 Emotional Intelligence Training & Research Institute (EITRI)
October 2011
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CASP 2011
We would like to say thank you to everyone who stopped by our EI Learning Systems vendor booth during the recent conference for College Academic Support Programs (CASP) in Austin, Texas. We enjoyed meeting each of you. We hope you find our newsletter interesting and informative.
Congratulations to Terry Miller and Jorge Botello for their excellent program on EI and Teaching Practices for Student Success!
Congratulations to CASP for a wonderful event!
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2012 INSTITUTE FOR EMOTIONAL INTELLIGENCE
Register & Make Hotel Reservations Online Now!
General, LPC, and SW CEUs Available.
Greetings!
We are proud to announce the return of the annual EI conference, with pre- and post-conference events, to the beautiful Riverwalk and San Antonio, Texas. The 9th Annual Institute for Emotional Intelligence will convene over the dates February 20-25, 2012. With the theme Celebrating Healthy Relationships, we hope everyone who has participated in past institutes will make special plans to join us once again in 2012. Together with the capable El Tropicano Riverwalk Hotel conference and catering staff, our team will work hard to make all events and activities comfortable, enjoyable, and highly productive. We look forward to seeing old and new friends and colleagues for fun, renewal, and collaborative planning during the 9th Annual EI Institute!
We are also proud to announce the recent completion of the new website for the Emotional Intelligence Training and Research Institute (EITRI)! The EITRI association has been revitalized around a new mission of providing a progression of levels of involvement, publishing The International Journal of Emotional Intelligence, and forum for discussions and training. Of particular note, members of EITRI receive discounts for conference events and EI Learning Systems products. To learn more about EITRI, visit the new website! Also see the related article in this issue of the newsletter.
We are positive, hopeful, and excited about new EI initiatives, EITRI, and the upcoming conference this February. We hope you will commit early to attend this year's conference by making your hotel reservation now. Hotel reservations at the conference rate of $90/night may be made right now by using the Lodging link on the conference website (click on Lodging). Also for the first time this year, credit cards will be accepted for processing online at the time you register. We look forward to seeing you at the 9th Annual Institute for Emotional Intelligence!
Warmest personal regards.
Darwin Gary Rick
Darwin Nelson Gary Low Rick Hammett -------------------------------------------------------------------------------------------------------------- The similarities in business and academic challenges have never been
more clear to me. I'm thankful for the opportunity to attend, and for the professional yet personal atmosphere that you created for the participants. - Tim Wall, The HartfordFour programs highlight the 2012 EI week schedule. Participate in all four or choose the program(s) most important to your personal/professional goals and interests.
 February 20, 2012, 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 2011 Newsletter for much more information on this LSTI event!  February 21-22, 2012, 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 EI skills assessments. Certification participants may concentrate on the assessments that most interest them based on their application goals. Positive assessments covered will include: - Emotional Skills Assessment Process® (ESAP®) for education and educational programs in business.
- Personal Excellence Map III© (PEM-III©) and PEM-360© for self and leadership development programs.
- Skills for Career and Life Effectiveness® (SCALE®) for mentoring, coaching, and organizational needs assessment.
- Resiliency Skills Assessment Process© (RESAP©) for developing resiliency skills in business and government.
- Service Skills Assessment Process© (SESAP©) for developing service skills in business and government.
- Sales Skills Assessment Process© (SASAP©) for developing sales skills in business.
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 23-24, 2012, 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 25, 2012, 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: Additional 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, The Barnes Center
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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Call For Programs and Posters
This is your Call For Programs and Postors for the 2012 9th Annual EI Conference! Visit the 9th Annual EI Conference Website to learn more about participation opportunities and fees, register for conference events, and stay up to date on developments! Also available on the conference website is a section to assist in making hotel reservations at the beautiful EL Tropicano Riverwalk Hotel. The conference rate is less than the new state rate for San Antonio, Texas!
