for education and educational programs in business.
- Personal Excellence Map (PEM) and PEM 360 for self and leadership development programs.
- Skills for Career and Life Effectiveness (SCALE) for mentoring, coaching, and organizational needs assessment.
The overall goal of the certification workshop is for professionals to have the knowledge and comfort to immediately begin using EILS learning material and integrated positive assessments.  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.  February 26, 2011, 9:00am - 4:00pm: Relationship Skills Map (RSM). A day with Dr. Nelson for wellness counselors, mental health, and other professionals interested in applying the positive self-assessment process designed to assist professionals in developing relational skills and outcomes with clients. Validity, reliability, and practical applications in counseling settings will be emphasized. 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. |
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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. The conference rate is less than the new state rate for San Antonio, Texas! |
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Program Highlights
8th Annual Institute for Emotional Intelligence Programs will provide wonderfully rich opportunities for faculty and life-long learners in all disciplines including engineering, business, behavioral sciences, health sciences, and developmental studies. Rarely do we get to experience these kind of presentations! There will be widespread interest! Darwin Nelson, Ph.D.Positive Personal Change: Intelligent Self-Direction Skills For The 21st Century.Alice asked, 'Would you tell me, please, which way I ought to go from here?' 'That depends a good deal on where you want to get to,' said the cat. 'I don't much care where ....' said Alice. 'Then it doesn't much matter which way you go,' said the cat. (From Alice in Wonderland, Lewis Carroll). People want to change and be healthy, happy, and wise. Addressing the question of knowing when and how to change will be the topic of this interactive discussion. Gary Low, Ph.D.Improving Student Access and Success With EIA central purpose of emotional intelligence (EI) in education is to improve student engagement, dialogue, and achievement through meaningful emotional skills learning. A positive philosophy of student achievement and retention shares a belief (grounded in research) that every student should have the opportunity (access) to move from school to college and experience the benefits of a college education (success). Every student has the capacity to learn and improve the quality of academic, career, and personal life. EI skills, behaviors, attitudes, and strategies hold a key, and perhaps the key, to opening the doors of college success. South Texas College (STC) Faculty share their experience of infusing EI into the College Success curriculum for new and first-generation college students. A brief introduction will be followed by this unique resource table opportunity for learning and sharing as STC faculty facilitate discussions based on their experiences from student and instructor perspectives.
Juan Mejia, VP for Academic Affairs at STC, and team present on the program concept of Emotional Intelligence to Institutional Intelligence. Mr. Mejia was recently named by Public Policy as one of twelve national community college leaders to discuss faculty engagement for strengthening college visioning and performance.
Margo Murray, CEO of MMHA's The Managers' Mentor, presents Mentoring and the new positive assessment online process SCALE (Skills for Career And Life Effectiveness). Margo's seminal work and contributions to the profession of mentoring in organizations are recognized nationally and globally.
HPCL's Mr. A Surya Rao, a leader of the Internal Coaching team and co-author of Fueling Success, with Dr. V Vizia Saradhi, director of HR in HPCL, present on how the huge company transformed corporate culture and helped employees grow through EI training and coaching. Hindustan Petroleum Corporation, Limited (HPCL) of India, is a Global Fortune 500 Company. Darwin Nelson co-authored the book which chronicled the inspiring story of organizational learning and change with EI philosophy and strategies.
