Transformative Emotional Intelligence for a Positive Career and Life

_____ I use good verbal skills to clarify confusing communications from others. _____ I direct and focus my energy on accomplishing important goals _____ I continually learn new skills that I need to achieve my goals _____ I have good control over strong emotions like anger and fear _____ I am comfortable thinking about being prosperous and successful. _____ Other people quickly trust me. _____ I know precisely how much time to allow for completing work tasks. _____ I have a good sense of humor that hurts no one. _____ When faced with an important decision, I am not anxious about making a wrong choice. _____ I accept personal responsibility for what I choose to do or not to do. _____ I can allow another person to be upset or angry without getting defensive. N_____ I have a solid feeling of con dence in my ability to create a successful life IOfor myself. _____ Strong emotions never interfere with the quality of my performance. T_____ Others ask my help in solving problems. IBU_____ I am a good leader. _____ Others appreciate and value my ability to provide direct and accurate Rfeedback. DISTContinuum of Excellence RUnderstanding and applying the Emotional Learning System is a beginning step in Odeveloping personal excellence. If you persist in your efforts to develop and Fenhance emotional intelligence skills, they can make a lasting and very positive Tdifference in your life. You are responsible for deciding how much effort to put Oforth to realize your personal goals. We each make choices daily that either move us Ntoward problematic interpersonal interactions and relationships or move us toward excellence. As a means of estimating your progress, add up the number of statements that you marked as True, and then circle the number to mark your spot on the Continuum of Excellence that follows. 185 if . . .

Continuum of Excellence 0 19 38 70 Self-Destructive Self-Defeating Positive/Enhancing Excellence Academic failure. Underachievement. Academic achievement High achievement. Produc ve work. No produc ve work. Change indicated. Goal oriented. High-quality work. Clear direc on. No apparent direc on. Unclear direc on. Goal directed. Numerous problem. Several problem Healthy self- indicators. indicators. management. You Make Personal Choices and Decisions Daily NNEGATIVE, DESTRUCTIVE CHOICES Emo onally reac ve: Let others control your IOemo ons and behavior. TOTHER DIRECTED UREACTIVE ORIENTATION POSITIVE, CONSTRUCTIVE CHOICES Re ec ve & Proac ve: Self-manage your own emo ons and behaviors. SELF-DIRECTED INTELLIGENT SELF-DIRECTION TRIB HRESILIENCY – BUILDING INNER STRENGT ISA central focus of personal, intra-personal growth, and positive change skills is to Dbuild your inner self with resilience. Becoming your best version of self requires personal, emotional, relational, and life skills; PERL skills to develop, strengthen, Renhance, and refine. Resilience is not just a general bounce back with positive FOthinking although a positive thinking approach is important. In our book Transformative Emotional Intelligence — Achieving Leadership and Performance TExcellence (Low & Hammett, 2019), we shared the value of a personal vision of NOoptimism, confidence, and inner strength for mental and emotional preparation to build performance. Accordingly, we emphasized that, Resilience within a skills-based ability is to be creative, stay focused and positive, manage life stress and challenges … We need to have a strategy to adapt, stay strong, and change when change is needed … a process of personal science, vision, and skills-based process of building personal and team performance. The experiential system is the lead system for person-centered, relationship focused positive change. (pp. 143-144) 186 itititlf ititit it it it it it

In addition, transformative EI theory and practice provide dynamic learning connections with PERL skills to higher learning skills-based strategies and a growth model for resiliency and renewal. Again from our book on TEI leadership, Resiliency skills are EI skills that engender mental toughness, flexibility, and improve one’s ability to meet and manage adversity, distress, and the effects of rapid change. Resiliency skills may be seen as constructive thinking patterns that contribute to emotionally intelligent behavior, increased performance under stress and personal well-being. Mindfulness, realistic optimism, and confidence are important components of constructive thinking and lead to a resilient type of mental toughness and flexibility in high stress and pressure events. (Low & Hammett, 2019, p. 178). IONResiliency skills training has been and is a clear priority focus in military education and training. Our friend and colleague Sarah Spradlin, PhD, connected Tthe juxtaposition of strategic objectives for the military to win engagements and IBUmaintain battlefield advantage, as well as for industry to win business and maintain competitive advantage on the battlefield of business. In her book Emotional RIntelligence: The Intersection Where Warrior Meets Wall Street (2020), Spradlin ISTnoted the need to remain flexible during times of stress and uncertainty and “Continually explore, assess, and refine your sense of self- and social and Dsituational awareness as a means of developing resilient behavioral patterns toward Roptimal performance” (p. 9). FOBased on our experience, we agree with Spradlin’s assessment of the importance of resiliency skills training identified for the military. The emotional Tlearning system framework and positive assessment process you have experienced NOin this book is used by the United States Air Force in their leadership development programs. The Army has also used our positive assessment instruments for leadership development. Outside the military, these instruments and learning process have been used globally and nationally by Fortune 500 companies. How do you renew yourself? How do you rest and recuperate your strength, energy, and focus? We use EI skills and skills-based strategies like active imagination, self directed coaching, and emotional mentoring to create positive emotions and calm our minds in stress and pressure situations. Resiliency skills training is clearly a priority in military education and training. The Pentagon’s Defense Science Board (DSB) identified a focus of five factors 187