Join us for renewal and learning with this year's theme, CELEBRATING HEALTHY RELATIONSHIPS! Plan now for your meaningful participation, make hotel reservations, and register early for this year's events. To allow for a quality conference program and to facilitate CEU requirements, program proposals should include the following: - Program Title
- Presenter name(s), bio(s), picture(s), and resume or CV for each
- One paragraph (5-7 sentence) program description
- Four or five learning objectives
Concurrent session programs will be scheduled for one hour and posters will be displayed during the reception on Thursday evening. We look forward to seeing you there! |
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ New Website for Emotional Intelligence Training & Research Institute - The EITRI Association 
This spring a new EITRI website was created and published using Apple's iWeb. The introduction of a new operating system from Apple a month later, sent us looking for an alternative web authoring solution (iWeb would no longer be supported under the new OS). We are delighted to announce a brand new EITRI website completed just this month! The new web authoring platform, Wordpress, has been around for years and offers interactive technology to allow direct participation through online commenting. The new website has an exciting new look and feel! It is our hope that the EITRI website will become a well-used resource for helping to bring emotional intelligence to peoples worldwide. We encourage EITRI members and non-members to visit the website often and post your thoughts and comments. Our hope is that through user commenting a helpful dialogue will emerge about your experiences using and researching transformative emotional intelligence, the EI association, and related events. Comment whenever you can or want. Also, if you have a topic or message you would like to share in more detail, please send your candidate entry via the Contact Form on the EITRI Website for consideration for a specific EI Blog post topic. We would love to hear from you in this way. Add EITRI's RSS (Rich Site Summary) to your favorite RSS Feed Aggrigator to effortlessly keep track of new posts and comments on at EITRI.org. We hope to see you there! The new website url is http://www.eitri.org |
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New EI Learning Systems Website!
Emotional Intelligence Learning Systems is proud to announce its new website! Features of the new website are highlighted below:
- Welcome page with information about our vision and mission.
- Resources page with sub-pages for EI Assessments, Learning Materials, and Services.
- Each of the pages under the three resources sub-pages contain more sub-pages for specific assessments, learning materials, and services, respectively.
- Schedule tab with sub-pages for future and past events.
- Bibliography of articles, books, and research related to the education/transformative model of EI.
- Frequently Asked Questions
- Contact Us form
- ESAP® Login Page
If you hover your pointer over the Resources link a contextual vertical menu bar will appear with options for Assessments, Learning Materials, and Services. To see assessments currently offered, slide your pointer to hover over Assessments and a new contextual vertical menu bar will appear displaying assessment resources. Likewise, to see Learning Materials and Services offered, hover over either of those two links. The link for Schedule works in a similar fashion.
Please visit < http://www.eilearningsys.com> and let us know what you think. We are always looking for ways to improve our Internet presence. Your suggestions are always welcome.
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Why Use the ESAP® in Secondary and Higher Education?
From time to time education and training professionals ask why they should use the Emotional Skills Assessment Process® (ESAP®) or other EI Learning Systems materials in their education and training programs and courses. Instructors who use the ESAP are already aware of the enhanced personal relationships and connectedness that can be created using the positive assessment process with students. Positive relationships with faculty provide an important link to success for many students. An EI-centric focus using the ESAP helps faculty model EI in the classroom and facilitates positive relationships through which students connect with the learning environment and pursue meaningful growth and change.
Excellent reasons for using the ESAP® in training and education programs, courses where the ESAP® and EI Learning Systems materials are being used, as well as institutions using them are outlined below. Taken together, a good rationale based on 'best practices' for embedding the ESAP® is provided. The research rationale for embedding such assessments and materials is provided in the research and published bibliography. The bibliography is available in the last section of this newsletter as well as the EI Learning Systems website.
