220425_TEI Certifcation_Notes

1 EI LEARNING SYSTEMS 4/25/22 EI CERTIFICATION 1 WORKSHOP BUILDING RESILIENT RELATIONSHIPS W HILE REMOTE APRIL 25-27, 2022 Post on Social Media using #EITRI.org Like the EITRI.org Facebook page! 1 Name 2 PLEASE SHARE YOUR GOALS AND Geographical location Organization affiliation EXPECTATIONS? Pre-work assessments completed? Your expectations for the workshop? • SCALE Profile Interpretation • Helping medical patients better understand and • Deal more effectively with difficult student situations deal with difficult situations (improve emotional • Improve behaviors health) • Improve my own understanding so I can make better • EI for leadership, improve emotional well being connections with students • EI for student support and to improve self-efficacy • How EI came about for life success/satisfaction • How we can measure EI and EI implementation • Better serve students and community • EI for improved personal relationships • Better integration • My goal is to become a highly emotional intelligent • How emotion and intelligence go together individual in my professional career as well as my • Research with master’s & doctoral students personal life. I believe that maturity has a lot to do with your emotional intelligence and I would like • Balancing managerial and leadership responsibilities to be the bigger person whenever I can. • Apply TEI measures in Florida schools 2 3 G1. Locate, cite, discuss foundational research/theoretical contributions to TEI. OUR GOALS G2. Develop a model of a person-centered and practical learning process. FOR THE WORKSHOP G3. Recognize emotional information and process it in a constructive way. G4. Enhance your ability to apply TEI in your own development. 3 G5. Be able to explain and use the Emotional Learning System©. G6. Be able to build trust/rapport using positive assessment and interpretation. G7. Have the skills to administer and interpret EILS assessments. • Emotional Skills Assessment Process® (ESAP®) • Skills for Career And Life Effectiveness® (SCALE®) G8. Facilitate the use of TEI in your work with others. G9. Have an awareness of additional EILS assessments and learning materials.

4 WORKSHOP ORGANIZATION: 4/25/22 FOUR-MODULE STRUCTURE 2 Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, Modeling EI Skills 4 5 MODULE 1: LEARNING OBJECTIVES FOR EXPLORING EI AND TEI • Describe integrated, holistic theory of human behavior. • Cite three initial research questions/answers. • Describe the influences from and similarities to others’ theories. • Describe the research base/foundations of EI. • Compare/contrast Maslow’s needs and EI theory of needs. • Cite the underlying beliefs of EI and EILS. • Describe/apply 12 hallmarks of TEI. • Identify 5 areas of dominant thoughts. • Describe the 7 tenets and enduring qualities of TEI. 5 6 INTRODUCTION: TRANSFORMATIVE EI THEORY • Emerging Healthy Being Models of Darwin Nelson and Gary Low • Research-derived (1977 – Present) • Personal and Emotional Skills • Achievement and Retention • Person/Student Centered • Develops Effective Leaders and Teams • Addresses Accountability 6

7 TIMELINE OF DEVELOPMENT: 4/25/22 TRANSFORMATIVE EMOTIONAL INTELLIGENCE 3 Three Guiding PERL1 Survey Items Please see Appendix A (TEI for Research Questions Created a Positive Career and Life, 1.What differentiates more 1 PERL = Personal, 2021) for updated successful and healthy people Emotional, Relationship, Life bibliography. from those not so successful and healthy? 2.How can we help others achieve more success, health, and well-being? 3.Can we be excellent and equal too? (John Gardner, 1960s) 7 8 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE 8 9 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE 9

10 TIMELINE OF DEVELOPMENT: 4/25/22 TRANSFORMATIVE EMOTIONAL INTELLIGENCE 4 ® With Margo Murray’s* encouragement and assistance, the 98-item Skills for Career And Life Effectiveness® (SCALE®) is developed for online delivery. * MMHA – The Managers’ Mentors, Inc. 10 11 TEI INFLUENCES HISTORICAL ROOTS & PRIMARY BRANCHES 11 12 TEI THEORY & LEARNING SYSTEMS – TO USE EVERY SINGLE DAY Positive Philosophy & Emerging Theory Of Human Behavior Think Constructively & Purposefully Develop Your Emotional Mind Goal Focus – To Achieve Success, Health, & Well-Being Life Focus – Interdependence As A Higher Order Value 12

13 TEI THEORY, LEARNING SYSTEMS, & PRACTICE 4/25/22 5 Influencing Factor – For Achievement, Career Success, Health,Well-Being, Leadership Excellence EI is a Learned, Skills-Based-Ability … Unlike The Divisive Nature Of IQ A Flexible Education & Training Curriculum – To Learn & Apply – Performance, Career, Leadership Establish Purposeful, Active, Positive, Encouraging Learning Environments, Cultures Of Success 13 14 SUMMARY OF 4 DECADES OF RESEARCH, DISCOVERY, LEARNING Reflections from Study, Experience, and Collaboration: • Affirmed and Confirmed – Essential Importance of TEI • For People and Life; for Education, Business, Government, Health • The Human Condition – Motivation, Needs, Drives, Skills 14 15 SUMMARY OF 4 DECADES OF RESEARCH, DISCOVERY, LEARNING (CONT’D) ”Think Constructively, Act Wisely” Major Learning Dimensions/Competency Sets: I. Interpersonal & Healthy Relationships; II. Positive Influence & Leadership; III. Self-management & Career/Life; IV. Positive Change & Intrapersonal Themes: Communication, Ethics, Achievement, Resilience, Renewal, Emotion Regulation, Intelligent Self-Direction 15

