This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from collegesuccess and youth career readiness to EI training for future educators and organizational leaders.
Topics featured in this book include:
Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness.
Implications of preschoolers’ emotional competence for future success in the classroom.
Understanding EI in individuals with exceptionalities.
Applications of school-based EI and SEL programs in North America and Europe.
Policy recommendations for social-emotional development in schools, colleges and universities.
Developing emotional, social, and cognitive competencies in managers during an MBA program.
Emotional intelligence training for teachers.
Cross-cultural perspective on EI and emotions.
Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy.
Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
Author Biography:
Kateryna V. Keefer, Ph.D., is a Senior Lecturer in the Department of Psychology at Trent University (Ontario). She received her Ph.D. in Social and Personality Psychology from Queen’s University (Ontario). Her research program focuses on the development, assessment, and role of socioemotional competencies in promoting coping, resilience, health, and wellbeing across the lifespan. She is also interested in student characteristics and educational practices that enhance students’ academic engagement and attainment. As an emerging scholar, Dr. Keefer has published over 30 journal articles and book chapters on the topics of emotional intelligence, resilience, mental health, student success, and psychological assessment, and delivered numerous invited talks and conference presentations on these topics.
James D. A. Parker, Ph.D., is a Professor in the Department of Psychology at Trent University (Ontario). He received his Ph.D. in Psychology from York University (Ontario). He was a research fellow in the Department of Psychiatry at the University of Toronto before coming to Trent University in 1994. Professor Parker was the Vice President: Research & International at Trent University from 2004 to 2011 and held the Canada Research Chair in Emotion and Health at the university from 2002 to 2013. Professor Parker has published more than 160 articles and chapters, mostly in the areas of emotion, personality, health, and wellness. He is co-author of Disorders of Affect Regulation published by Cambridge University Press, the Handbook of Emotional Intelligence published by Jossey-Bass, and Assessing Emotional Intelligence published by Springer.
Donald Saklofske, Ph.D., is a Professor in the Department of Psychology at the University of Western Ontario, Adjunct Professor at the University of Calgary and at the University of Saskatchewan, Visiting Professor in the Faculty of Psychology at Beijing Normal University(China), and a Research Member in the Laboratory for Research and Intervention in Positive Psychology and Prevention at the University of Florence (Italy). Dr. Saklofske’s research interests are focused on individual differences in intelligence and personality with a current emphasis on emotional intelligence, resiliency, psychological health, and building capacity in service delivery. He has published more than 200 journal articles, 35 books, and 100 book chapters. He is editor of Personality and Individual Differences and the Journal of Psychoeducational Assessment and is an elected Fellow of the Association for Psychological Science, Canadian Psychological Association, and Society for Personality and Social Psychology.