Reasons for using the ESAP® (and other EI Learning Systems' positive assessments)
- A positive self-assessment to identify current strengths and target areas for focused skill development and/or change of problematic behaviors
- Research-derived with a long and substantive research base and integral for person-centered teaching and learning for self and leadership development
- A valid and reliable measure of constructive thinking and emotional intelligence skills that engender effective and productive behaviors
- ESAP skills profile is a map or guide for students to use for positive self development and provides the first essential step for the Emotional Learning System
- Extensive research and experience over the last four decades suggest that skills and behaviors measured by ESAP are related to high achievement and healthy outcomes
- ESAP profile is the visual and cognitive model for developing intelligent self-direction for learners in education and training programs
- A reflective learning tool that is valid and reliably measures how we currently think about: (1) how we think, (2) how we identify, manage and express emotions, and (3) how we choose our behaviors
- ESAP skills lead to intelligent self direction - the top priority skill for effective leadership and work in the 21st century
- Doctoral research links emotional intelligence with academic achievement, college success, personal and organizational excellence
- Research studies have identified the need to provide emotional intelligence instruction to improve levels of engagement in learning, academic achievement, program completion, and personal well-being
- Emotional intelligence and transformative learning are essential for positive personal change. ESAP provides critical first explore step
- ESAP is a learning tool and a positive assessment of current skills and provides a meaningful way to explore the key skills for high performance and healthy outcomes
- ESAP is a tool for understanding how your emotions work and how to gain the positive contributions of the emotional mind
- ESAP is organized around 4 skill competency areas: Interpersonal, Leadership, Self Management, and Intrapersonal Skills
- Leads to adaptability, healthy adjustment, effective transitions for work and career
- ESAP emotional intelligence skills are related to achievement, performance, healthy behaviors, leadership, and well-being
- ESAP Interpersonal Skills teach the value and importance of healthy and effective relationships as keys to successful living and working. The business of life is relationships and relationships are key to career, life, and leadership success
- Leading with emotional intelligence requires a commitment to personal excellence and to learn and model key leadership ESAP skills of Social Awareness/Comfort, Empathy, Decision Making, and Positive Influence
- ESAP Self Management Skills are essential for high achieving behaviors, attitudes, and intelligent self-direction. Self Management skills are key to high goal achievement, personal responsibility, and character development
- ESAP Intrapersonal Skills improve our overall outlook in life, quality of life, confidence, and survival skills. Intrapersonal skills are essential for personal health, a sense of well-being, and managing the pressures and stress of daily life and work
- ESAP and Personal Excellence Map are integrated in self and leadership programs. Personal Excellence Map and PEM 360 process for pursing personal excellence and leadership development in organizations are already used in military programs.
Courses Using ESAP® and EI Learning Systems Resources for Person-Centered Teaching and Learning
- College Success - improve student success in college - program completion (retention), achievement, adaptability & transition skill sets and skills
- Learning Frameworks - build quality from within, adaptability, motivation, using emotional skills to gain contributions of emotional mind, Inter-Intrapersonal, Leadership, Self-Management learning dimensions
- Rhetoric and Composition - self awareness, self knowledge, writing for personal learning - learn and reinforce value of emotional intelligence for teaching and learning excellence
- Developmental Courses - explore and identify key EI skills essential for intelligent-self direction and personal responsibility for learning
- Orientation Courses - emphasize key skill sets and skills needed for college, career, life success - make personal connection with EI skills and campus services & student resources
- Teacher Preparation - identify emotional learning as key to teaching and learning excellence - structure for teaching critical and constructive thinking - empower new teachers
- Teaching and Learning Excellence - foundation model for care-respect teaching and person-centered education - present teaching framework from cognitive-emotional-behavioral dimensions
- Career Development - emphasize importance of emotional mind and system for career success - build career tool kit with EI skill sets and skills
- Self and Leadership Development - structure curricula with ESAP skill sets and lessons - reinforce accurate self awareness as first essential step for leadership and positive personal change
- Adult Education Courses - connect value of EI skills to manage life transitions and important life decisions - teach and learn 'best practice' lessons of adult neuroscience
- Several Leadership Courses at Different Institutions of Higher Education - organize transformative leadership practices around EI skill sets, competences, and specific skills - behavioral reflection of relationship-focused models
- Servant Leadership and Emotional Intelligence - integrate principles and practices of servant leadership and transformative emotional intelligence
- Counseling Effectiveness and Emotional Learning - education and growth model for individual and group counseling programs - structure for personal, educational, career counseling
- Counseling and Personal Wellness - understanding the dynamics of the emotional mind for healthy living, working, decision-making at critical life points
- Foundation Courses - illustrate most important job, career, skills - self defined and self directed learning - intelligent self direction for 21st century
- Capstone Courses - Especially in programs where ESAP® was used in a beginning course (like Leadership Lab in TAMUK's doctoral program) revisiting the ESAP and EI Principles during the capstone emphasizes the need for harmony and balance for health, productivity. and lifelong learning. It also provides an opportunity for the students to reflect on how they have developed meaningfully as a result of their studies.