16 THE THREE GUIDING RESEARCH QUESTIONS 4/25/22 AND ANSWERS 6 • W hat differentiates more successful and healthy people from those not so successful and healthy? • Personal, emotional, relational, and life (PERL) skills are key. • Balancing competencies is needed. • An integrated learning framework is helpful. • How can we help others achieve more success, health, and well-being? • Create & develop a process to achieve excellence. • Physical, mental, emotional health focus is needed. • Integrate and share scholarship. • Can we be excellent and equal too? • Yes – As we learn to create personal standards of guiding ethics: Excellence with positive change. • Yes – As we learn to set meaningful personal goals daily and pursue positive change. • Yes – As we learn constructive thinking to shape wise behavior to achieve positive change on time. 16 17 ACTIVITY – WHAT GUIDING RESEARCH QUESTIONS WOULD YOU ADD TODAY? 1. What differentiates more successful and healthy people from those not so successful and healthy? 2. How can we help others achieve more success, health, and well-being? 3. Can we be excellent and equal too? (John Gardner, 1961) 4. ? 5. ? 6. ? 17 18 MAJOR ASSUMPTIONS OF OUR RESEARCH & WORK We Are Responsible For Our Own Thoughts, Feelings,Actions Important To Try -- Understand, Learn, Develop, Model EI Purposely Use Active, Engaging Growth – PERL Skills Awareness, Reflection, Constructive Thinking, Change A Guiding Personal Philosophy & Practical Learning Process – Emotional Learning System 18

19 POSITIVE ASSESSMENT IS NEEDED TO 4/25/22 LEAD FOCUSED LEARNING 7 Founded On Belief In People -- Immense Capacity To Discover, Learn, Grow, Create, Develop, Change, Achieve Series Of Skills-Based Assessments: PSM, RSM, ESAP, PRM, SCALE, PEM, SESAP, SASAP, LSTI, WBA – Tailored Versions Emotional Learning System – Integrated 5 & 8 Step Process Access & Gain the Positive Contributions Of Your Emotional Mind 19 20 EMOTIONS ARE NATURAL, NOT NEUTRAL Emotions & Emotional Expression Are Empowering When: • Appropriate, Constructive, Reflective • Skilled, Comfortable, Positive • Practiced Daily In Our Thinking & Actions 20 21 EMOTIONS ARE NATURAL, NOT NEUTRAL (LEAD US TOWARD ACTION) Emotions & Emotional Expression Are Overpowering When: • Inappropriate, Destructive, Reactive • Unskilled, Uncomfortable, Impulsive • Can Occur At The Speed Of Destructive Thought & Action (When No Controls, No EI, No TEI) • Painful, Obvious, Hurtful & Impossible To Forget 21

22 ALIGNMENT OF TEI LEARNING & 4/25/22 HIGHER ORDER THINKING -- A SKILLS PROCESSES 8 Helps Achieve Neural Integration – 2 Mind Thinking (see Seymour Epstein) Reflective & Constructive Learning Positive Contributions Of Your Emotional Mind Practical, Wiser Ways To Challenge & Change Habits Of Emotional Reactivity Build Positive Habits & Skills Of Personal Excellence 22 23 ABRAHAM MASLOW’S HIERARCHY OF HUMAN NEEDS, MOTIVATION, DRIVES Self-Actualization In Essence – Growth vs Deficiency Needs Esteem Needs Love, Belonging Needs Physiological & Safety Needs 23 24 TEI THEORY VIEW OF BASIC NEEDS WITH RELATED BELIEFS, & EI SKILLS • Survival Needs • Seek Wellness Over Pain in Fulfilling Physiological Needs • Key TEI Skills: Anger, Anxiety, & Stress Management, Self-Esteem • Safety Needs • Make Sense From Our Experience – Develop Consistency, Stability in How We View the World • Key TEI Skills: Self Esteem Stress Management, Positive Change, Physical Wellness 24

25 TEI THEORY VIEW OF INTERMEDIATE NEEDS WITH 4/25/22 RELATED BELIEFS, & EI SKILLS 9 • Relationship Needs • Seek Meaningful Connections, Satisfying Relationships With Others • Key TEI Skills: Assertion, Comfort, Empathy, Self-Esteem • Esteem Needs • Believe that One Has Value,Worth, Dignity; Develop High, Authentic Self • Key TEI Skills: Self Esteem 25 26 TEI THEORY VIEW OF TOP-LEVEL NEEDS WITH RELATED BELIEFS, & EI SKILLS • Equilibrium Needs • Seek Balance, Harmony, Calmness W hen Experiencing Change, Distress, or Perceived Deficits • Key TEI Skills: Anger, Anxiety, & Stress Management; Positive Change, & Self Esteem • Growth Needs • Continuous Growth, Motivation, & Change to Develop Best Self (i.e., Personal Excellence) • Key TEI Skills: Self Esteem, Drive Strength (Achievement Drive), Positive Change, Physical Wellness 26 27 TEI THEORY VIEW OF NEEDS, RELATED BELIEFS, EI SKILLS, & POSITIVE CHANGE • TEI Skill of Self Esteem is Essential to All Human Needs & Related Beliefs • A Key to Quality of Life, Relationship with Self and Others • Strengthen, Enhance Evaluation – Your Worth,Value, Dignity • Monitor Inner Critic (Voice) Fueled by Destructive, Irrational Thoughts: Must Challenge the Negative. 27

28 ACTIVITY 4/25/22 10 • In Small Groups, Discuss Abraham Maslow’s Hierarchy and TEI Theory • How are the needs similar? • Which of the TEI skills enable positive change through the hierarchy? 28 29 TEI BELIEFS We believe that … … students and adults seek healthful and happy outcomes and avoid painful ones. … people seek relationships with other people and their environments. … interdependence is more important than independence. 29 30 TEI BELIEFS (CONT’D) 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. 30

31 TEI BELIEFS (CONT’D) 4/25/22 11 We believe that … … people need help in learning how to learn. … students need help in developing readiness for college expectations and academic rigor. … learners need to be a full and active partner in college and work environments. 31 32 TEI BELIEFS (CONT’D) We believe that … … students need to learn how to engage themselves in classes and programs. … people need to learn and understand the contributions of the emotional mind. 32 33 TWELVE HALLMARKS TO HELP MAKE TEI PRACTICAL 1. TEI Is Integrative – Competencies, Skill Sets, Skills • Knowledge & Data, Learning Connections & Pathways 2. TEI Is Skills-Based in Ways That Balance 2-Mind Learning – Cognitive (Rational) & Emotional (Experiential) – Sy Epstein • Seeking Congruence – Thinking (Constructive), Feeling (Emotional), Behaving W isely (Action) – Balancing Mind, Body, & Spirit 3. TEI Is Experiential – Lead System - Learning, Change, Growth • EEmmoottioinoanl aElxpEexripenecreieisnAcneotihseAr WnoaythofeKr nWowaiyngoafnKd nGorowwiinngg and Growing 33

