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Emotional Intelligence: An Integrated Counseling and Transformative Learning Model

2. The Education Model of EI . Emerging Model of Darwin Nelson and Gary Low Professors, Educational Leadership and Counseling, Texas A

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Emotional Intelligence: An Integrated Counseling and Transformative Learning Model

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    1. 1 Emotional Intelligence: An Integrated Counseling and Transformative Learning Model Darwin Nelson, Ph.D. Gary Low, Ph.D. Rick Hammett, M.Ed. Ruben Peña, Jr., M.Psy.

    2. 2 The Education Model of EI Emerging Model of Darwin Nelson and Gary Low Professors, Educational Leadership and Counseling, Texas A&M University-Kingsville Research derived (1977 – Present) Personal and Emotional Skills Achievement and Retention Person/Student Centered Develops Effective Leaders Addresses Accountability

    3. 3 Personal outcomes we hope students exhibit as a result of education? Personal Responsibility Work Ethic Compassion Reflective/Constructive Reasoning Meaningful Self-Direction Life-Long Learning Intelligent Self Direction Why is it that some people have difficulty achieving success, satisfaction, and happiness, while those life qualities come relatively easy for others? With TEKS and TAKS, aren’t nearly all high school graduates educated to approximately the same standards for graduation? And if so, why don’t they all experience similar success and happiness in life? Or another way of thinking about the issue is ... CLICK A good place to begin a discussion about the importance of emotional intelligence in education is with a discussion about the purpose of education. Please share with the class at least one quality that all educated people should possess. --------------------------------------------------------------------------------------------------------------------------- Let people respond to the last stem thought. ---------------------------------------------------------------------------------------------------------------------------- Right! There is a quantitative and objective side to education that is stressed in the curriculum (reading, writing, arithmetic), but there is also a qualitative, more subjective side of education that is relegated to the hidden curriculum. . Although this q typically gets stressed in These kinds of virtues are normally taught only as hidden curriculum. They’re a developmental by product of becoming academically successful. Research has shown that academic success can be enhanced by first developing people’s Emotional Intelligence. In 2004 the state board of education in Illinois adopted 10 K-12 socialemotional learning standards to enhance the academic success of students. Nelson and Low’s education model of Emotional Intelligence assumes that important human virtues can be developed as a set of skills and that those skills are associated with emotional intelligence, not cognitive intelligence. Why is it that some people have difficulty achieving success, satisfaction, and happiness, while those life qualities come relatively easy for others? With TEKS and TAKS, aren’t nearly all high school graduates educated to approximately the same standards for graduation? And if so, why don’t they all experience similar success and happiness in life? Or another way of thinking about the issue is ... CLICK A good place to begin a discussion about the importance of emotional intelligence in education is with a discussion about the purpose of education. Please share with the class at least one quality that all educated people should possess. --------------------------------------------------------------------------------------------------------------------------- Let people respond to the last stem thought. ---------------------------------------------------------------------------------------------------------------------------- Right! There is a quantitative and objective side to education that is stressed in the curriculum (reading, writing, arithmetic), but there is also a qualitative, more subjective side of education that is relegated to the hidden curriculum. . Although this q typically gets stressed in These kinds of virtues are normally taught only as hidden curriculum. They’re a developmental by product of becoming academically successful. Research has shown that academic success can be enhanced by first developing people’s Emotional Intelligence. In 2004 the state board of education in Illinois adopted 10 K-12 socialemotional learning standards to enhance the academic success of students. Nelson and Low’s education model of Emotional Intelligence assumes that important human virtues can be developed as a set of skills and that those skills are associated with emotional intelligence, not cognitive intelligence.

    4. 4 The four basic emotions? Anger - Immediate danger in the Present! In the past, resentment. In the future, envy or jealousy. Fear - Potential danger in the present. In the past, traumatic memories. In the future, worry or stress. Sadness - Loss in the present. In the past; remorse, regret, or guilt. In the future, pessimism or hopelessness. Happiness.

    5. 5 What is Emotional Intelligence? Emotional intelligence is a confluence of developed skills and abilities that facilitate (a) the accurate knowledge and value of self, as well as responsible actions based on personal worth and dignity; (b) a variety of strong, healthy relationships; (c) the ability to work well with others; and (d) productive reactions to the demands and pressures of daily life and work.