associated with stress resistance and resiliency. These core resiliency factors and their corresponding transformative EI resiliency skills are provided in Exhibit 10.1. EXHIBIT 10.1 | CORE RESILIENCY & SELF RENEWAL SKILLS DSB Core Factors EI-Centric Resiliency Skills Positive Emotions Positive Self Esteem, Optimism, Congruence, Action Goal Setting Cognitive Reflection, Constructive Thinking, Positive Change Flexibility NReappraisal TIOSocial Support Emotional Learning System, Thought Changing Positive Influence, Empathy, Comfort, Decision Making, Stress Management IBUActive Caring Style Empathic Assertions, Comfort, Transformative Leadership strengthened with EI Skills ISTRAdapted from G. Low and R. Hammett’s Transformative Emotional Intelligence for Leadership and Performance Excellence (2019, p. 167). Reproduced with permission. OR DThe decision to include a transformational leadership approach strengthened Fwith EI skills is supported by research. Hammett et al. (in press) found significant Tpositive relationships between transformational leadership and ESAP skills, as well NOas significant negative correlations between ESAP skills and the non- leadership styles of laissez-faire and passive management. We concluded, from this and other studies (see Hammett et al, 2012; Tang et al., 2010), the promise for using both emotional resilience and our learning model of transformative EI in leadership development programs. The philosophy, theory, and practice of TEI view resiliency skills as person- centered, focused skill strengths that are developed with practice to improve performance to an optimal level. Importantly, stress and pressure situations are functional realizations of the consequences of life in a rapidly changing world. TEI skills and related higher learning processes help build vision, purpose, and a strategy for high performance as an individual and as a team member. Active 188 -

imagination, self-directed coaching, facilitated mentoring, and challenging goals are strategies to build high performing teams. PERL skills are the glue that connect and bind personal excellence with thinking, feeling, and action. These strategies converge, integrate, and create a confluence of action learning. Our research and experience support resilience as a learned ability . . . developed with PERL skills in four affective learning domains of transformative emotional intelligence learning and development. The four domains include (a) intrapersonal & personal skills, (b) interpersonal & emotional skills, (c) positive influence (leadership) & relational skills with ethics, and (d) career & life skills to achieve goals. NResilience is highly valued by individuals, teams, families, and organizations. IOResilience is intricately connected to transformative EI skills necessary to address and meet human condition needs for achievement, growth, motivation, and Tdevelopment. Our research with PERL skills and developing effective human Ubehavior is related to higher learning pathways to achieve career success, health, IBwell-being, and positive influence. Transformative EI skills are building blocks for Rdeveloping personal excellence and improving self esteem, self efficacy, Tachievement, communication skills under stress, healthy relationships, inspirational ISleadership, academic and college success, and whole person learning. DSternberg (2008) emphasized the importance of Resilience, Reasoning, and RResponsibility and related resilience with persistence. Commitment Ethic skills Oinvolve completing tasks even under stressful conditions, finishing what one starts, Fand working long hours essential to meet high personal standards of excellence. TReasoning and rational thought are supported with experiential learning. Individual NOresponsibility and purpose are enhanced with a higher value of interdependence in a rapidly changing world. In education, there is much discussion of cognitive and affective factors that relate to teacher effectiveness and student learning. Teacher dispositions include attitudes and beliefs. Dispositions for educators include values, attitudes, beliefs, commitments, and professional ethics. Resilience is related to self efficacy beliefs about one’s abilities (National Council for Teacher Accreditation, 2006). A doctoral study (Trapp, 2010) utilized the Resilience Scale (Wagnild & Young, 1993) and ESAP (Nelson & Low, 1999) as measures of resilience (adaptability to change) and emotional intelligence skills with pre-service teachers. Trapp found 189

significant and positive relationships between all the resiliency scales and emotional intelligence skills and a significant negative relationship between all the resiliency scales and the EI problematic indicators of Aggression, Deference, and Change Orientation. The findings strengthened previous findings that positive ESAP scores are positively correlated with healthy ways of being, and negative ESAP scores are negatively correlated with less healthy and effective ways of being (Cox & Nelson, 2008; Hammett et al., 2012; Nelson et al., 2003; Tang et al, 2010). Trapp’s findings are summarized in Exhibit 10.2. EXHIBIT 10.2 | RELATIONSHIP OF RESILIENCE AND EI SKILLS NResiliency Scales UTIOEquanimity Learning Enhanced By TEI Skills Mental-emotional-health, stability, Drive strength, self esteem, balance, equilibrium, wellness decision making, comfort, RIBMeaningfulness ISTPerseverance assertion FOR DExistential Personal meaning; seeing, feeling, Self esteem, drive strength, Alonenessthinking, acting; belonging; sense ofdecision making, leadership, stress management, assertion NOTSelf-Reliancecommunity; purpose; vision Inner strength & goal focus, Drive strength, commitment ethic, achievement, self-control, self- time management, decision management, intelligent direction, growth motivation, commitment making, self esteem, leadership, stress management Knowing we are not perfect & make Decision making, self esteem, mistakes; being human-meeting comfort, assertion, drive strength, needs to grow, human condition, stress management, leadership constructive choices Self-efficacy, positive personal Drive strength, self esteem, skills, optimism, well-being, hope, decision making, time health focus, confidence, management, leadership, interdependence, responsibility, commitment ethic, empathy, positive psychology comfort, assertion, stress management Adapted from K. Trapp’s (2010) dissertation correlation matrix, Table J5, page 204. In reviewing the literature on resilience, Trapp (2010) included a discussion that explored emotional intelligence and implications for teaching and education. 190