34 TWELVE HALLMARKS TO HELP MAKE TEI 4/25/22 PRACTICAL (CONT’D) 12 4. TEI Is Reflective – SkillsTo Regulate Emotions & Manage Change • Emotional Learning System -- Explore (Self Assessment), Identify (Self Awareness), Understand (Self Knowledge), Learn (Self Development,Apply & Model (Self Improvement) 5. TEI Is Engenders Reflective, ConstructiveThinking – Not Impulsive, Destructive Thinking • Requisite 21St Century Skill – Break Negative Habits Of Emotional Reactivity 6. EI is AWork in Process to Balance Life &Work – Seeking to Achieve Equilibrium Needs, Congruence • Foundation of Personal Excellence – Constructed with Key Emotional Skills – A personal COTE Of Arms (H.Weisinger) 34 35 TWELVE HALLMARKS TO HELP MAKE TEI PRACTICAL (CONT’D) 7. TEI Is Positive Assessment – A Necessary Person-Centered Learning Perspective • First Critical Step (Often Missing) -- For Engaged Personal Development, Growth Motivation, Change 8. TEI Is Behaviorally Anchored – Skills, Actions, Attitudes • Created & Directed – Emotional & Cognitive Minds 9. TEI Is Life Management – Behavioral Reflections Of Higher OrderThinking, Actions • Research Findings Changed Our Minds About Factors Of Success, Health, & Well-Being 35 36 TWELVE HALLMARKS TO HELP MAKE TEI PRACTICAL (CONT’D) 10. TEI Embraces Our Brain As A Social Organ – Empowering Strengths Of Relationship, Interdependence • Research Findings Changed Our Minds About Factors Of Success, Health,Well-Being 11. TEI Is A Personal Scientist Model Of Excellence • Best Vs.Worst Self Measure* (Gardner) – Self Defined, Self Directed Model To Become, Be Our Best Self 12. TEI Is Daily Modeling – Striving To BeYour Best Self – Every Day • Overarching Goal, Lead W ith Empathy + Key EI Skills 36

37 ACTIVITY – 4/25/22 13 Discuss with your group: Which hallmark resonates with your profession and how might you embed it in your curriculum or business model? 37 38 REFLECTIVE THINKING & DOMINANT THOUGHTS THAT SHAPE OUR WORK • How We Think Is Known & Valued • We May Become What We Think – Change “How” Not “What” We Think • Know You Can Develop Excellence In Life & Work -- Become The Person You Value & Respect The Most • TEI Skill Of Self Esteem – A Thermostat – Influences How We Direct, Focus Energy 38 39 DOMINANT THOUGHT 1: EACH PERSON IS UNIQUE WITH THEIR UNIQUE PICTURE OF SELF AND WORLD • Able To Think Constructively About Our Past, Present, Future • Realize Our Imperfections – Mistakes Are Inevitable -- Change • Know We Are Mortal & Life Is Finite • Need To Accept Our Being Human – Know Our World Is Largely What We Perceive It To Be 39

40 DOMINANT THOUGHT 2: ONE BRAIN,TWO 4/25/22 MINDS – DUAL PROCESS THINKING 14 • Cognitive & Emotional – Seek Balance & Equilibrium • Change Happens All The Time – Need To Direct, Manage, Lead • Key To Life, Performance, Leadership Excellence • Develop EI Skills. Constructive Thinking, Self-Directed Learning, Intrapersonal Dialogue, Practice & Rehearse 40 41 DOMINANT THOUGHT 3: INTERDEPENDENCE IS A HIGHER ORDER VALUE • Think Of Individual As “We” Rather Than “I” • Interactive System Of Mind, Body, Spirit – We Are 1, Not 3 • Healthy Intra & Interpersonal Relationships Are Essential For Balance, Attunement, Personal Excellence • Healthy Spirituality (Relationships Beyond Self) Can Be An Important Or Essential Factor To Life & Satisfaction 41 42 DOMINANT THOUGHT 4: EMOTIONAL MIND IS LEAD SYSTEM • Influences Behavior – Personal, Emotional, Relationship, Life • Understanding Emotions (Yours & Others) – Key To Work, Life, Leadership Excellence • Understanding How Your Emotional Mind Works & Positive Contributions – Leads to Self-Knowledge – Personal Science • Learning To Manage, Regulate, Control Your Emotions -- Essential To Health,Well-Being, Satisfaction, Happiness 42

43 DOMINANT THOUGHT 5: KEY TO HEALTHY & 4/25/22 PRODUCTIVE RELATIONSHIPS 15 • Boosting Our Well-Being & Achievement • Seeing Our Strengths That We Often Overlook • Receiving Help -- Affirms Our Value & Worth • Helping Develop Positive, Authentic Self Esteem 43 44 ACTIVITY How would you describe each of these TEI constructs to someone who is not familiar with emotional intelligence? 1. We have one brain, with two minds (hint: Dual-process thinking). 2. The higher order value of interdependence. 3. The emotional mind is the lead system. 4. The key to healthy & productive relationships. 44 45 TEI THEORY, LEARNING SYSTEMS, & PRACTICE Positive Philosophy & Emerging Theory Of Human Behavior Dynamic, Engaging Process – To Think Constructively & Develop Your Emotional Mind Goal Focus – To Achieve Success, Health & Well-Being Life Focus – Interdependence As a Higher Order Value 45

46 TEI THEORY, LEARNING SYSTEMS, & PRACTICE 4/25/22 16 Influencing Factor – Achievement, Career Success, Health Learned Skills-Based Ability – Why We Use EI Not IQ/EQ Education & Training Curriculum – To Learn & Apply – To Enhance Achievement, Career, Leadership Excellence Establish Purposeful,Active, Person-Centered Learning Environments For Individual, Group, Team Development 46 47 CONSTRUCTIVE THINKING & ACTING WISELY ARE GUIDED BY … • Reflection, Reflective Thinking - Past Learning, Present Goals, Future Vision • Awareness, Self-Awareness – Self Assessment, Self Knowledge • Constructive 2 Mind Thinking – With TEI Skills, Strategies, Behaviors • “Personal Excellence”– Learning Positive Contributions Of Emotional Mind • Achieving Neural Integration – A Balanced Model with Transforming P-E-R-L Skills 47 48 TEI TENETS AND ENDURING QUALITIES 1 – Positive, Engaging Philosophy – A Learning Systems Model • Family Of Assessments – Identify Strengths & Areas To Develop • Active, Experiential, Social, Emotional Learning (SEL) – With Guided & Self-Directed Learning (SDL) • Build A Solid Foundation of EI PERL Skills – Create a Personal Excellence Framework & Leadership Ethics 48