    6. 6 Emotional Intelligence is … A Model for Healthy Change A Learned Ability To Think Constructively and Act Wisely A Reflective Process for Life-Long Transformational Learning Intelligent Self Direction

    7. 7 EI Beliefs - We believe that … … students and adults seek healthful and happy outcomes and avoid painful ones. … seek relationships with other people and their environments. … interdependence is more important than independence.

    8. 8 EI Beliefs - We believe that … … effective people develop an ability to overcome problems & deficits (life-long learners). … change occurs best in an engaging learning environment that is trusting, positive, honest, caring, and genuine. … students and adults organize their worlds from their unique frames of reference.

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    11. 11 Why Is EI Important? Key To Academic, Career, Life, and Leadership Success Students Who Learn & Develop EI Skills Achieve At Higher Levels & Become More Engaged in Meaningful Learning EI Centric Programs Improve Achievement and Retention

    12. 12 Why Is EI Important? EI skills contribute to academic and professional achievement. EI skills promote specific ways of thinking and behaving that help students develop leadership, learn more effectively, use constructive thinking, and make successful school to college to career transitions.

    13. 13 Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green

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    15. 15 EI & Internal Dialogue This is a basic psychology model used to explain emotions and behavioral responses. Again, some people believe that they just have emotion or behavior in response to activating events. Let’s return for a moment to Epstein as a way to introduce Nelson and Low’s Emotional Learning System. Recall that Epstein said that behavior does not occur until preconscious thoughts have produced emotion and feelings. Nelson and Low agree, but they discuss preconscious thoughts in terms of internal dialogue that occurs as a result of our individual CLICK thoughts, beliefs, and values. They believe that in order to improve our emotional or behavioral responses, we must first CLICK change our thoughts, beliefs, and/or values. This is what some might refer to as deep or meaningful learning. CLICK Accordingly, mental models or cognitive structures are often useful for achieving meaningful learning. Nelson and Low provide a cognitive structure called the emotional learning system to help guide people in their development of emotional competencies.This is a basic psychology model used to explain emotions and behavioral responses. Again, some people believe that they just have emotion or behavior in response to activating events. Let’s return for a moment to Epstein as a way to introduce Nelson and Low’s Emotional Learning System. Recall that Epstein said that behavior does not occur until preconscious thoughts have produced emotion and feelings. Nelson and Low agree, but they discuss preconscious thoughts in terms of internal dialogue that occurs as a result of our individual CLICK thoughts, beliefs, and values. They believe that in order to improve our emotional or behavioral responses, we must first CLICK change our thoughts, beliefs, and/or values. This is what some might refer to as deep or meaningful learning. CLICK Accordingly, mental models or cognitive structures are often useful for achieving meaningful learning. Nelson and Low provide a cognitive structure called the emotional learning system to help guide people in their development of emotional competencies.

    16. 16 Transformative Model of EI Meaningful learning occurs when Positive Assessment is combined with Emotional Learning Systems Positive assessment is provided in the Emotional Skills Assessment Process (ESAP). Have any of you taken the ESAP? Emotional Learning Pathways are provided through a systematic process of reflection that allows you to build on your strengths and strengthen your weaknesses. Nelson and Low teach a systematic process called the emotional learning system that we’ll discuss in more detail later. Positive assessment is provided in the Emotional Skills Assessment Process (ESAP). Have any of you taken the ESAP? Emotional Learning Pathways are provided through a systematic process of reflection that allows you to build on your strengths and strengthen your weaknesses. Nelson and Low teach a systematic process called the emotional learning system that we’ll discuss in more detail later.

