A one day sem­i­nar using our Education-Transformative The­ory of Emo­tional Intel­li­gence (EI).  Our pos­i­tive assess­ment and emo­tional learn­ing sys­tems have been devel­oped in an on-going research pro­gram by life-long edu­ca­tors and licensed psy­chol­o­gists (Nel­son & Low, 1977-present).  More than fifty doc­toral dis­ser­ta­tions, pub­lished research, and ongo­ing research and appli­ca­tion projects have demon­strated the valid­ity and use­ful­ness of our the­ory.  We have quan­ti­fied emo­tional intel­li­gence as a con­struct, and devel­oped assess­ment instru­ments and emo­tional learn­ing sys­tems to help stu­dents and teach­ers develop the essen­tial emo­tional skills impor­tant to per­sonal and teach­ing excellence.

In our the­ory, emo­tional intel­li­gence is defined as a learned and devel­oped abil­ity to think con­struc­tively and behave effec­tively and wisely.  Emo­tional intel­li­gence skills are defined as higher order think­ing skills that engen­der inten­tional and wise behav­iors.    A grow­ing body of inter­dis­ci­pli­nary research has clearly con­nected the rela­tion­ship of emo­tional intel­li­gence to achieve­ment, pro­duc­tiv­ity, lead­er­ship, and per­sonal well-being (phys­i­cal and men­tal health).  Recent doc­toral research has linked emo­tional intel­li­gence with aca­d­e­mic achieve­ment and col­lege suc­cess.  These research stud­ies have iden­ti­fied the need to pro­vide emo­tional intel­li­gence instruc­tion as an expe­ri­ence based cur­ric­ula to improve lev­els of engage­ment in learn­ing, aca­d­e­mic achieve­ment, pro­gram com­ple­tion, and per­sonal well-being.

Research with our mate­ri­als has indi­cated the impor­tance and value of emo­tional intel­li­gence in teacher edu­ca­tion (Goad, 2005 & Jus­tice, 2006) and edu­ca­tion pro­grams at large (Smith, 2004; Vela, 2003; & Williams, 2004).  Accord­ing to their research, Goad and Jus­tice indi­cated that pre-service teacher edu­ca­tion, induc­tion expe­ri­ences with men­tor­ing, and alter­na­tive cer­ti­fi­ca­tion pro­grams could be strength­ened by pro­vid­ing emo­tional intel­li­gence train­ing in prepar­ing new teach­ers.  Emo­tional intel­li­gence skills were linked to both class­room man­age­ment per­for­mance and teacher reten­tion fac­tors for new and novice teachers.

Cost: $250 per per­son for a one day work­shop (add expenses if exported to your loca­tion).  Con­tact us for more information.