49 TEI TENETS AND ENDURING QUALITIES (CONT’D) 4/25/22 17 2 – Research Derived Over 4 Decades • Builds Confidence -- A Sound Learning Approach • Emerging Theory & Professional Practice Model -- Emotions & Emotional Behavior • Empower Learning -- Reflection, Constructive Thinking,A Foundation Of Learning Excellence 49 50 TEI TENETS AND ENDURING QUALITIES (CONT’D) 3 – Person-Centered – Building Quality From Within • Internal Perspective – More Meaningful Than External Ones • Developing Skills To Make Changes, Reduce Problem Behaviors – Increase Awareness • Lead With Empathy + EI Skills – Build Strengths 50 51 TEI TENETS AND ENDURING QUALITIES (CONT’D) 4 – Relationship Focused – Healthy Social Skills & Behaviors • Essential For Personal, Group,Team Effectiveness • Assertive Communication With Empathy = Self Esteem • Emotions Are Natural – Reduce The Negative Effects Of Anger, Fear, Sadness With Interpersonal Skills 51

52 TEI TENETS AND ENDURING QUALITIES (CONT’D) 4/25/22 18 5 – Skills Based – Behaviors & Strategies – Use Daily • Develop Skills With Practice • TEI Skills & Strategies – Break The Habit Of Emotional Reactivity – Reactive Habits Are Easy To Form & Difficult To Break • Personal Excellence – Impacts Goals We Strive To Achieve, How We Think & Choose To Behave 52 53 TEI TENETS AND ENDURING QUALITIES (CONT’D) 6 – Positive Personal Change – A Model To Apply Daily • Demystifies Change – Proactive Skills-Based Process • Positive Change – Correct Negative Behaviors, Repair Relationships • A Balanced Confluence, Neural Integration – Renewal & Resilience 53 54 TEI TENETS AND ENDURING QUALITIES (CONT’D) 7 – Intelligent Self Direction -- Goal Achievement • Personal Excellence Learning Framework • Positive Influence – Create Personal Standards Of Excellence, Mindfulness – Ethics • Set Meaningful Goals -- Solve Problems With A Skills Solution Process 54

55 ACTIVITY – RESPOND TO THE 4/25/22 FOLLOWING QUESTIONS 19 1. Which of the TEI tenets and enduring qualities resonate most, and why? 2. Which are included in the work you do now, and how are they included? 3. Which others could add value, and how would they best be included? 55 56 WORKSHOP ORGANIZATION – FOUR-MODULE STRUCTURE Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, Modeling EI Skills 56 57 MODULE 2: LEARNING OBJECTIVES FOR UNDERSTANDING EI SKILLS • Cite research basis of validity & reliability data • Clarify early contributions (Vygotsky, Rogers, Maslow, Epstein) • Describe the role of emotional mind in personal well being • Cite an operational & practical definition of TEI • Cite the EILS theory of human emotions • Describe the Four Basic Emotions • Relate ESAP® factor structure to Goleman’s a-priori 4-pane model of EI • Discuss the EILS theory of positive assessment and positive change 57

58 TEI RESEARCH (SINCE 2003) 4/25/22 20 Robert Vela (2003) • EI skills found to be significant factor in the academic achievement of first-year college students. 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 emotional intelligence. 58 59 TEI RESEARCH (CONT’D) 59 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). 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. Darwin Nelson, Gary Low, Robert Vela (2004) • Published the Emotional Skills Assessment Process (ESAP) Intervention and Interpretation Guide. Skills and Problematic Indicators are significantly, inversely related. Only three skills (Decision Making, Self Esteem, and Time Management) are significantly related to IQ. All ESAP skills positively related to mental health as measured by both the 16PF and Epstein’s CTI. Drive strength,Time Management, & Commitment Ethic significantly related to school achievement. 60 TEI RESEARCH (CONT’D) A Profile of Emotional Skills Strengthen Enhance Develop Interpersonal Skills: Assertion 21 24 27 30 33 36 Leadership Skills: Comfort 9 12 15 18 Leadership Skills: Empathy 5 7 9 11 13 15 17 19 21 23 24 Leadership Skills: Decision Making 6 8 10 12 14 16 18 20 22 24 Leadership Skills: Leadership Self Management: Drive Strength 5 8 10 12 14 16 18 20 22 24 Self Management: Time Management 4 6 9 11 Self Management: Commitment Ethic 10 14 18 22 26 13 15 17 39 44 49 Intrapersonal: Self Esteem 5 8 10 12 Intrapersonal: Stress Management 8 10 12 14 30 34 38 42 44 46 50 9 18 23 26 29 14 16 18 20 22 24 Potential Problem Area: Aggression 4 9 14 19 16 18 20 22 24 Potential Problem Area: Deference Potential Problem Area: Change Orientation Low 32 35 39 42 45 48 50 24 6 24 29 34 39 44 49 2 4 6 10 Normal High 1 3 57 8 11 15 19 24 28 35 14 18 22 26 30 32 36 9 11 13 16 18 21 24 TAM U K First-Year Student Profile Academ ic At-Risk Profile H igh Achieving Profile 60

61 TEI RESEARCH (CONT’D) 4/25/22 21 Rick Hammett (2007) • The Personal Excellence Map® (PEM®) was created from the Personal Excellence Inventory (Nelson & Low) and validated as a reliable measure of five PE dimensions using confirmatory factor analysis. George Potter (2005) • First-year college students who participated in the EI program academically outperformed those who did not. 61 62 TEI RESEARCH (CONT’D) Judith Cox & Darwin Nelson (2008) • Significant positive correlations with ESAP skills and Epstein’s constructive thinking modalities. Significant positive correlations with ESAP problematic indicators and Epstein’s destructive thinking modalities (superstitious thinking, etc.) 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. 62 63 TEI RESEARCH (CONT’D) Jamie DeWitt (2014) • Used TEI and the ESAP® to facilitate a qualitative appreciative inquiry and needs assessment to learn how teacher professional development needed to change from the perspectives of teachers to improve student outcomes. A workshop for school administrators resulted for developing a teacher training plan that would be more aligned with student needs. Darwin Nelson, Gary Low, & Rick Hammett (2014) • A correlation study with senior corporate managers (N = 93) resulted in 13 statistically significant correlations between the Lifestyle Type Indicator® and Myers-Briggs Type Indicator®. 63