Trapp referenced resilience with the research and theory of Barbara Fredrickson of position emotions noting the following: The concept of resilience was developed from psychology and developmental psychology (Gu & Day, 2006). Early research focused on character traits seen in children who seemed to thrive despite their negative life experiences (Gu & Day, 2006). Fredrickson (2001) described a theory in which positive emotions are stored to build a source of personal resources in an individual and called it the ‘broaden-and-build theory’ (p. 219). According to Fredrickson, (2004), positive emotions help individuals build psychological resilience. The stored resources can be a reservoir to successfully cope with negative circumstances. NEvidence suggests, then, that positive emotions may fuel individual differences IOin resilience. Noting that psychological resilience is an enduring personal Tresource, the broaden-and-build theory makes the bolder prediction that Uexperiences of positive emotions might also, over time, build psychological IBresilience, not just reflect it. (Fredrickson, 2004, p. 1372) ISTRGROWTH MOTIVATION Developing a healthy, productive, happy mind for a positive life and career is not a Done time process or a wish list item. Achieving life and career excellence with Rgrowth motivation requires positive growth, change, and solution focused processes Owith new learning and constructive thinking empowered with TEI skills and Fcompetencies. Research and experiential learning support intentional development Tand use of skills and behaviors with personal vision and purpose. A positive life NOand career is fueled and empowered with transformative EI. Cognitive and experiential learning systems work together with critical and constructive thinking. Exhibit 10.3 provides and illustrates our model of transformative EI with observed behaviors you can monitor, key skill sets, and behaviors viewed by others. Behaviors and learning strategies are linked key competencies and PERL skills. We improve when we remember a key learning point. Skills influence our actions (behaviors) and we can monitor our behaviors to learn, change, and improve. We can get essential feedback by seeing how others view our daily behaviors and performance. Positive growth, development, and change flourishes with awareness and feedback. Caring, specific, and valuable feedback enables us to reflect and develop 191

choices to improve our outlook and opportunities for positive change. Feedback can come from within you and from others. Learning to accept and use our own observations and feedback and those from others is a proven process to improve. Focus on understanding, valuing, learning, applying, and modeling the “doing” aspects of daily skills-based behaviors. Exhibit 10.3 illustrates effective ways to check your own skills and behaviors, recognize key skills and skills sets of EI, and see how others may view your actions with assignments, tasks, and work ethos. EXHIBIT 10.3 | RELATIONSHIP OF RESILIENCE AND EI SKILLS IONCommunicates clearly, Behaviors Viewed by Others honestly, directly under Tstress using “I” language Self-Monitoring EI Skills Key Skill Sets Interpersonal communication Speaking in skilled ways w/ respect, confidence, and 2- way dialogue UQuickly establishes, IBmaintains healthy, effective relationships, works well with Rdiverse groups Positive Influence, Personal Easily meets, interacts well Leadership, Comfort with variety of people, develops rapport, ISTAccurately senses, comfortable with differences understands thoughts, Conveys understanding, Demotions, beliefs of others, feelings of being accepted, genuineness, able to build, communicates well in difficult maintain relationships, repair Remotional situations damaged interaction Interpersonal Communication, Positive Influence, Empathy OMake quick, effective Positive Influence, Personal Having a way to think about Fcreative decisions. Leadership, Stress issues, solving problems, Management solution focused. Inspires Constructive in planning and others w/positive decisions Tactions NOPositive Impacts, empowers Positive Influence, Personal Leads self & others with others in routine & pressure Leadership, Relational confidence. Enthusiastic, situations Ethics develops trust, adds to positive work environment Sets and achieves Self Management, Intelligent Achievement focused, personally meaningful goals Self-Direction, Drive creates energy, drive Strength strength, goal focus, self- daily, stays on track, esteem, growth motivation dedicated Effective & consistent, Self Management, Intelligent Consistently reliable. manages resources & time. Direction, Time Manages self well in relation to responsibilities accepted. Responsible, accepts Management, Commitment instructions, completes tasks Ethic Seen as motivated. Focused, Manages time and & assignments & decisions 192

EXHIBIT 10.3 | RELATIONSHIP OF RESILIENCE AND EI SKILLS Exhibit 10.3 continues Good job ratings, committed, Self Management, Intelligent Dedicated to achieving goals works with difficulties, Direction, Drive Strength, with quality standards, Commitment Ethic hardships, stress, pressure, achiever, works to complete conflict assignments even when facing problems Accurately identifies, Interpersonal Regulates, copes, manages manages, expresses the Communication, Assertion, the emotion of anger in emotion of anger Empathy, Emotion Control healthy ways. Constructive constructively & not harmful at work. Self-esteem, works Interpersonal Nto self or others Communication, Anxiety well with others IOAccurately identifies, Management Effectively deals with manages, express the anxiety, inner tension in Intrapersonal Positive Temotion of fear & anxiety in Change healthy, constructive, Uhealthy ways productive ways Intrapersonal IBEffectively manages the Communication, Positive Good manager of stress, Rdemands, pressures, pressure occurring in Change, Self Esteem stressors of daily living education, work, career. Confident, resilient, skilled ISTValues self as person of Ddignity & worth. Aware of Resilient, moves forward in healthy directions. Continues personal strengths & areas to learn and grow. Renews Rto change to improve self in self, dedicated worker Ohealthy, constructive ways FMotivated to grow, identifies Tskills, areas needing change. Adaptable, flexible, NOmakes transitions skillfully Intrapersonal Motivated learner, wants to Communication improve & develop. Is receptive to teaching, Goal focused coaching, takes feedback well Shows awareness of Personal Well-being, Self Interested, motivated by importance of physical Esteem, Growth Motivation, physical mental, emotional health, healthy relationships, health, optimistic, personal emotional skills, stress Positive Change wellness, healthy, positive management, resiliency attitude, good to work with Adopted from Nelson et al’s. (2017) Teaching and Learning Excellence, Table 3.2, page 58. Reprinted with permission. Change is inevitable and happens all the time. Get used to change and embrace the many positive contributions of skills-based change. As a key transformative 193