Education Institutions With Firsthand ESAP® Experience
- Abilene Christian University, Abilene, Texas
- Air University, Maxwell-Gunter Air Force Base, Alabama
- Coastal Bend College-Alice, Beeville, and Kingsville, Texas
- College of the Mainland, Texas City, Texas
- Galveston College, Galveston, Texas*
- Hallmark College, San Antonio, Texas
- McLennan Community College, Waco, Texas*
- San Antonio College, San Antonio, Texas
- San Jacinto College, Houston, Texas
- Scott & White Medical Center, Temple, Texas
- St. Edward's University, Austin, Texas
- South Texas College, McAllen, Texas
- Texas A&M University-Corpus Christi
- Texas A&M University-Kingsville
- Texas State University, San Marcos, Texas
- Tshwane University of Technology, Pretoria, South Africa
- University of North Texas, Denton, Texas
- University of the Southern Caribbean, Trinidad
* Used as defining elements of the Quality Enhancement Plan (QEP) and accreditation process.
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Changes To The Online ESAP®
The online ESAP® is undergoing program modifications. The changes are necessary both to correct a bug and add new features. The main issue being corrected is the inability to recall unused ESAP® assessments back into the PM bank after project completion. Until the new system is announced as operational, Program Managers (PM) should refrain from using the Retrieve Unused ESAP function. Also, code is being streamlined and new features will be added. For example, a new function will allow users to reset their own password.
Work is expected to be completed in December and transition to a new online ESAP® dedicated domain will occur during the Christmas holiday. Until then, please let your users know they will need to visit URL <http://eilearningsys.com/login.php> to access their assessments. If they visit the home page <http://www.eilearningsys.com> they will be taken to the new EI Learning Systems website. A link to the online ESAP® login page is included as the right-most tab of the navigation bar on the new website.
Again, if you are using the online ESAP® as a PM, please do not attempt to retrieve unused ESAP® assessments until the transition is made to the new system in December. The changes announced here affect the education version of the online ESAP® only (online ESAP-C® and SCALE® are functioning as normal).
If you have any questions, please contact Rick Hammett at 888-680-7983 (Office).
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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). Please send us information on articles, dissertations, and publications
so we can keep the list current. Thank you!
Articles, Guides, Books
Cox, J. E. & Nelson, D. B. (Spring 2008). Quantifying emotional intelligence: The relationship between thinking patterns and 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.
Ramos-Villarreal, J., & Holland, G. (2011). University students' development of emotional intelligence skills For Leadership. American Journal Of Business Education (AJBE), 4(3), 47-54.
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 (Master'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.
Veitch, B. L. (2011). Developmental education and emotional intelligence in three rural east Texas community colleges (Doctoral dissertation). Texas A&M University-Commerce.
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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| Contact Information
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For suggestions of articles for this newsletter, please contact Rick Hammett.
Phone: 888-680-7983
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