64 TEI RESEARCH 4/25/22 22 Aprile Williams (2021) • Basic qualitative study explored how EI manifests by instructors in higher education distance learning (HEDL). Interpretation of themes with recent literature revealed that EI-centric skills modeled by HEDL instructors improve self-management skills, engender positive emotional connections, and increase cognitive awareness for instructors and their students. Rick Hammett (2019 -2021) • Concurrent correlation study using the online ESAP® validated the online Skills for Career And Life Effectiveness® (SCALE®) as a valid and reliable measure of EI as defined by Nelson and Low. 64 CLARIFY EARLY CONTRIBUTIONS 65 SHORT DEFINITION OF TEI TRANSFORMATIVE EI IS THE LEARNED ABILITY TO THINK CONSTRUCTIVELY AND ACT WISELY 66

67 POSITIVE CONTRIBUTIONS OF THE EMOTIONAL 4/25/22 MIND 23 Role of the emotional mind in personal well being: • Key to physical and mental health. • The most important factor in academic achievement and career effectiveness. • Enables us to respond with empathy. • Immediate and long-lasting learning from our lived experience. • Vital for survival and Stress Management. 67 68 THE LEARNING MODEL OF TEI Operationally defined as the confluence of learned skills and abilities that facilitate: 1. Accurate knowledge, understanding, and value of self (i.e., learning one’s strengths and tendencies). 2. Building positive, healthy, effective relationships. 3. Working well with others in achieving good results. 4. Managing stress and pressures of everyday life and work. 68 69 INDIVIDUAL ACTIVITY WHO OF YOUR CLIENTS, COLLEAGUES, FRIENDS … 1. Accurate Self-Knowledge R arely… ? 2. Variety of healthy, positive & Value Som etim es… ? relationships Always exhibits those 4 components of TEI? 3. Good teamworking results 4. Healthy ways for dealing with daily stress 69

70 WHAT EMOTIONAL INTELLIGENCE IS … 4/25/22 24 • 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 70 71 WHAT EI IS NOT … EI ≠ IQ Emotional Cognitive Experiential Academic Fast to React, Slow to Change Fast to Change, Slow to React Reflective Rational 71 72 WHAT ARE SOME PERSONAL OUTCOMES WE HOPE LEARNERS EXHIBIT AS A RESULT OF EDUCATION? • Personal Responsibility • Work Ethic • Compassion • Reflective/Constructive Reasoning • Meaningful Self-Direction • Life-Long Learning • Intelligent Self Direction 72

73 WHAT ARE THE FOUR BASIC EMOTIONS? 4/25/22 25 • 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 73 74 ACTIVITY BRAINSTORM / DISCUSS / ANSWER Where do emotions come from? When are emotions harmful? 74 ESAP® FACTOR 75 STRUCTURE & GOLEMAN’S 4-PANE THEORY OF EI 75

76 POSITIVE ASSESSMENT 4/25/22 26 • The first step in developing emotional intelligence is “Self-Exploration” • Opportunity to authentically evaluate my current levels of using PERL skills • Important areas to emphasize to clients • No right or wrong answers • Results are for their personal use • Specific results will not be shared with others • If debriefing results, use a strengths-based approach 76 77 THE BASIC PSYCHOLOGICAL CHANGE PROCESS Activating Beliefs Em otional or Event Thoughts Behavioral Values Response Change Cognitive Structures The tools that each of us develop in order to modify our patterns of response. The Emotional Learning System (ELS) provides a model for changing our thoughts in order to learn to think more constructively and act more wisely. 77 78 WORKSHOP ORGANIZATION – FOUR-MODULE STRUCTURE Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, & Modeling EI Skills 78

79 MODULE 3: LEARNING OBJECTIVES FOR LEARNING 4/25/22 & DEVELOPING EI SKILLS 27 • Describe positive change in terms of destructive and constructive thinking • Interpret & explain the skills assessed by SCALE® • Explain how developing emotional self-control affects stress management skills • Use emotional learning strategies to change the emotional mind • Describe the 5-step model of the Emotional Intelligence Learning System 79 80 HALLMARKS OF TRANSFORMATION EMOTIONAL INTELLIGENCE • Developing a healthy emotional mind is intentional and skills based • EI behaviors are intentional and wise behaviors engendered by reflective and constructive thinking patterns • Constructive-reflective thinking can be effectively taught and learned • Interdependence is more important than independence • EI is an integrated set of learned abilities to think constructively & act wisely 80 81 HALLMARKS OF TRANSFORMATIVE EMOTIONAL INTELLIGENCE • Change/transitions are challenging and difficult • Break the habit of emotional reactivity by learning and practicing EI skills • Intelligent self management is behavioral reflection of emotional learning, higher order thinking, healthy functioning • Academic success is enhanced by emotional + cognitive minds planning • Effective relationships are essential for superior performance and leadership 81

82 TRANSFORMATIVE EI 4/25/22 IS INTEGRATIVE 28 Emotional intelligence is the learned ability to think constructively and act wisely. 82 83 PRECONSCIOUS THOUGHTS & CONSTRUCTIVE THINKING (SEYMOUR EPSTEIN, 1998, P. 197) Event Destructive Sequence Behavior Mary did not Develops antagonistic say “Hello” Secondary Mental Reaction relationship with Mary “Mary thinks she’s better than me Thought I’ll show her what that feels like!” Emotion “Mary is a Increase in snob” anger Emotion Anger 83 84 PRECONSCIOUS THOUGHTS & CONSTRUCTIVE THINKING (SEYMOUR EPSTEIN, 1998, P. 197) 84 Emotion Emotion Puzzlement Sympathy Warmth Thought Secondary Mental Reaction Behavior “Mary is “Maybe something’s Maintains friendly, rewarding Preoccupied” bothering Mary” relationship with Mary Event Constructive Sequence Mary did not Behavior say “Hello” Destructive Sequence Develops antagonistic relationship with Mary Thought Secondary Mental Reaction “Mary is a “Mary thinks she’s better than me I’ll show her what that feels like!” snob” Emotion Emotion Anger Increase in anger