skill, Positive Change guides and empowers us to adapt to changing conditions and stressors of life and career. Positive Change is a higher learning pathway that helps to: demystify change from a scary unknown to a learning process you can manage; constructively think about change to challenge adversity with resiliency; identify sources of stress that relate to experiential learning domains to access key skills to mediate the stress and pressures of change with intelligent self- direction; navigate your life and career with reflection to develop positive habits with TEI skills; Nreduces strong tendencies to react with strong emotions and respond with a IOcalm, reasoned approach dealing with the challenges of change; Tembraces growth motivation to meet needs of the human condition throughout Uyour life; IBdevelop positive habits with transformative EI skills and behaviors with Rprotection, permission, and empowerment (remember the 3Ps lessons of the Tbeach with Hermi). R DISCULTIVATING WELL BEING WITH TEI SKILLS OThink constructively and make an important decision (choice) for your career and Flife. Our present world is out of balance and living is often quick, uncertain, and Tstressful. A clear example is the COVID-19 pandemic of 2020. An external event Ocreated chaos and many unexpected changes to our life and lifestyle. Plus, another Nexample of imbalance in life is the fact of pressing physical, mental, emotional problems that people encounter involve the most basic of human functions that are supposed to occur without conscious thought — breathing, drinking, eating, sleeping, and healthy play (exercise). Our goal of developing a positive life and career with transformative emotional intelligence is to intentionally choose a healthy path to happiness, wisdom, and personal well-being. Clearly, EI is recognized more and more as necessary for life and work effectiveness. Transformative emotional intelligence (TEI) is positive, person-centered, relationship focused, skills-based for intelligent direction, and an empowering change model. In other words, truly you have a choice and a meaningful choice to make. We invite you to continue learning all you can about 194 -

positive contributions of your emotional mind and master EI skills with commitment to be your best version of you. We advocate for personal well-being to be at the heart of what makes life happier, better, more positive throughout your life. Well-being is a process to become and be healthy, well, happy, successful. While many factors are involved, we focus on four main skills-based factors: (a) physical-mental-emotional health, (b) developing and applying transformative EI skills, (c) builds positive intra- and interpersonal relationships, and (d) manages pressure and stress with positive change. Transformative EI skills need and flourish with daily monitoring and awareness to grow, develop, become a part of our repertoire of skills. An article for the NAmerican Journal of Educational Research provided an overview and summary of IO21st century skills for achieving education, life, and work success. These skills are included and updated with your learning adventures in this book and provided as Tyour traveling companion (Nelson et al., 2017). IBU1. Communicate clearly, honestly and directly (Assertion) R2. Ability to quickly establish and maintain healthy and effective Trelationships (Interpersonal Comfort - Social Awareness) IS3. Accurately sense and communicate an understanding of the Dthoughts, emotions, and beliefs of others (Empathy) R4. Make quick, creative, and effective decisions (Decision Making) FO5. Positively impact and empower others (Leadership) T6. Consistently (daily) set and achieve meaningful personal goals O(Drive Strength) N7. Effectively manage self to meet accepted responsibilities and commitments on time (Time Management) 8. Complete personal responsibilities and commitments despite difficulties, hardships, and distractions (Commitment Ethic) 9. Identify, manage, and express anger constructively and in a manner not harmful to self and others (Anger Management) 10. Effectively manage anxiety, threat, and fear (Anxiety Management) 11. Regulate and manage the demands and stressors of day to day living and working (Stress Management) 195

12. Actively identify potential areas for increased positive growth (skill development) and work to change self-defeating and problematic behaviors (Positive Personal Change) 13. Develop strengths, act wisely and accept responsibility for thoughts, feelings, and behaviors (Self Esteem - active rather than reactive) 14. Seek challenge and personally meaningful learning (Intelligent Self-Direction) 15. Actualize potential (engaged and committed) to personal and professional growth by learning, developing, and using key EI skills and behaviors. N16. Develop personal vision and mission to chart paths of intelligent IOself direction (Guidance and Vision) T17. Effectively use a personal system of empowerment to harness the Uenergy, motivation, and power needed to achieve standards of IBpersonal excellence (Power and Commitment) R18. Discover, identify, and maintain personal congruence through an ISTintentional use of self-valued beliefs and central purpose in life (Belief and Purpose) D19. Build support systems with healthy, productive personal Rrelationships and work teams (Support and Relationships) FO20. Actively seek to achieve work and life balance with a positive Tmodel of personal change (Balance and Change) O21. Intentionally learn to access and gain positive contributions of Nemotional intelligence and the emotional system (Mindfulness with Critical Thinking and Constructive Thinking) 196

CLOSING THOUGHTS Review this book often and continue to learn a much as you can about positive psychology, mindfulness, and transformative emotional intelligence. Carry our book with you as a traveling companion on your own adventures in life. Strive to fully understand, develop, apply, and model TEI skills as a valuable guide to achieve a positive career and life. LINK TO YOUR NEXT CHAPTER As we conclude our learning adventure together, the next chapter is up to you. Make notes, be creative, set goals, and write your own next chapter along exciting change pathways and adventures in your life and career. Which road will you Nchoose? Along the way and many turns, we encourage you to . . . Think NOT FOR DISTRIBUTIOConstructively, Act Wisely. 197

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REFERENCES Arch, J. J., & Landy, L. N. (2015). Bene ts of mindfulness. In In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: Theory, research, and practice (pp. 208–224). The Guilford Press Charoensukmongkol, P. (2014). Bene ts of mindfulness meditation on emotional intelligence, general self-ef cacy, and perceived stress: Evidence from Thailand. Journal of Spirituality in Mental Health, 16, 171–192. https:// doi.10.1080/19349637.2014.92536 Cox, J. E., & Nelson, D. B. (2008). Quantifying emotional intelligence: The Nrelationship between thinking patterns and emotional skills. Journal of IOHumanistic Counseling, Education & Development, 47(1), 9–25. https:// Tdoi.org/10.1002/j.2161-1939.2008.tb00044.x IBUEpstein, S. (1998). Constructive thinking: The key to emotional intelligence. Praeger RPublishers ISTEpstein, S. (2012). Emotional intelligence from the perspective of cognitive- Dexperiential self-theory. The International Journal of Transformative Emotional Intelligence, 1, 108–120. http://eitri.org/2015/11/14/emotional-intelligence- ORfrom-the-perspective-of-cognitive-experiential-self-theory/ FFredrickson, B. L. (2001). The role of positive emotions in positive psychology: OTThe broaden-and-build theory of positive emotions. American Psychologist, 56, N218–226 Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. The Royal Society, 359, 1376–1377. https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC1693418/pdf/15347528.pdf? inf_contact_key=9944754ba1372fa9ce5ee1421d8427bc Gardner, J. (1961). Excellence: Can we be equal and excellent too? Harper & Brothers 199 . . . 4ifif .if