Caryn Trapp, Ph.D. The EI and Resilience Connection: Strengthening Dispositions
in Preservice Teachers Empirical evidence suggests a high correlation between scores on the ESAP and the Resilience Scale. This presentation examines the correlation and presents suggestions to help preservice teachers gain the skills and dispositions necessary to face the demands of classroom teaching. Patricia Maggard, Ph.D. & Cory Hollon, Major, USAF
Emotional Intelligence in U.S. Air Force Professional Military Education: An Evaluation of EI Skills and Leadership Performance
Increasingly research evidence and the literature support relationships between leadership quality and emotional intelligence (EI). This presentation will include quantitative evidence that demonstrates a significant positive relationship between several skills assessed by the Emotional Skills Assessment Process (ESAP) and the performance of students enrolled in the Squadron Officer's School (SOS). The students were all Captains (O-3) in the U.S. Air Force (USAF) with between 4 and 7 years of active duty experience and ranged in age from 25 to 52. The presentation will include a description of the performance evaluations used at SOS, the curriculum, and how EI is being incorporated in leadership instruction. Additionally, areas for further research and implications, like applicability for civilian assessment centers, will be discussed. Forouzan Farnia, M.Ed. The Relationship Between Emotional Intelligence Skills
and Foreign Language Proficiency A presentation of original quantitative research that evaluated the relationship between emotional intelligence (EI) using the Emotional Skills Assessment Process (ESAP) and English language proficiency in ESL students. The students were advanced level Iranian adult learners of English studying at Kish Language School, in Tehran, Iran. English language proficiency was measured using the PBT TOEFL proficiency score. The quantitative findings will be presented showing statistically significant positive relationships between EI and TOEFL on seven skills, as well as the statistically significant negative relationships between TOEFL and EI potential problem areas. Rebecca Davis, Ph.D. & Thomas Jobe, M.Ed. The Influence of Emotional Intelligence (ESAP) Skills on Adult Self-Directed Learning
Recent research findings are presented on the relationship between personal skills as measured by the Emotional Skills Assessment Process (ESAP) (Nelson & Low, 1998) and self-directed learning as measured by the Self-Directed Learning Survey (Jobe, 2010). Participants in the study were all over the age of 18 and the largest organizational sample consisted of military instructors from a U.S. Air Force training facility in San Antonio, Texas (n=10).
Julie Chancler, M.Ed.
Why Totem Poll Thinking is Emotionally Unintelligent
In society as well as in education, a hierarchy exists in various settings. Totem pole thinking often results in creating an unstable social hierarchy. This presentation will explore hierarchy and how it relates to emotional processing, social cognition and behavioral readiness. Participants will hear stories Julie tells students in effort to encourage students to think constructively and behave wisely. Julie will share about her methods of expressing the importance of acknowledging the contributions of others and by showing students their personal worth. Julie will offer relevant ideas which teachers are encouraged to adopt and/or adapt for their specific needs.
Michelle Beavers, Ph.D. and Douglas Flore, Ph.D.
Building A Culture of Emotional Intelligence
Working to build a culture of Emotional Intelligence may very well be the most efficient use of a leader's skills. Learn how the alignment of effective leadership skills with Emotional Intelligence has aided in the development of school leaders. Through this interactive presentation, participants will explore the data gathered over the past four years and learn practical examples of building a culture of Emotional Intelligence.
Yeo Ju Chung, Ed.D. Can Positive Emotion Induction Reduce Negative Reactions
Among Cyberbullying Victims? A poster presentation to report interesting and creative research that evaluated of the effects of positive emotion induction on the reduction of negative reactions among cyberbulling victims.
Estelle Codier, Ph.D.
State of the Science: Developing Emotional Intelligence In Health Care
In professions outside health care, emotional intelligence has been positively correlated with important workplace outcomes such as improved retention, reduced burnout, improved individual and team performance and communication, workplace safety and customer satisfaction. A developing body of emotional intelligence research in health care disciplines has demonstrated similar findings. The presenter will review the findings of current emotional intelligence research across health care disciplines, report the findings of three pilot research studies carried out in the past 3 years that were designed to evaluate the impact of programs designed to improve the emotional intelligence skills of health care providers, discuss the implications of emotional intelligence on interdisciplinary care, patient safety and change processes related to health care reform.
Michelle Beavers, Ph.D.