85 WHY IS TEI IMPORTANT? 4/25/22 29 • Key To Academic, Career, Life, and Leadership Success • People Who Learn & Develop EI Skills Achieve At Higher Levels & Become More Engaged in Meaningful Learning • EI Centric Programs Improve Achievement and Retention 85 86 WHY IS TEI IMPORTANT? EI skills contribute to academic and professional achievement - promote specific ways of thinking and behaving that help people develop intrapersonal and interpersonal leadership - learn more effectively - use constructive thinking and make successful school–to–college–to– career transitions. 86 87 TRANSFORMATIVE EI Meaningful learning occurs when Positive Assessment is integrated with the Emotional Learning System 87

88 4/25/22 30 Apply Explore Learn The Emotional Learning System Identify Understand 8 8 88 89 A pply Explore 89 Emotional Skills Assessment Process (ESAP) Skills for Career And Life Effectiveness (SCALE) Learn Personal Excellence Map (PEM) I d e n tify Resiliency Skills Assessment Process (ReSAP) U n d e rsta n d 90 A pply E x p lo re 90 A Profile of Emotional Skills Develop Strengthen Enhance Interpersonal: Assertion 9 12 15 18 21 24 27 30 33 36 Leadership: Comfort Leadership: Empathy 5 7 9 11 13 15 17 19 21 23 24 6 8 10 12 14 16 18 20 Leadership: Decision Making 14 16 18 22 24 Leadership: Leadership 5 8 10 12 13 15 17 4 6 9 11 20 22 24 Self Management: Drive Strength Self Management: Time 39 44 49 Self Management: Com Ethic 10 14 18 22 26 30 34 38 42 44 46 50 Intrapersonal: Self Esteem 5 8 10 12 14 16 18 20 22 24 Intrapersonal: Stress Management 8 10 12 14 16 18 20 22 24 Potential Problem Area: Aggression 9 18 23 26 29 Potential Problem Area: Deference 32 35 39 42 45 48 50 24 29 34 Potential Problem Area: Change 4 9 14 19 39 44 49 Normal High Learn Low 8 11 15 19 24 28 24 6 Identify26 305 32 24 6 10 14 18 22 9 11 13 16 1386 21 24 1 3 57 U n d e rsta n d

91 4/25/22 31 A pply E x p lo re Learn I d e n tify Understand 91 92 A pply E x p lo re I d e n tify 92 Learn U n d e rsta n d 93 Apply E x p lo re 93 Learn Wiser, more appropriate behavior. Better relationships. Higher achievement. I d e n tify U n d e rsta n d 9 3

Emotional Information 4/25/22 32 EmReoatRicaottioninvaal e&llWyiseSAecltfi-oDnSestveeploDpUmNenEXCt:PEOR(FINEENETLSIINACLG)MIIONDUSSelf-ASsEtsemepostsAiomneanllyt:Reflective © Learn Explore Step E Self-Im provem ent: Apply & Model E m otion ally Harm Intelligent Constructive & ony Step C isdom Behavior Critical ThinkingStep B W Integrating Self-K now ledge: Self-A w areness: Understand Identify & CONSCIOUS Synthesizing COGNITIVE MIND (THINKING) 94 95 RESPONDING TO THE ONLINE SKILLS FOR CAREER AND LIFE EFFECTIVENESS® © 2014 9 5 95 96 Explore Apply Learn The Emotional Learning System Identify Understand © 2014 96

THE SCALE® IS UNIQUE: 4/25/22 33 97 ◇ Self Assessment ◇ Not About Style ◇Skill Oriented ◇ Points to Development ◇ Multiple Follow-up Options ◇ Groundwork for Personal Growth © 2014 9 7 97 AS YOU RESPOND TO THE 98 QUESTIONS... BE OBJECTIVE! SKILLS CAN BE: ...KNOWN ...VALUED ...PRACTICED CLAIM ONLY THOSE YOU PRACTICE!!!! ◇ Relate to the Present ◇ Read Directions ◇ Respond to Each Item ◇ Select One Setting-- e.g., Work ◇ Share Only What You Want © 2014 9 8 98 ABOUT THE SCALE® QUESTIONS: 99 ◇ 98 Questions ◇ 15 Minutes to Respond ◇ Relates to Changeable Things ◇ Personal and Confidential ◇ Time Bound ◇ Positive ◇ System Scored © 2014 9 9 99

SCALE® BENEFITS: 4/25/22 100 ◇ Confidential Personal Profile 34 ◇ Interpretation of the Results ◇ Individual Skill Development Strategies ◇ Mentoring pairs effectively matched ◇ Group Profile ◇ Group Skill Strengths and Needs ◇ Individual Feedback ◇ A Variety of Insights ◇ Opportunity to Build a More Effective Team © 2014 1 100 0 0 SCALE® SAMPLE MARKING 101 When I am really angry at someone, I usually feel some tension, but comfortable in expressing exactly what is on my mind This statement is … MOST like or descriptive of me SOMETIMES like or descriptive of me LEAST like or descriptive of me © 2014 1 101 0 1 102 SKILLS: • SELF ESTEEM 102 © 2014 • INTERPERSONAL C O M M U N IC AT IO N > Empathy > Assertion > Interpersonal Comfort • CAREER/LIFE SKILLS > Drive Strength > Decision Making > Time Management > Influence > Commitment PERSONAL WELLNESS > Stress Management > Physical Wellness • COMMUNICATION STYLE > Assertion > Aggression > Deference • PERSONAL CHANGE ORIENTATION 1 0 2

103 4/25/22 35 © 2014 1 103 0 3 STOP HERE IF YOU ARE PREPARING PEOPLE FOR THE ONLINE RESPONSE! 104 THE FOLLOWING SLIDES ARE FOR YOU TO PRACTICE INTERPRETING DIFFERENT PROFILES. © 2014 1 104 0 4 105 What Story Stands Out In This Profile? SCALE® 105 Self Esteem Pattern D: Workaholic Tendencies Assertion Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014