Gardner, J. (1963). Self-renewal: The individual and the innovative society. W. W. Norton Gladwell, M. (2008). Outliers: The story of success. Little, Brown, and Company Gu, Q., & Day, C. (2006). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1–15. https:// moodle.eduhk.hk/plugin le.php/379346/mod_resource/content/2/ Gu%20%20Day%20(2007).pdf Hammett, R. D. (2013). Personal excellence and emotional intelligence: Creating and validating the Personal Excellence Map. The International Journal of NTransformative Emotional Intelligence, 2, 77–102. http://eitri.org/2015/11/17/ IOpersonal-excellence-and-emotional-intelligence-creating-and-validating-the- Tpersonal-excellence-map/ IBUHammett, R. D., Hollon, C., & Maggard, P. (2012). Professional military education Rin the USAF SOS leadership course: Incorporating emotional intelligence. The TInternational Journal of Transformative Emotional Intelligence, 1, 73–96. IShttp://eitri.org/2015/11/13/professional-military-education-pme-in-the-usaf-sos- Dleadership-course-incorporating-emotional-intelligence/ ORLow, G. R. (2000). Quantifying emotional intelligence: Positive contributions of the Femotional mind. Twentieth Annual Faculty Lecture for Texas A&M University- TKingsville NOLow, G. R., & Hammett, R. D. (2019). Transformative emotional intelligence: Achieving leadership and performance excellence. Emotional Intelligence Learning Systems, Inc. http://b.link/emotional98 Mineo, L. (2017). Good genes are nice, but joy is better. The Harvard Gazette. https://news.harvard.edu/gazette/story/2017/04/over-nearly-80-years-harvard- study-has-been-showing-how-to-live-a-healthy-and-happy-life/ Murray, M. (n.d.). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring program. https://www.ebay.com/itm/352935051876 200 . .if .

National Council for Accreditation of Teacher Education. (2006). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC Nelson, D. B., & Low, G. R. (2011). Emotional intelligence: Achieving academic and career excellence in college and in life. (2nd ed.). Pearson Higher Education Nelson, D., Low, G., Hammett, R., & Sen, A. (2013). Professional coaching: A transformative and research based model. Emotional Intelligence Learning Systems, Inc NNelson, D. B., Low, G. R., & Hammett, R. D. (2017). Twenty- rst century skills for IOachieving education, life, and work success. American Journal of Educational TResearch, 5(2), 197–206. https://doi.org/10.1296/education-5–2-1 IBUNelson, D. B., Low, G. R., Nelson, K. W., & Hammett, R. D. (2015). Teaching and Rlearning excellence: Engaging self and others with emotional intelligence. TEmotional Intelligence Learning Systems DISNelson, D. B., Low, G. R., & Vela, R. (2003). ESAP intervention and interpretation guide [Technical manual]. Emotional Intelligence Learning Systems, Inc OROxford Language Dictionary. (2021). De nition of mindfulness [Online dictionary]. Fhttps://languages.oup.com/dictionaries/ NOTPelletier, K. R. (1977). Mind as healer, mind as slayer: A holistic approach to preventive stress disorders. Dell Rogers, C. R. (1995). On becoming a person: A therapist’s view of psychotherapy. Houghton Mif in Harcourt Sen, A., Nelson, D., & Surya, R. A. (2009). Fueling success: How emotional intelligence helped HPCL and its employees to grow. Book World Enterprises Spradlin, S. (2020). Emotional intelligence: The Intersection where warrior meets wall street. Lulu Publishing Services 201 . . .lf .if . . 5if . . .

Sternberg, R. J. (n.d.). Excellence for all. Educational Leadership, 66(2), 15–19. https://doi.org/10.3102%2F0002831207312910 Tang, H.-W. V., Yin, M., & 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. https://doi.org/10.1108/02683941011089143 Trapp, C. S. (2010). The association among emotional intelligence, resilience, and academic performance of preservice teachers [Ed.D., University of Phoenix]. http://search.proquest.com/pqdtglobal/docview/757725760/abstract/ 1C8A85B2BF34E3BPQ/1 IONWagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation Tof the Resilience Scale. Journal of Nursing Measurement, 1(2), 165–178. Uhttps://www.ncbi.nlm.nih.gov/pubmed/7850498 RIBWeisinger, H., & Pawliw-Fry, J. P. (2015). Performing under pressure: The science NOT FOR DISTof doing your best when it matters most. Crown Publishing Group 202 .