Baggage Check
Have you ever thought about the old adage of "carrying baggage"? Well to be effective, leaders must inventory that baggage and check it at the door. Without attention to Emotional Intelligence, that baggage becomes the barrier to success. Join this presentation to explore avenues to check your own baggage and explore resistances to becoming fully self-aware and effective. Participants learn the activities used by Dr. Beavers in the university classroom to explore resistances to self-awareness.
Jennifer Harrison, Master's in Human Resource Management Testing Emotional Intelligence as a Moderator of the Relationship Between Illegitimate Tasks and Counterproductive Work Behavior.
Empirical evidence suggests that illegitimate tasks (work-related stressor concept) relates to counterproductive work behaviours. This interactive presentation examines emotional intelligence as a moderator to counterproductive work behaviour. The presentation will share preliminarily findings from a pilot study testing this relationship and emphasize the importance of considering EI in performance outcomes.
Douglas Flore, Ph.D.
Infusing EI Into The Experience of First-year College Students
Like many colleges and universities, Virginia State University is working to increase the retention of first-year college students. A for credit course is being replaced with a model that provides students with an understanding of who they are as individuals, what their strengths are, and how to capitalize on those strengths to navigate their way through the college years. Emotional Intelligence skill awareness is an integral part of designing a system that can support freshmen, strengthen their self-awareness, and ultimately improve college retention.
Amany Abdrbo, Ph.D. and Amel Abouelfettoh, Ph.D. Factors Contributing to Nurses' Emotional Intelligence and Its Effect
on Their Caring Behaviors as Perceived by their Patients
The report of a study that will highlight the importance of emotional intelligence in the nursing and health care professions. Teaching nurse managers and health care educators about the importance of EI for improving quality of care is an important endeavor. Additionally, integrating emotional intelligence in nursing curriculum shall also be emphasized. Sean Kearney, Ed.D., Cheryl Kelsey, Ed.D., & David Herrington, Ph.D.Principal Mindfulness: Exploring The Impact of School Leadership
on Student Success This presentation highlights what the researchers learned regarding the link between mindful principal behavior and student success (regression analyses). Over 6,000 teachers from 149 public schools in Texas were surveyed utilizing the M-Scale (Hoy, 2003). This study further explores how the most mindful principals in this study achieve their success. Explanatory data were gathered through qualitative interviews with the top 10 most mindful principals in this study. The coauthors will present a synopsis of the findings through visual representations and concept mapping.
Richard Hammett, Ed.D. Emotional Intelligence Leadership Theory: A Positive Approach for Influence
The principles of emotionally intelligent leadership would seem universal. Whether leading a classroom or boardroom, excellent leadership is easy to spot. In teaching, excellent leaders help all their students learn and often win awards for their educational innovations. In business, the organizations of excellent leaders often lead in their market place and almost always add qualitatively in the world community. This presentation will add to the discussion on what differentiates leaders and managers, as well as answer the question, "How does the transformational approach of Emotional Intelligence (EI) differentiate exemplary and poor leaders?" Several key characteristics of a theory of emotional intelligence leadership will be shared with program participants.
Harjeet Kaur Virk, Master of Science, Commerce.
Impact of Emotional Intelligence On Job Satisfaction, Organizational Commitment, and Perceived Success.The presentation highlights the impact of emotional intelligence on job satisfaction, organizational commitment and perceived success on executives working in telecommunication organization of Indian northern region. With the help of statistical techniques of correlation and regression it was found that dimensions of emotional intelligence namely emotional self awareness, emotional awareness of others, interpersonal relationships, intuition, creativity/innovativeness, outlook, self-regard, self-actualization, leadership, team-spirit & collaboration and spirituality had the major effect on executives which makes them more satisfied, committed and successful at their respective organizations. Gerald Sewell, LTCol, US Army (Retired) Emotional Intelligence Skills And Their Importance to Personal Resilience
Beverly Gammill, Master's in Behavioral Sciences. EI, Soft Skills, and Quality Enhancement Plan in Galveston College
Dr. Munoz, Dr. Chavez, and Dr. George Potter EI in Counselor Training Efficacy
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The Following Member Spotlight Appears in this Winter's Edition of the Annals of the American Psychotherapy Association
Included here with permission of the APA
Darwin Nelson is a consulting psychologist who uses Emotional Intelligence (EI) as a positive and transformative model for building health and effective relationships. Nelson has been a member of the American Psychotherapy Association since 2007.