PRACTICE WITH 4/25/22 106 INTERPRETATION: 36 Divide into groups of three persons each. Then decide who is going to be Person A, Person B, and Person C. The chart below gives you the sequence for practice. Practice Sequence Mentor Protégé Mentor Coach Round 1 A B C C Round 2 B A Round 3 C A B © 2014 1 106 0 6 DEBRIEF THE PRACTICE 107 Mentor - “What I did well was…” Protégé - “What I thought you did well was…” Mentor Coach - “What I saw you do well was…” Then, focus forward Mentor - “Next time I’d like to …” Protégé - “Next time you might …” Mentor Coach - “Next time try this…” 107 108 What Story Stands Out In This Profile? SCALE® 108 Self Esteem Pattern I: Specific Growth Needs Assertion Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014

109 What Story Stands Out In This Profile? SCALE® 4/25/22 37 109 Self Esteem Pattern H: Poor Self Management Assertion Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014 What Story Stands Out In This Profile? SCALE® ™ 110 Self Esteem Pattern B: Low Productivity Assertion 110 Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014 THE SCALE© MAY BE USED IN MANY WAYS: 111 1. Focus for development planning 2. Baseline for pre and post measure of skill development trends 3. To establish priorities for training for groups 4. Matching mentoring pairs © 2014 111

GROUP SCORE DISPLAY SCALE® ™ 4/25/22 38 112 Self Esteem Plot of low, high, and mean for a group 112 Assertion Interpersonal Comfort Empathy Drive Strength Illustrates a higher priority for Decision Making Decision Making training, than for Assertive Communication Time Management Influence • • • •• • • • • • • • • • Commitment Alternate method for plotting individual scores to illustrate priorities for the group Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014 Examples of group profiles SCALE® (Personal Skills Map™) Pre & Post = 11 Months 113 © 2014 113 HOW TO ACCESS 114 • Administrator - EILS • Associate Business Partner (video guide) • Project Manager (video guide) • Individual user/respondent (Demo video) © 2014 114

115 WORKSHOP ORGANIZATION – 4/25/22 FOUR-MODULE STRUCTURE 39 Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, & Modeling EI Skills 115 116 MODULE 4: APPLYING,TEACHING, & MODELING EI SKILLS • Develop clear, practical, individualized interpretations for EI factors and skills • Choose appropriate assessments as foundation for learning EI skills • Construct a positive and practical model for developing EI skills daily • Identify the contributions of EI to developing healthy learning environments & coaching excellence • Identify the contributions of EI in business and organization settings for mentoring, coaching, and leadership development 116 117 LEARNING THEORY AND THE EMOTIONAL LEARNING SYSTEM© • Explore (Discover): EI (ESAP, PEM, SCALE, Others) • Identify (Reflect): EI Skills/Areas to Develop • Understand (Integrate): EI Change Process • Learn (Develop): EI Skills, Behaviors, Plans • Apply (Model): Intentional, Reflective, Constructive,Thinking and Behaving (EI Skills) Daily 117

118 COMPARISON OF LEARNING MODELS RELATIVE TO 4/25/22 THE NEUROLOGICAL PROCESS OF LEARNING 40 118 119 WIRE TOGETHER, FIRE TOGETHER • Intentionality of Learning • Personally Meaningful Association • Emotional Knowledge • Apply & Model EI Skills 119 120 ROLE OF FEAR IN LEARNING • Inhibits Learning • Destroys Capacity to Learn • Kills Curiosity • Easy to Learn, Difficult to Forget • Limits Effectiveness and Happiness 120

121 LEARNING AND THE POSITIVE CONTRIBUTIONS 4/25/22 OF THE EMOTIONAL MIND 41 • Affective Attunement Alleviates Fear • Curiosity Leads to Discovery & Pleasure • Brain Learns Best in Context of Trust • Emotional Safety – Free Enough to Take Risk 121 122 LEARNING AND THE POSITIVE CONTRIBUTIONS OF THE EMOTIONAL MINDE (CONT’D) • Experiential Learning Is Key • Essential Aspect of Learning from Experience – Make Relevant Decisions (personal meaning) • Emotional Learning Is ≠ Cognitive Learning • Experiential System Is Lead System for Change 122 123 MEANING … THE BRAIN MAKES, NOT TAKES MEANING • Neuroplasticity – Physical Change As Learning Occurs • Arranges/Rearranges To Accommodate New Information • Biased – Remembers Bad, Forgets Good • Educators – Use Positive Emotion to Affect Learning 123

124 THE EMOTIONAL SKILLS ASSESSMENT PROCESS® 4/25/22 (ESAP®) 42 • Four competence areas • Interpersonal Communication • Personal Leadership • Self-Management • Intrapersonal Skills • Three potential problem areas • Aggression • Deference • Change Orientation 124 125 ONLINE ESAP® (EDUCATION VERSION) Learn more about this and all EILS’s positive assessment instruments at https://eilearningsys.com [Click on Resources > Positive Assessment > Emotional Skills Assessment Process® > Education Version] OR Review the ESAP® Intervention and Interpretation Guide on the Certification Workshop Bookshelf (P/W required) at https://www.eitri.org/ei-certification-workshop 125 126 ONLINE ESAP® (EDUCATION VERSION) A Profile of Emotional Skills Strengthen Enhance Develop Interpersonal Skills: Assertion 21 24 27 30 33 36 Leadership Skills: Comfort 9 12 15 18 Leadership Skills: Empathy 5 7 9 11 13 15 17 19 21 23 24 Leadership Skills: Decision Making 6 8 10 12 14 16 18 20 22 24 Leadership Skills: Leadership Self Management: Drive Strength 5 8 10 12 14 16 18 20 22 24 Self Management: Time Management 4 6 9 11 Self Management: Commitment Ethic 10 14 18 22 26 13 15 17 39 44 49 Intrapersonal: Self Esteem 5 8 10 12 Intrapersonal: Stress Management 8 10 12 14 30 34 38 42 44 46 50 9 18 23 26 29 14 16 18 20 22 24 Potential Problem Area: Aggression 4 9 14 19 16 18 20 22 24 Potential Problem Area: Deference Potential Problem Area: Change Orientation Low 32 35 39 42 45 48 50 24 6 TAM U K First-Year Student Profile 24 29 34 39 44 49 2 4 6 10 Normal High H igh Achieving Profile 1 3 57 8 11 15 19 24 28 35 14 18 22 26 30 32 36 9 11 13 16 18 21 24 Academ ic At-Risk Profile 126