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    19. 19 Preconscious Thoughts (Seymour Epstein, 1998, p. 197) In 1998 Seymour Epstein wrote a book called Constructive Thinking: The Key to Emotional Intelligence. Like the name implies, Epstein believes that emotional intelligence is a product of how we think and process emotional information. Nelson and Low’s theory connects closely with that of Epstein’s. Most people believe their emotions and associated behavior are a direct reflection of what happens to them in their environment. In reality, according to Epstein, peoples’ emotions and behavior are the result of mental construals. Construals are personal interpretations of the environment based on our preconscious thoughts. Most of us are familiar with the concepts of unconsciousness and consciousness. We are experiencing unconscious states when in deep sleep and when dreaming. We are at the peak of consciousness when participating in debate, sports, or family discussions. Preconsciousness is something between being fully conscious or fully unconscious. According to Epstein, we have internal dialogues that take place in our heads when we experience emotional situations. These occur in our preconsciousness and so we are not generally actively aware that they are taking place. In 1998 Seymour Epstein wrote a book called Constructive Thinking: The Key to Emotional Intelligence. Like the name implies, Epstein believes that emotional intelligence is a product of how we think and process emotional information. Nelson and Low’s theory connects closely with that of Epstein’s. Most people believe their emotions and associated behavior are a direct reflection of what happens to them in their environment. In reality, according to Epstein, peoples’ emotions and behavior are the result of mental construals. Construals are personal interpretations of the environment based on our preconscious thoughts. Most of us are familiar with the concepts of unconsciousness and consciousness. We are experiencing unconscious states when in deep sleep and when dreaming. We are at the peak of consciousness when participating in debate, sports, or family discussions. Preconsciousness is something between being fully conscious or fully unconscious. According to Epstein, we have internal dialogues that take place in our heads when we experience emotional situations. These occur in our preconsciousness and so we are not generally actively aware that they are taking place.

    20. 20 Preconscious Thoughts (Seymour Epstein, 1998, p. 197)

    21. 21 The Emotional Intelligence Assessment Process (ESAP) Four competence areas Interpersonal Communication Personal Leadership Self-Management Intrapersonal Skills Three potential problem areas Aggression Deference Change Orientation Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green

    22. 22 Emotional Intelligence Profile

    23. 23 Slide 1, Introduction to the Education Model of Emotional Intelligence What I do …. You know how schools teach math, science and the “hard” disciplines? Well I do the same thing except instead of teaching hard skills like math and science, I teach soft skills that help people relate to themselves, others, and their environments more effectively. Slide 1, Introduction to the Education Model of Emotional Intelligence What I do …. You know how schools teach math, science and the “hard” disciplines? Well I do the same thing except instead of teaching hard skills like math and science, I teach soft skills that help people relate to themselves, others, and their environments more effectively.

    24. 24 Personal Excellence is a process of becoming the best person one can be and is reflected in how one is, as well as what one does. Personal excellence is indicated in people who develop their gifts and talents to the fullest, achieving a harmony in how they think, feel, behave, and believe that leads to productive relationships and outcomes. Rather than an arrival state, personal excellence is a journey of positive development beyond one’s self. It manifests in self-defined and self-valued achievements that reflect one’s best efforts. The EI-centric theory of personal excellence connects the process of building quality from within with the lived experience of each individual.

    25. 25 Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green Feelings related to emotion are physical changes that occur in the body as different neurotransmitters are released from the limbic or primitive regions of the brain. Based on the messages from our limbic systems, what our emotional mind deems important at the time, neurotransmitters flood the higher regions of the brain and cause physical changes to occur in our bodies. Dopamine, serotonin and adrenaline are associated with emotional states. We can actually control the release of emotion chemicals just by thinking, and especially through the use of thinking that includes the mental images, tastes, and smells. That’s because our emotional mind works in images, tastes and smells. *** Emotion is simply a signal that something important is happening to you. It is transient in nature and is not required to be acted on or attended to. Close your eyes .... Take them to an emotionally challenging mental image ... Once there, ask them to notice their physical states; breathing, heart rate, tension level. Taken them to an emotionally relaxing mental image ... Once there, ask them how they felt. A couple of points. First, emotions are natural and we all experience them every day. Second, when we feel emotions we do not have to act on them. They are merely informing us that something important is happening in our lives. Third, emotions can be understood and used to make our lives better, if we’ll take time to study and develop our emotional intelligence. -------------------------------------------------------------------------------------------------- Moving on, what are the four most basic human emotions? Anger Red Danger in the present – in the past (resentment) in the future (jealousy or envy). Fear Yellow Potential danger & need for caution. Traumatic memories from the past make you afraid in the present. Future = worry, anxiety, stress, panic. Sadness Blue Present = physical/psychological loss. Past = regret, remorse, or guilt. Future = pessimism or hopelessness. Happiness Green