Q: How long have you been studying the field of emotional intelligence,
and what got you interested in it?
A: As a doctoral student (1965-1968), I became interested in humanistic/existential approaches to counseling and began to develop a positive, integrated, and holistic theory of human behavior. I met Carl Rogers in 1966 and was greatly influenced by his relationship focused approach and his positive view of human nature. Positive psychology and the integration of cognitive, experiential, and behavioral approaches to personal change have been my focus for the past four decades. Emotional Intelligence (EI) is an attempt to communicate the importance of the emotional mind in personal wellness and career success. Intelligence is the ability to learn from experience. Emotional intelligence is the ability to learn from our emotions and to understand how the mind works. The behavioral correlate of emotional intelligence is healthy and effective actions. Emotionally intelligent behavior is intentional rather than reactive.
Q: How would you define emotional intelligence?
A: Emotional Intelligence (EI) is the learned and developed ability to think constructively and behave wisely. The Personal Skills Map (Nelson and Low, 1977) was the first valid and reliable assessment of constructs that are now described by Goleman and others as "emotional intelligence." Our theory of Emotional Intelligence (EI) is transformative and based on an educational and skill based model of positive personal change. Our book, Emotional Intelligence: Achieving Academic and Career Excellence (Prentice-Hall, 2011) describes our applied theory and includes a bibliography of more than 50 doctoral dissertations that have been completed on our original work.
The emotional intelligence skills assessed by our Emotional Skills Assessment Process (ESAP) are significantly positively correlated with Seymour Epstein's constructs of global constructive thinking, emotional coping and behavioral coping. Epstein's integrated theory of personality, Cognitive Experiential Self Theory (CEST) is most similar to our transform-
ative and holistic theory of emotional intelligence. Like Epstein, we believe that construc-
tive thinking is the key to emotional intelligence. In our transformative approach to EI, we include an integrated emotional learning system (ELS), a systematic process of learning from emotional experiences.
Q: You co-founded the Institute for Emotional Intelligence on the campus of Texas A&M University-Kingsville along with Dr. Gary Low. What gave you the idea to do that, and how has the institute changed and grown since then?
A: Based on long-term original research and study of personal skills and emotional intelligence (1977-present), Gary Low and I developed an emotional intelligence research
initiative (EIRI) in 2002 at Texas A&M University-Kingsville in the College of Education. Designed as a collaborative effort to study emotional intelligence and advance its importance and value through research with professional colleagues and doctoral students, the Emotional Intelligence Research Institute was developed as an annual professional conference to disseminate and share research findings, highlight successful and "best practices" programs using emotional intelligence. In 2004, we convened the first annual Institute for Emotional Intelligence to share research with colleagues and highlight "best practice" and exemplary programs using their positive EI assessments, learning systems, and education programs. The conference has been convened each year with a theme to illustrate original and colleague research and best practices for professionals.
The conference has grown from a campus conference with colleagues in South Texas to an international conference with research and programs globally. Due to the international presence at our 2007 conference, we were invited to introduce our work in other countries. Gary, Rick (Hammett) and I were invited to India to provide a EI Training and Certification seminar prior to the first Emotional Intelligence Global Forum and provided keynote presentations to open the world EI forum. Gary and I were named patrons and life members of the Forum for Emotional Intelligence Learning in India.
Q: How much time do you spend putting the conference together? Does the institute have support staff to help?
A: The annual conference is our primary focus. Dr. Rick Hammett organizes and takes the lead role in developing the conference. Our conference is more a sharing of research and major application studies with our assessment instruments and emotional learning systems. Colleagues at institutions using our EI materials are a major focus of the conference and provide support by hosting the event and providing support personnel.
