 Emotional Intelligence Training & Research Institute (EITRI)
February 2011
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2011 INSTITUTE FOR EMOTIONAL INTELLIGENCE,
REGISTER & MAKE HOTEL RESERVATIONS ONLINE NOW!
General, LPC, and SW CEUs Available.
Greetings!
The 8th Annual Institute for Emotional Intelligence is just around the corner! Recently, the hotel added discounted rooms to our institute block. If you found that you had to make reservations elsewhere because of a lack of rooms at the conference venue, the we encourage you to book now at the El Tropical Riverwalk Hotel and then cancel other reservations immediately. There are just 11 days remaining before Dr. Nelson's LSTI Seminar kicks off EI week on February 21, 2011!
We appreciate your help in reaching more teacher educators, trainers, consultants, and counselors by sharing our EI newsletter, conference information, and website(s). Please, continue inviting colleagues to join us in the discussion and dialogue of the importance of including emotional intelligence into traditional and non-traditional programs of teacher preparation, education, and training at all levels.
We are positive and excited about how this year's conference is progressing! Pre-
conference, conference, and post-conference information is provided below for your convenience. More information and registration opportunities are available on the conference website. We look forward to seeing you at the 8th Annual Institute for Emotional Intelligence in this month!
Warmest personal regards and best wishes for safe travel.
Darwin Gary Rick
Darwin Nelson Gary Low Rick Hammett -------------------------------------------------------------------------------------------------------------- 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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Conference Schedule-At-A-Glance
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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 online assessment and profile process SCALE® (Skills for Career And Life Effectiveness®) for measuring mentoring effectiveness. Margo's best selling book (Beyond The Myths and Magic of Mentoring: How to Facilitate An Effective Mentoring Process, Jossey-Bass) and seminal work in mentoring in multinational organizations and environments are well recognized. Margo's skills as the managers' and mentors' mentor are highly prized, both nationally and globally. 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 Fiore, 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 Fiore, 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. Michael Elkins, Ph.D. Emotional Intelligence for Intelligent Communication The From crossroads to discovering long-term satisfying pathways, this participatory session will integrate emotional intelligence skills and intercultural listening skills through practical multicultural-based lesson scenarios and instructional modules designed to improve the quality of life both inside and outside the classroom. 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, Assistant Professor of Military Leadership
U.S. Army Command and General Staff College,
Department of Command and Leadership Emotional Intelligence and Resilience in the United States Army: How EI Can Make A Difference. The United States Army's Comprehensive Soldier Fitness (CSF) initiative has as its goal to build resiliency not just in Army leaders but in all of the members of the Army Family. This presentation will facilitate a discussion on the application of Emotional Intelligence (EI) to CSF and resilience. Included will be a review of current Army CSF program and resiliency training, as well as a proposal for integrating EI holistically into the program. Multiple EI models and related instruments will be discussed relative to their merits for assessing, training, and enhancing Army Family resilience.
Mary Chavez, M.D., Monica Munoz, Ph.D., and George Potter, Ed.D.
Emotional Intelligence in Counselor Training Efficacy A pilot program funded from a URG grant to study graduate students enrolled in a Counseling program. A correlational study was conducted with participants taking the Emotional Skills Assessment Process (ESAP) (Nelson & Low), the Counselor Self-Efficacy Scale (Melcher, Hays, Wijanen & Kolocek). An overview of the impact that Emotional Intelligence has on counselors' efficacy results of the quantitative data and implications for counselor training. Beverly Gammill, Master's in Behavioral Sciences. EI, Soft Skills, and Quality Enhancement Plan in Galveston CollegeGalveston College made a bold statement and commitment to student and college success in their strategic planning process and Quality Enhancement Plan (QEP). Soft skills were identified as needed to improve student success and EI was one of the major programs infused into instructional, student support, and faculty development programs. This session provides an 'inside look' at planning this innovative program model and sharing its results for student and college success. |
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Elizabeth Hammett and Naomi Ludman Publish Featured EI Article in National Association for Developmental Education (NADE) Digest!
Emotional Intelligence In The Classroom: A Student Wellness Learning Model
Congratulations to Elizabeth Hammett (College Of The Mainland) and Naomi Ludman (Southwestern Michigan College) on the inclussion of their article in the most recent edition of NADE Digest (Volume 5, Number 1, Fall 2010).
Abstract: Developmental educators are often familiar with the benefits of learning communities and with the importance of incorporating research-based best practices into their developmental studies courses. Faculty may be less familiar with the educational applications based on the concepts of emotional intelligence (EI). Faculty at College of the Mainland created a learning community for incoming developmental freshman that incorporated the concepts of EI from the work of Goleman along with principles of Chickering's (1991) Severn Principles of Good Practice and Boylan's (2002) What Works: A guide to Research-based 'Best Practices' in Developmental Education. Faculty found that the EI strategies provided a common language and a useful framwork for planning instructional materials and activities.
Nelson and Low's (2003, 2011) book and education model of emotional intelligence was used as the core of the Student Wellness Learning Center (SWLC) curriculum. Their key beliefs about emotional intelligence and achievement are provided below:
1. Emotional intelligence is the single most important influencing variable in personal achievement, career success, leadership, and life satisfaction.
2. Emotional intelligence is a learned ability requiring a systematic experience-based approach to learning.
3. Schools and colleges do not provide a practical and systematic model to learn emotional intelligence.
4. Learning emotional knowledge and skills requires an intentional, active learner-centered approach involving self-directed coaching, mentoring, and visualization.
5. Emotional intelligence consists of specific skills, behaviors, and attitudes that can be learned, applied, and modeled by studetns to improve personal satisfaction, achievement, and career effectiveness (Nelson & Low, 2003, p. xiii)
The SWLC curriculum embedded other aspects of Nelson and Low's education model of EI including the five step Emotional Learning Process (ELS) (Nelson & Low, 2003) and the Emotional Skills Assessment Process (ESAP) positive assessment which was contained in the book. As reported by one student in Hammett & Ludman's article:
"The most important skill I leaned in this class (SWLC) is how to be a better person in general. I have learned to deal with problems in an effective way. I can schedule my day the way I want and not let time run my life, and most important, I have figured out what I want to do in the future." (College of the Mainland Marketing, 2008)
Watch for the full article available soon in the
NADE Digest (Volume 5, Number 1, Fall 2010).
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Discount Ground Transportation Available for EI Institute Participants Staying at El Tropicano Riverwalk Hotel!
Institute for Emotional Intelligence - February 20-27, 2011, Holiday Inn El Tropicano, San Antonio, Texas
Save $4 from Airport Shuttle Transportation to and from San Antonio Airport (SAT) to the Holiday Inn El Tropicano, 110 Lexington Avenue, San Antonio, TX.
To Book a Reservation: Click on the reservation link below and use the discount code at checkout!
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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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For suggestions of articles for this newsletter, please contact Rick Hammett.
Phone: 888-680-7983
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