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APPENDIX: BIBLIOGRAPHY OF TEI WORKS Books & Article Carter, S. (2015). Emotional intelligence and person-centered change in a community college leadership development program. The International Journal of Transformative Emotional Intelligence, 4, 55-66. Chapman, L. (2015). The good, the bad, the ugly: Bridging the gap between student and professor perceptions. The International Journal of Transformative Emotional Intelligence, 4, 45-54. Corwin, H. L. (2015). The interwoven characteristics of emotional intelligence and NSanford Meisner actor training. The International Journal of IOTransformative Emotional Intelligence, 4, 21-30. Cox, J. E. (2013). Quantifying emotional intelligence: Validating the Relationship TSkills Map (RSM). The International Journal of Transformative Emotional UIntelligence, 2, 7-20. IBCox, J. E. & Nelson, D. B. (Spring 2008). Quantifying emotional intelligence: The Rrelationship between thinking patterns and emotional skills. The Journal of ISTHumanistic Counseling, Education, and Development, 47(1), 9-25. DeWitt, J. E., & Hammett, R. D. (2015). Improving teacher professional Ddevelopment with appreciative inquiry and emotional intelligence. The RInternational Journal of Transformative Emotional Intelligence, 4, 67-92. ODockrat, S. Y. (2012). The standardization of the Emotional Skills Assessment FProcess (ESAP) for South African students of higher education. The TInternational Journal of Transformative Emotional Intelligence, 1, 61-72. NOElkins, M. (2014). Developing healthy, constructive relationships with self and others. The International Journal of Transformative Emotional Intelligence, 3, 47-58. Farnia, F. (2012). Emotional intelligence and foreign language proficiency: Relating and comparing ESAP and TOEFL performance. The International Journal of Transformative Emotional Intelligence, 1, 51-60. Gammill, B. (2013). Improving learning environments for students. The International Journal of Transformative Emotional Intelligence, 2, 57-62. Gonzaga, A. R., & Camo, R. M. (2014). From measuring to a structured development approach: EI schools and their contributions. The International Journal of Transformative Emotional Intelligence, 3, 13-28. 204 s

Hammett, R. D. (2013). Personal excellence and emotional Intelligence: Creating and validating the Personal Excellence Map (PEM). The International Journal of Transformative Emotional Intelligence, 2, 77-102. Hammett, R., Hollon, C., & Maggard, P. (2012). Professional military education (PME) in the USAF SOS leadership course: Incorporating emotional intelligence. The International Journal of Transformative Emotional Intelligence, 1, 73-96. 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. Hills, F., Cano, A, & Illich, P. (2013). Taking the LEAP: Integrating EI to positively Naffect college culture. The International Journal of Transformative IOEmotional Intelligence, 2, 35-46. THokeness, M. (December 2011). Emotional intelligence and the certified flight Uinstructor (CFI). The Professional Flight Instructor Mentor, 13(12), 26-27. IBJustice, M., Espinoza, S., Veitch, B.L., & Lin, M. (2012). Emotional intelligence, Rteacher education, and future studies. The International Journal of TTransformative Emotional Intelligence, 1, 39-50. ISKenney-Wallace, P., & Fedynich, L. (2014). Infusing emotional intelligence skills Dinto college mathematics classrooms. The International Journal of Transformative Emotional Intelligence, 3, 59-66. RLove, C. R. (2014). The influence of emotional intelligence management FOcurriculum to improve college students’ intrapersonal and interpersonal skills to impact leader behavior and team effectiveness. The International TJournal of Transformative Emotional Intelligence, 3, 29-38. NOLow, G.R. & Hammett, R.D. (2012). The transformational model of emotional intelligence: Improving student access and success. The International Journal of Transformative Emotional Intelligence, 1, 21-38. Low, G. R., & Hammett, R. D. (2020). Grounding professional coaching practice with positive assessments of emotional intelligence. Library of Professional Coaching, 1–10. https://libraryofprofessionalcoaching.com/ tools/instrumentssurveysquestionnaires/grounding-professional-coaching- practice-with-positive-assessments-of-emotional-intelligence/ 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 205

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. Malekar, S., & Burks, T. (2015). Cognitive and non cognitive competencies of selected world business changers. The International Journal of Transformative Emotional Intelligence, 4, 123-133. Mateias, D. E. (2014). Rooting the paradigm of transformational leadership. The International Journal of Transformative Emotional Intelligence, 3, 7-12. NMiller, T. (2013). Transformative emotional intelligence in transforming education. The International Journal of Transformative Emotional Intelligence, 2, IO47-49. TMu oz, M. E., Potter, G., & Chavez, M. R (2013). A pilot study of empathy and Ucounselor self-efficacy among graduate students in a predominantly IBhispanic counseling psychology program. The International Journal of RTransformative Emotional Intelligence, 2, 51-56. TMurray, M. (2014). Margo Murray interview with EITRI. The International Journal ISof Transformative Emotional Intelligence 3, 77-80. DNelson, D. B & Low, G. R. (2006). Emotional intelligence and college success: A Rresearch-based assessment and intervention model. In J. Cassidy, OA.Martinez, & C. Swift (Eds.), Supporting Student Success (4, pp. F237-247). Corpus Christi, TX: Texas A&M University-Corpus Christi. TNelson, D., & Low, G. (2014). Emotional intelligence: A Transformative Theory. OThe International Journal of Transformative Emotional Intelligence, 3, N1-8. 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. (2012). Liberating and actualizing human potential. The International Journal of Transformative Emotional Intelligence, 1, 15-20. 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. 206 ̃n

Nelson, D., Low, G., & Hammett, R. (2012). Emotionally intelligent teaching: Mentoring and teaching excellence using a transformative learning model. In S. Myers & C. Anderson (Eds.), Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders (243-255). Boston: Sense Publishers. Nelson, D., Low, G., Hammett, R., & Sen, A. (2013). Professional coaching: A transformative and research based model. Corpus Christi, TX: Emotional Intelligence Learning Systems, Inc. Nelson, D., Low, G. Hammett, R. (2014). The relationship between MBTI® and LSTI® personality types in senior managers of a fortune 500 company. The International Journal of Transformative Emotional Intelligence, 3, 67-76. NNelson, D., Low, G, Nelson, K., & Hammett, R. (2015). Teaching and learning IOexcellence: Engaging self and others with emotional intelligence. Corpus TChristi, TX: Emotional Intelligence Learning Systems, Inc. UNelson, D., Low, G., & Vela, R. (2003). Emotional skills assessment process IB(ESAP) interpretation and intervention guide. [Technical Manual]. Corpus RChristi, TX: Emotional Intelligence Learning Systems, Inc. TNelson, D. B. & Low, G. R. (2011). Emotional intelligence: Achieving academic ISand career excellence (2nd ed.). Upper Saddle River, NJ: Pearson DEducation. RNelson, D., & Nelson, K., & Trent, M. (Spring 2012). Developing resiliency skills: Using the Relationship Skills Map® (RSM®) with military couples in high FOstress environments. Annals Psychotherapy and Integrative Health, 14–25. TNelson, D. B., & Peña, C. (2018). What are you feeling: Emotional intelligence for children. NOO'Neill, T. (2015). Front-line leaders' interpretations of emotional intelligence skills. The International Journal of Transformative Emotional Intelligence, 4, 103-112. Peña Tamez, M. C. (2021). Transformative emotional intelligence methodology: Guiding parents, grandparents, and teachers for personal excellence. 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. Reyes-Dominguez, P. (2011). The power of emotional intelligence in transforming lives: Voices from higher education. The International Journal of Transformative Emotional Intelligence, 1, 97-108. 207