Q: Going further back, what attracted you to psychology?
A: I began my career as an English teacher and learned quickly that young students were more interested in emotions and behavior than in dangling participles, split infinitives, and gerund phrases. The quality of my relationships with students seemed to be the key to teaching and learning, so I began graduate work in counseling to better understand the nature of helping relationships. My interest was always centered on the strengths of people rather than deficits, and my major interest in psychology focused on healthy personality.
Q: Can you describe an "average" day at workfor you?
A: I held tenured professorships in psychology and in education and have been a certified and licensed psychologist since 1974. I resigned my last academic position so that I could devote full time to writing, research, and personal learning. I begin each day with a 15-minute period of positively focused reflective thinking during which time I establish daily goals. I spend each day writing and reading. I mostly have fun and really do not "work." I stay in contact with professional colleagues in many parts of the world. I view my self as a student and am studying Vedic philosophy and psychology and have learned
significantly during my trips to India.
Q: Tell me a little about your life outside of work.
A: My hobbies (emotional interests) have always centered on creative writing, collecting rare bamboos and antique bottles, and woodcarving. Since 1975, I have worked as an environmental psychologist and have been most interested in creating healthy work environments. In the present, I feel that my professional and personal priority is to encourage the development of a healthy global environment built on collaboration and mutual respect of differences in the world community. I have been a visiting scholar in China, and I am a patron and life member of the Forum for Emotional Intelligence Learning (FEIL) in India. Bamboo is the most valuable and environmentally beneficial plant for the world's people and provides food, shelter, and timber for millions. I am currently writing a book with my son, John, on Texas bamboos, and my family has been farmers in Texas since 1856. We cannot hope to create healthy people unless we create a healthy living environment on our planet. Personal wellness involves healthy eating, and it is best to grow your own food.
My major focus and interest is my family and my relationship with my wife, sons, and grandchildren. Kaye and I are celebrating 50 years together and have completed the Relationship Skills Map (RSM) and the book Healthy Relationships: Connections to Happiness and Love. Kaye is a professor of counseling at Texas A&M University-Corpus Christi and directs and supervises doctoral students. I have learned about relationships and family from her, and she has been my best teacher.
Nelson would like to invite fellow members of the American Psychotherapy Association to the Emotional Intelligence Research Institute's (2011) Emotional Intelligence: Teaching, Mentoring, and Coaching with EI, 8th Annual Conference, hosted by EI Learning Systems, San Antonio, TX, February 21-26, 2011, at the El Tropicano Riverwalk Hotel. The conference Web site is www.regonline.com/2011_EI_Institute. Of course he invites you as well!
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Publications/Research with Nelson and Low's EI-centric Theory and Models
 Research continues to build using Nelson and Low's positive assessments and person-centered learning models. With over 30 years of scholarly history, there is considerable work to share. The list below represents the works that we know of which have dealt directly with the education and transformative approach for positive self-assessment and personally meaningful learning (Nelson & Low, 1977-present).
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/>.
Tang, H.W., Yin, M.S., & Nelson, D.B. (2010). The relationship between emotional intelligence and leadership practices: A Cross-cultural study of academic leaders in Taiwan and the USA. Journal of Managerial Psychology, 25(8), 899-926.
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 (Doctoral dissertation). East Texas State University, Commerce.
Bradshaw, S. (1981). PSM scale differences of successful and unsuccessful CETA training (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 (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 (Doctoral dissertation). East Texas State University, Commerce.
Chao, C. T. (2003). Foreign language anxiety and emotional intelligence: A study of EFL students in Taiwan (Doctoral dissertation). Texas A&M University-Kingsville.
Cox, J. E. (2010). Quantifying emotional intelligence in relationships: The validation of the Relationship Skills Map (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 (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 (Master's thesis). Allameh Tabatabaei University, Tehran, Iran.