127 DISCUSSION ACTIVITY 4/25/22 43 What applications for the online ESAP® (Education Version) do you see in your areas of work? What applications for online SCALE® do you see in your areas of work? 127 128 PRACTICAL APPLICATIONS • Training needs assessment. • A person-centered, personal development plan and interventions for individuals or groups. • An integrated and practical way of understanding specific facets of emotional intelligence. • Higher order thinking skills (constructive thinking, interpersonal communication, self-management, and intrapersonal knowledge). • A model for facilitated mentoring or coaching. • Affective education. 128 129 PRACTICAL APPLICATIONS (CONT’D) • Program evaluation & research. • Early identification of individuals who need assistance. • Essential component in career and life planning. • Assists adults through life’s transitions and change. • Individual planning guide for personal professional skill development. 129

Deference Assertion Aggression 4/25/22 44 Problematic communication Assertion is a communication skill Problematic communication pattern based on anxiety/fear characterized by “I” language. pattern based on anger and and characterized by silence. characterized by “you” Assertive communication is honest, language. For people whose primary and respects the rights and feelings communication pattern is of the other person while also For people whose primary deference, the skill to develop valuing self. Combining the skills of communication pattern is is anxiety/fear control and empathy and assertion (empathic aggression, the skill to develop management. assertion) can be very powerful. E.g. is anger control and “I care about your success and I am management. concerned that your performance does not seem to be up to par.” © C opyright 2006 by EI Learning System s, Inc. 130 131 BEST PRACTICE EXAMPLES • Arkansas K-12 Teacher Book Study • McLennan Community College • South Texas College • Galveston College • TUT South Africa • HPCL India • Javelina EI Program • Air University’s Officer Leadership Course 131 132 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 132

133 SOUTH TEXAS COLLEGE 4/25/22 45 • Emotional Intelligence and Teaching Excellence • Faculty Professional Development • 2008 Emotional Intelligence Research Institute Host • JAGNET delivered ESAP in College Success 133 134 MCLENNAN COMMUNITY COLLEGE • Basis of 5-Year QEP • Started in college success and spread to selected core courses • Used in student-coaching program • Part of the college’s organizational culture 134 135 TEXAS A&M UNIVERSITY–KINGSVILLE • Emotional Intelligence Research Initiative • Javelina EI Program GPA & Retention • Hosted ‘04,‘05,‘07 Conferences • Dissertations - Research 135

136 EI INSTITUTES 4/25/22 46 2002 – Emotional Intelligence Research Initiative (TAMUK, Kingsville) 2004 – Emotional Intelligence:An Education Based Model (TAMUK, Kingsville) 2005 – Emotional Intelligence: Person-Centered Assessment and Transformative Learning (TAMUK, Kingsville) 2006 – Emotional Intelligence: Catch The Wave (Galveston College, Galveston) 2007 – Emotional Intelligence And Leadership: A Vision Of Excellence (TAMUK, Kingsville) 2008 – Personal Excellence: Building Quality From Within (Sheraton Hotel, South Padre Island) 136 137 EI INSTITUTES (CONT’D) 2009 – Emotional Intelligence: Building Healthy People and Organizations (Westin Galleria, Houston) 2010 – Emotional Intelligence:Teaching and Leadership Excellence (El Tropicano, SA) 2011 – Emotional Intelligence:Teaching, Mentoring, & Coaching (El Tropicano, SA) 2012 – Emotional Intelligence: Celebrating Healthy Relationships (El Tropicano, SA) 2013 – Emotional Intelligence: Pathways to Positive Change (SA, El Tropicano) 2014 – Creating Cultures of Student and Organizational Success (Waco, MCC) 2015 – Emotional Intelligence: Pursuing Excellence in Education and Beyond (Waco, MCC) 137 138 EI INSTITUTES (CONT’D) 2016 – Emotional Intelligence for Teaching, Learning, and Leadership Excellence (Emerald Beach Hotel, Corpus Christi) 2017 – Performing Under Pressure and Leadership Excellence – Celebrating 40 Years of Research and Discovery (Emerald Beach Hotel, Corpus Christi) 2018 – Emotional Intelligence for Transforming Work, School, and Life (Embassy Suites, McAllen) 2019 – Emotional Intelligence: Learning Framework for Excellence in Work and Life (Emerald Beach Hotel, Corpus Christi) 138

139 EI INSTITUTES (CONT’D) 4/25/22 47 2020 – Emotional Intelligence for Creating Excellence in Education, Business, and Government: Locally–Nationally–Globally (Emerald Beach Hotel, Corpus Christi) 2021 – Emotional Intelligence for Building Healthy Relationships While Remote (Virtual) 139 140 CAPSTONE THOUGHTS Please share at least one thing you will use immediately from the workshop. Limit your response to about one minute! 140 141 CONTACT INFO • Gary Low • [email protected] • 361-228-1624 • Rick Hammett • [email protected] • 361-434-0366 • Margo Murray • [email protected] 141

4/25/22 142 TEI RESEARCH (CONT’D) LSTI® – MBTI® STATISTICALLY SIGNIFICANT CORRELATIONS B elievers have a healthy spirituality, and their behavior is directed by inner moral laws based on transcendent values. Creative and spontaneous; Creators experience extremely high energy and productivity, followed by periods of exhaustion. Extremely high energy levels; Achievers are challenged and motivated to solve difficult problems that involve the risk of failure. Relationships motivate Supporters.They work well in teams and are empathic, loyal, and forgiving. Feelings guide their behaviors, and they experience emotions deeply and frequently. 142 143 HTTPS://WWW.EITRI.ORG = WORKSHOP RESOURCES Step 1: Access the Certification Workshop Bookshelf. Step 3: Open and print the notetaking guide for the Certification Workshop. Step 2: Unlock the Workshop Bookshelf by entering the password: 210503^cws 143 48