Rude, D. A. (2013). Developing emotional intelligence in leaders: A qualitative approach. The International Journal of Transformative Emotional Intelligence, 2, 21-34. Sen, A. (2015). Ashis Sen interview with EITRI. The International Journal of Transformative Emotional Intelligence, 4, 135-138. Sen, A. & Khandagle, S. (2013). Emotional choices: Pathway to intrinsic motivation. The International Journal of Transformative Emotional Intelligence, 2, 1-6. 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. NTang, H.W., Yin, M.S., & Nelson, D.B. (2010). The relationship between emotional IOintelligence and leadership practices: A Cross-cultural study of academic Tleaders in Taiwan and the USA. Journal of Managerial Psychology, 25(8), U899-926. IBTeliz-Triujeque, R., Low, G., Nelson, D., Brown, M., Davis, R., & Hammett, R. (2015). The validation of the Spanish version of the Emotional Skills RAssessment Process. The International Journal of Transformative ISTEmotional Intelligence, 4, 1-20. Templeton, N. R., Hammett, R., Low, G., Arrambide, M., & Willis, K. (2015). A Dprincipal leadership framework for enhancing teacher practice through Rcoaching with emotional intelligence. The International Journal of OTransformative Emotional Intelligence, 4, 93-102. FTolbert, T. T., & Justice, M. C. (2015). The influence of emotional intelligence on Tfirst-year college success. The International Journal of Transformative OEmotional Intelligence, 4, 31-44. NTonioni, R. J. (2015). Emotional intelligence: A critical competency for leadership development. The International Journal of Transformative Emotional Intelligence, 4, 113-122. Tulsi, P.K. & Walia, P. (2013). Emotional intelligence and job satisfaction related to gender and experience. The International Journal of Transformative Emotional Intelligence, 2, 1-6. Williams, M. D. (2014). True grit: How developing emotional intelligence makes better leaders. The International Journal of Transformative Emotional Intelligence, 3, 39-46. 208

Dissertations & These 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 Amatuzzi, V. J. (2015). Relationships between self-perceived emotional intelligence skills and academic achievement of United States Air Force resident airman leadership school students (Doctoral dissertation).. Alabama State University Bradshaw, S. (1981). PSM scale differences of successful and unsuccessful CETA training (Doctoral dissertation). John Wood College Branaman, T. (1981). Multiple correlational analysis of quantity and frequency of Nalcohol use, problem drinking and personal life skills by ninth and twelfth IOgrade students I. East Texas State University TCarter, S. D. (2015). Emotional Intelligence: A qualitative study of the development Uof emotional intelligence of community college students enrolled in a IBleadership development program (Doctoral dissertation).. Colorado State RUniversity ISTCastro, V. (2005). The ef cacy of an emotional intelligence based program: Resilient behaviors of seventh and eighth grade students. Dissertation Abstracts DInternational, 66(5) RCeasar, P. (1989). A comparison of personal skills of select psychologically O“androgynous” and “masculine” males during mid-life (Doctoral dissertation). FEast Texas State University TChancler, J. (2012). A comparison of emotional intelligence and leadership styles Oamong Texas Public School Principals (Doctoral dissertation). Texas A&M NUniversity-Kingsville 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 Cox, S. J. (2012). A study of personality, emotional intelligence, social maturity, and job performance among nurses in rural East Texas (Doctoral dissertation). Texas A&M University-Commerce 209 . . . . . .if . . . . . s

Deatley, M. (1986). The effects of interpersonal skills training (IPST) upon communication, discrimination, interpersonal, and leadership skills in business (Doctoral dissertation). East Texas State University DeWitt, J. E. (2014). Combining appreciative inquiry and emotional intelligence to understand and improve the professional development of K-12 teachers (Doctoral dissertation). Walden University Ellis, C. N. (2004). A study of emotional intelligence indicators in continuation and comprehensive high school students. Dissertation Abstract International, 65(8) Farnia, F. (2007). The relationship between emotional intelligence skills and foreign language pro ciency (Master’s thesis). Allameh Tabatabaei University NFernandez, A. (2007). Attitudinal, behavioral, and emotional intelligence skill IOcharacteristics of college student- parents (Doctoral dissertation). Texas A&M University-Kingsville UTFry, L. (1990). An evaluation of Mississippi State University’s summer scholar’s IBprogram (Doctoral dissertation). Mississippi State University, Mississippi State TRHale, K. D. (1986). The effects of behavior-control-perception (BCP) training upon ISfocus-of-control and personal skills of selected high-risk community college students (Doctoral dissertation). East Texas State University R DHammett, R. D. (2007). Personal excellence: The development and validation of a new measure of emotional intelligence (Doctoral dissertation). Texas A&M FOUniversity-Kingsville THarville, P. C. (2012). The role of emotional intelligence skills in teaching Oexcellence: The validation of a behavioral skills checklist (Doctoral Ndissertation). Texas A&M University-Kingsville Hokeness, M. M. (2012). The relationship of certi ed ight instructors’ emotional intelligence levels on ight student achievement (Doctoral dissertation).. University of Phoenix 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 Jobe, T. D. (2010). A study regarding the in uence of emotional intelligence on adult self directed learning (Master’s thesis). Texas A&M University- Kingsville 210 .lf . . .lflfif . . . . . .if . . .