Fernandez, A. (2007). Attitudinal, behavioral, and emotional intelligence skill characteristics of college student-parents (Doctoral dissertation). Texas A&M University-Kingsville.
Fry, L. (1990). An evaluation of Mississippi State University's summer scholar's program (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 (Doctoral dissertation). East Texas State University, Commerce.
Hammett, R. D. (2007). Personal excellence: The development and validation of a new measure of emotional intelligence(Doctoral dissertation). Texas A&M University-Kingsville.
Hwang, F.-F. (2007). The relationship between emotional intelligence and teaching effectiveness (Doctoral dissertation). Texas A&M University-Kingsville.
Jagers, J. L. (1987). Interpersonal and intrapersonal attributes of never-married singles (Doctoral dissertation). University of North Texas, Denton.
Jobe, T. D. (2010). A study regarding the influence of emotional intelligence on adult self directed learning (Masster's thesis). Texas A&M University-Kingsville.
Josefowitz, A. J. (1984). The effects of management development training on organizational climate (Doctoral dissertation). University of Minnesota, St. Paul.
Kostock, A. (1981). An analysis of personal skills and clinical performance evaluation of associate degree nursing students (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 (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 (Doctoral dissertation). Texas A&M University-Kingsville.
Link, S. W. (1982). Factors associated with academic performance of community college students (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 (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 (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 (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 (Doctoral dissertation). Ohio State University, Columbus.
Millan, R. O. (2008). Examining emotional intelligence differences among nursing students at a college in South Texas (Doctoral dissertation). Texas A&M University-Kingsville.
Nelson, K. (1981). A comparison of levels of personal skills in distressed and non-distressed marriages (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 (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 (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 (Doctoral dissertation). St. Mary's University, San Antonio, TX.
Reyes-Dominguez, P. (2008). The relationship between emotional intelligence and leadership on organizational excellence(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 (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 (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 (Doctoral dissertation). Texas A&M University-Kingsville.
Stottlemyer, B. G. (2002). A conceptual framework for emotional intelligence in education: Factors affecting student achievement (Doctoral dissertation). Texas A&M University-Kingsville.
Suudimenlakki, P. (1985). A study of Finnish and American managers (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 (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 (Doctoral dissertation). Texas A&M University-Kingsville.
Tennant, S. (1990). Personal and moral development curriculum intervention for liberal arts freshmen: A personal development program (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 (Doctoral dissertation). Abilene Christian University, Abilene, TX.
Trapp, C. S. (2010). The association among emotional intelligence, resilience, and academic performance of preservice teachers (Doctoral dissertation). University of Pheonix.
Turnquist, R. (1980). Assessing the personal skills development of incarcerated juvenile delinquents (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 (Doctoral dissertation). Texas A&M University-Kingsville.
Villarreal, J.R. (2010). Exploring university students' development of emotional intelligence skills for leadership (Doctoral dissertation). Texas A&M University-Kingsville.
Walker, M. (1982). Relationships among family of origin, personal skills, and selected interpersonal facilitative skills (Doctoral dissertation). East Texas State University, Commerce.
Webb, J. (1991). Patterns of social skills in a typology of marital systems(Doctoral dissertation). The Fielding Institute, Santa Barbara, CA.
Welsh, S. (1985). Can the academic probation student be salvaged? A retention strategy (Doctoral dissertation). Kansas State University, Manhattan.
White, F. (1981). Affective vocabulary and personal adjustment of deaf and hearing adolescent populations (Doctoral dissertation). East Texas State University, Commerce.
Wilkins, D. D. (2004). The relationship between emotional intelligence and enrollment retention in online instruction (Doctoral dissertation). Walden University, Minneapolis, MN.
Williams, M. H. (2004). Achievement and retention patterns in a predominantly Hispanic serving institution of higher education (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 (Doctoral dissertation). Texas A&M University-Kingsville.
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