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    27. 27 Support & Relationships Assertion (r = .79) Teambuilding (r = .76) Personal Leadership (r = .82*) Empathy (r = .88) Guidance & Vision Personal Orientation (r = .86) Self-Control (r = .82) Goal Setting (r = .87) Power & Commitment Drive Strength (r = .85) Self-Management (r = .80) Balance & Change Decision Making (r = .91) Stress-Management (r = .81) Belief & Purpose Self-Esteem (r = .86) Congruence (r = .76) Self-Appreciate (r = .63) Self-Confidence (r = .82) To this list we’ve added personal leadership or positive influence items from the ESAP and the internal reliability from that scale has been shown to be .82 by Dr. Robert Vela’s study in 2003. To this list we’ve added personal leadership or positive influence items from the ESAP and the internal reliability from that scale has been shown to be .82 by Dr. Robert Vela’s study in 2003.

    28. 28 PEM Content Related Validity Slide 46 The 4th null hypothesis, “There is no statistically significant relationship between satisfaction with achievement of career goals and personal excellence” was rejected (the words “satisfaction with” have been added since the printed version was submitted for defense). A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 18% of the variance in over all career satisfaction accounted for by its linear relationship with personal excellence, satisfaction with personal income may be related to the operational characteristics of personal excellence as shown here.Slide 46 The 4th null hypothesis, “There is no statistically significant relationship between satisfaction with achievement of career goals and personal excellence” was rejected (the words “satisfaction with” have been added since the printed version was submitted for defense). A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 18% of the variance in over all career satisfaction accounted for by its linear relationship with personal excellence, satisfaction with personal income may be related to the operational characteristics of personal excellence as shown here.

    29. 29 PEM Content Related Validity (cont’d) Slide 47 The 5th null hypothesis, There is no statistically significant relationship between overall career satisfaction and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and total PEM score. With 22% of the variance in overall career satisfaction accounted for by its linear relationship with personal excellence, the overall satisfaction with career may be related to the operational characteristics of personal excellence as indicated here.Slide 47 The 5th null hypothesis, There is no statistically significant relationship between overall career satisfaction and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and total PEM score. With 22% of the variance in overall career satisfaction accounted for by its linear relationship with personal excellence, the overall satisfaction with career may be related to the operational characteristics of personal excellence as indicated here.

    30. 30 PEM Content Related Validity (cont’d) Slide 48 The 6th null hypothesis, There is no statistically significant relationship between satisfaction with career progression and personal excellence” was rejected. A statistically significant relationship was found between the two variables as measured by the CSCA item and PEM total score. With 12% of the variance in satisfaction with career progression accounted for by its linear relationship with personal excellence, satisfaction with career progression may be related to the operational characteristics of personal excellence as indicated here. Slide 48 The 6th null hypothesis, There is no statistically significant relationship between satisfaction with career progression and personal excellence” was rejected. A statistically significant relationship was found between the two variables as measured by the CSCA item and PEM total score. With 12% of the variance in satisfaction with career progression accounted for by its linear relationship with personal excellence, satisfaction with career progression may be related to the operational characteristics of personal excellence as indicated here.

    31. 31 PEM Content Related Validity (cont’d) Slide 49 The 7th null hypothesis, There is no statistically significant relationship between satisfaction with income and personal excellence” was rejected. A statistically significant relationship was found between the two variables as measured by the CASCA item and total PEM score. With 7% of the variance in satisfaction with personal income accounted for by its linear relationship with personal excellence, satisfaction with personal income may be related to the operational characteristics of personal excellence as as indicated. Slide 49 The 7th null hypothesis, There is no statistically significant relationship between satisfaction with income and personal excellence” was rejected. A statistically significant relationship was found between the two variables as measured by the CASCA item and total PEM score. With 7% of the variance in satisfaction with personal income accounted for by its linear relationship with personal excellence, satisfaction with personal income may be related to the operational characteristics of personal excellence as as indicated.