Josefowitz, A. J. (1984). The effects of management development training on organizational climate. University of Minnesota, St. Paul Kenney-Wallace, P. (2013). An analysis of the relationship between emotional intelligence and constructive thinking, and student achievement in developmental mathematics . Texas A&M University-Kingsville 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 IONLiang, Y. H. (2007). The relationship between personality type and emotional intelligence in a sample of college and university faculty in Taiwan (Doctoral Tdissertation). Texas A&M University-Kingsville IBULink, S. W. (1982). Factors associated with academic performance of community college students (Doctoral dissertation). University of North Texas TRLove, C. (2014). The in uence of emotional intelligence curriculum to improve IScollege students’ intrapersonal and interpersonal skills to impact leader behavior and team performance effectiveness (Doctoral dissertation). North DCarolina A&T State University RLu, S.-C. (2008). Validation of a measure of emotional intelligence for rst year FOcollege students in a Hispanic serving institution (Doctoral dissertation). Texas A&M University-Kingsville OTMadina, A. A. S. (2010). Exploratory study about the relationship between Nemotional 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 Mejia, J. E. (2012). A comparative analysis of personal skills pro les among administrators, department chairs, and faculty at a college in South Texas (Doctoral dissertation). Texas A&M University-Kingsville 211 .if . . . .if .lf . . . . . .

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 O’Neill, T. (2015). The front-line leader’s interpretation of emotional intelligence skills (Doctoral dissertation). University of the Rockies 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 NPotter, G. (2005). The impact of an emotional intelligence intervention program on IOfreshman students at a South Texas higher education institution (Doctoral dissertation). Texas A&M University-Kingsville UTQuintanilla, M. C. (1998). The effects of a stress intervention strategy in residential IBtreatment staff: The PACE program (Doctoral dissertation). St. Mary’s University TRReyes-Dominguez, P. (2008). The relationship between emotional intelligence and ISleadership on organizational excellence (Doctoral dissertation). Texas A&M University-Kingsville R DRice, D. M. (2006). An examination of emotional intelligence: Its relationship to academic achievement in army JROTC and the implications for education. FODissertation Abstracts International, MI(3240023) TRude, D. A. (2013). Leadership and emotional intelligence: A phenomenological Ostudy on developmental experiences of effective federal government leaders N(Doctoral dissertation). George Washington University 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 de cient students taught by peer counselors using the microcounseling model in an urban university (Doctoral dissertation) Smith, G. M. (2006). A study of the emotional intelligence skills of resident advisors at two South Texas universities (Master’s thesis). Texas A&M University- Kingsville 212 . .if . . . . . . . . . .

Smith, M. E. (2004). A mixed paradigm: Study of a transformational learning program for at-risk high school students. Dissertation Abstract International, 65(11) 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 NTang, H.-W. (2007). A cross-cultural investigation of academic leaders’ emotional IOintelligence and leadership effectiveness in Taiwan and the United States (Doctoral dissertation). Texas A&M University-Kingsville UTTeliz Triujeque, R. (2009). Validation of the Spanish version of the emotional skills IBassessment process (ESAP) with college students in Mexico (Doctoral dissertation). Texas A&M University-Kingsville TRTennant, S. (1990). Personal and moral development curriculum intervention for ISliberal arts freshmen: A personal development program (Doctoral dissertation). Ohio State University R DTitus, J. (1980). The effects of a human communications workshop on the self- actualization and interpersonal skills of United States Air Force and Civil FOService personnel (Doctoral dissertation). Abilene Christian University TTolbert, T. L. (2015). College student re ections: In uence of emotional intelligence Oon and the freshman year NTonioni, R. J. (2015). The relationship between emotional intelligence and leadership style among community college leaders (Doctoral dissertation).. Aurora University Trapp, C. S. (2010). The association among emotional intelligence, resilience, and academic performance of preservice teachers (Doctoral dissertation). University of Phoenix Turnquist, R. (1980). Assessing the personal skills development of incarcerated juvenile delinquents (Doctoral dissertation). Sam Houston State University Veitch, B. L. (2011). Developmental education and emotional intelligence in three rural east Texas community colleges (Doctoral dissertation). Texas A&M University-Commerce 213 . . . . .lflf . . . . . . . .

Vela, R. H., Jr. (2003). The role of emotional intelligence in the academic achievement of rst 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 Webb, J. (1991). Patterns of social skills in a typology of marital systems (Doctoral dissertation). The Fielding Institute IONWelsh, S. (1985). Can the academic probation student be salvaged? A retention strategy (Doctoral dissertation). Kansas State University UTWhite, F. (1981). Affective vocabulary and personal adjustment of deaf and hearing IBadolescent populations (Doctoral dissertation). East Texas State University RWilkins, D. D. (2004). The relationship between emotional intelligence and Tenrollment retention in online instruction (Doctoral dissertation). Walden ISUniversity DWilliams, A. M. (2021). Online instructors’ use of emotional intelligence in higher Reducation distance learning (Doctoral dissertation). Walden University OWilliams, M. H. (2004). Achievement and retention patterns in a predominantly FHispanic serving institution of higher education (Doctoral dissertation). Texas TA&M University-Kingsville OYin, M. S. (2007). Grey system theory and multiple attribute decision making: An Ninnovative approach to educational research (Doctoral dissertation). Texas A&M University-Kingsville 214 . . . . . . . . . .if

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