    32. 32 PEM Content Related Validity (cont’d) Slide 50 The 8th null hypothesis, There is no statistically significant relationship between satisfaction with professional development and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 24% of the variance in satisfaction with professional development accounted for by its linear relationship with personal excellence, the satisfaction with professional development may be related to the operational characteristics of personal excellence as indicated. Slide 50 The 8th null hypothesis, There is no statistically significant relationship between satisfaction with professional development and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 24% of the variance in satisfaction with professional development accounted for by its linear relationship with personal excellence, the satisfaction with professional development may be related to the operational characteristics of personal excellence as indicated.

    33. 33 PEM Content Related Validity (cont’d) Slide 51 The 9 null hypothesis, There is no statistically significant relationship between satisfaction with levels of spirituality and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 12% of the variance in satisfaction with levels of spirituality accounted for by its linear relationship with personal excellence, the satisfaction with spirituality may be related to the operational characteristics of personal excellence as as indicated. Slide 51 The 9 null hypothesis, There is no statistically significant relationship between satisfaction with levels of spirituality and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 12% of the variance in satisfaction with levels of spirituality accounted for by its linear relationship with personal excellence, the satisfaction with spirituality may be related to the operational characteristics of personal excellence as as indicated.

    34. 34 PEM Content Related Validity (cont’d) Slide 52 The 10 null hypothesis, There is no statistically significant relationship between satisfaction with feelings of having followed one’s professional calling and personal personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 10% of the variance in satisfaction with the feeling of having followed one’s professional calling accounted for by its linear relationship with personal excellence, the satisfaction with professional calling may be related to all the operational characteristics of personal excellence. Slide 52 The 10 null hypothesis, There is no statistically significant relationship between satisfaction with feelings of having followed one’s professional calling and personal personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 10% of the variance in satisfaction with the feeling of having followed one’s professional calling accounted for by its linear relationship with personal excellence, the satisfaction with professional calling may be related to all the operational characteristics of personal excellence.

    35. 35 Slide 53 The 11th null hypothesis, There is no statistically significant relationship between satisfaction with levels of blessings and salvation, and personal excellence”, was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 15% of the variance in satisfaction with level of blessing and salvation accounted for by its linear relationship with personal excellence, the satisfaction with blessing and salvation may be related to the operational characteristics of personal excellence. Slide 53 The 11th null hypothesis, There is no statistically significant relationship between satisfaction with levels of blessings and salvation, and personal excellence”, was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 15% of the variance in satisfaction with level of blessing and salvation accounted for by its linear relationship with personal excellence, the satisfaction with blessing and salvation may be related to the operational characteristics of personal excellence.

    36. 36 PEM Content Related Validity (cont’d) Slide 54 The 12th null hypothesis, There is no statistically significant relationship between deeper personal meaning found through professional pursuits and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 12% of the variance in personal meaning found through professional pursuits accounted for by its linear relationship with personal excellence, the satisfaction with deeper personal meaning found in this way may be related to the operational characteristics of personal excellence. Slide 54 The 12th null hypothesis, There is no statistically significant relationship between deeper personal meaning found through professional pursuits and personal excellence” was rejected. A statistically significant relationship was found between the the two variables as measured by the CASCA item and PEM total score. With 12% of the variance in personal meaning found through professional pursuits accounted for by its linear relationship with personal excellence, the satisfaction with deeper personal meaning found in this way may be related to the operational characteristics of personal excellence.

    37. 37 Please, experience the PEM

    38. 38 Community College Examples Galveston College Javelina EI Program College Of The Mainland San Jacinto College Coastal Bend College South Texas College

    39. 39 Galveston College Nelson & Low Education Model Used In Quality Enhancement Plan (QEP) ESAP Assessment Used For Research, Accountability Data, Evaluation, And Planning English Classes Achieving The Dream Beverly Gammill and Melanie Johnson

    40. 40 College Of The Mainland Psychology Of Success Class ESAP Used For Assessment And Person-centered Instruction Emotional Intelligence: Achieving Academic & Career Excellence Book (Nelson & Low, 2003, Prentice Hall) Learning Community with EI Focus Cathy Moran

    41. 41 San Jacinto College ESAP and Emotional Intelligence book used in MECA Nursing Program Developmental Writing Selected for use in new Foundations Of Success course (Fall 2007) Dr. Robert Vela, Jr., Rebecca Goosen, Myrna Gonzalez

    42. 42 Coastal Bend College COUGAR CAMP Title V Program New Critical Thinking Course (Planning Stages) Drs. Santos Martinez & Rito Silva, Jr

    43. 43 South Texas College Emotional Intelligence and Teaching Excellence South Texas Leadership Academy Faculty Professional Development 2008 Emotional Intelligence Research Institute Host

    44. 44 Texas A&M University-Kingsville Emotional Intelligence And Leadership: A Vision Of Excellence (Keynote At 2007 Conf) 5 TAMUK Courses Featuring EI First-year Education Course Graduate Course For Counselors 3 Doctoral Courses

    45. 45 Recent Doctoral Research Melissa Martinez (TAMUK) Richard Hammett (TAMUK) Rito Silva, Jr. (TAMU) Max Abbassi (TAMU-K) George Potter (TAMU-K) Marky Smith (TAMU-CC) Maggie Williams (TAMU-K) Robert Vela (TAMU-K) Barbara Stottlemyer (TAMU-K)

    46. 46 Recent Doctoral Research Alisa Fernandez (TAMUK) Melissa Martinez (TAMUK) Richard Hammett (TAMUK) Hui-Wen Tang (TAMU) Yao-Hui Laing (TAMUK) Max Abbassi (TAMU-K) George Potter (TAMU-K) Marky Smith (TAMU-CC) Maggie Williams (TAMU-K) Robert Vela (TAMU-K) Barbara Stottlemyer (TAMU-K)

    47. 47 Recent Doctoral Research Rito Silva, Jr. (2007). When asked: “What strategies will be critical for future Hispanic administrators to utilize in order to be successful in higher education” 100% of the panelists responded, “Emotional Intelligence.” Max Abbassi (2007). The importance of collaboration, communication and cooperative problem-solving between academic chairs and faculty were identified as keys to effective academic leadership and institutional success.

    48. 48 Recent Doctoral Research George Potter (2005) First-year college students who participated in the EI program outperformed those who did not. Marky Smith (2004) The major conclusion was that the EI intervention program was significantly effective in impacting change, growth, improvement, and development in the majority of factors considered (with an at-risk high school sample).

    49. 49 Recent Doctoral Research Maggie Williams (2004) An examination of the problem of retaining first-year students at TAMUK. Both academic factors (ACT/SAT scores, high school class standing) and the EI Skills of drive strength, time management, and commitment ethic are significantly correlated, predicting both retention and academic achievement. Robert Vela (2003) EI skills found to be significant factor in the academic achievement of first-year college students.

    50. 50 Recent Doctoral Research Barbara Stottlemyer (2002) The results of the study showed that there is a significant relationship between selected emotional intelligence skills and academic achievement. The resilience of students who succeed despite environmental and economic deficiencies may also be related to emotional intelligence.

    51. 51 EI Institutes & Conferences 2002 – Emotional Intelligence Research Initiative 2004 – Emotional Intelligence: An Education Based Model 2005 – Emotional Intelligence: Person-Centered Assessment and Transformative Learning 2006 – Emotional Intelligence: Catch The Wave 2007 – Emotional Intelligence And Leadership: A Vision Of Excellence 2008 – Personal Excellence: Building Quality From Within

    52. 52 Additional Resources University Web Site http://www.tamuk.edu/edu/kwei000 Newsletters Articles EI Research Initiative Dissertations Articles Current Research Webfolio

    53. 53 For Additional Information …

    54. 54 References Epstein, S. (1998). Constructive Thinking: The Key to Emotional Intelligence. Westport, CT: Praeger Publishing. Hammett, R. D. (2007). Personal Excellence: The Development and Validation of A New Measure of Emotional Intelligence. Nelson, D., & Low, G. (2003). Emotional Intelligence: Achieving Academic and Career Excellence. Upper Saddle River, PA: Prentice-Hall.

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