Recommended reading

Recommended reading on emotional intelligence

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Cherniss, Cary. "Emotional Intelligence: What It Is and Why It Matters." Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA, April 15, 2000.

Abstract: A review for industrial/organizational psychologists of what emotional intelligence means, and the research and theory behind it.

Ciarrochi, Joseph and Greg Scott. "The link between emotional competence and well-being: a longitudinal study." British Journal of Guidance and Counseling, 34, 2, May 2006. $

Abstract: What aspects of emotional competence help protect people from stress, anxiety, and depression, and help to promote positive affect? A total of 163 university students completed a two wave study that involved measuring emotional competence and emotional well-being at 1-year intervals. As expected, Time 1 measures of emotional competence predicted Time 2 measures of well-being, after controlling for Time 1 measures of well-being. Specifically, ineffective problem orientation predicted increases in anxiety and stress, and decreases in positive affect. Difficulty identifying and describing emotions predicted increases in anxiety and decreases in positive affect. Finally, an aspect of difficulty managing emotions (i.e. rumination) predicted decreases in positive affect. Each emotional competence variable predicted unique variance after controlling for other significant variables. We discuss the implications of these findings for counselling practice.

Druskat, Vanessa and Steven B. Wolff. "Building the Emotional Intelligence of Groups." Harvard Business Review (March 2001). $

Abstract: By now, most executives have accepted that emotional intelligence is as
critical as IQ to an individual’s effectiveness. But much of the important work in organizations is done in teams. New research uncovers what emotional intelligence at the group level looks like—and how to achieve it.

Emmerling, Robert J. and Daniel Goleman. "Emotional Intelligence: Issues and Common Misunderstandings."

Abstract: In this article we seek to raise issues and air questions that have arisen along with the growing interest in emotional intelligence. We hope to catalyze a dialogue among all those with serious interests in the area, to surface hidden assumptions, correct mistaken impressions, and survey a range of opinions. Such open dialogue, we believe, can pay off to the degree it strengthens the research and thinking that are the foundations of the field-both in theory and in applications.

Goleman, Daniel. "Emotional Intelligence: Issues in Paradigm Building." The Emotionally Intelligent Workplace, edited by Cary Cherniss and Daniel Goleman. San Francisco, CA: Jossey-Bass, 2001.

Abstract: Daniel Goleman reviews the concept of emotional intelligence, how it differs from purely cognitive abilities, and how his model of EI has developed, including how emotional competencies build on his four-quadrant EI framework.

Grewal, Daisy and Peter Salovey. "Feeling Smart: The Science of Emotional Intelligence." American Scientist 93:4 (2005) 330. $

Abstract: Is there a scientific basis for the popular concept of "emotional intelligence"? Yes; research shows that there is psychological and practical value to understanding emotions—your own and others’—managing them effectively and using them in thinking and reasoning. Experiments show that identifying and managing emotions helps with cognition, task performance and social relationships. Emotional skills can be used for good (in work and family contexts) or for ill (by con artists, for example). Reliable psychological tests for emotional intelligence have been developed, allowing emotional skills to be correlated with life outcomes and distinguished from the dimensions of personality.

Kolb, Sharon M. and Cheryl Hanley-Maxwell. "Critical Social Skills for Adolescents With High Incidence Disabilities: Parental Perspectives." Exceptional Children 69:2 (2003) 163-179.

Abstract: This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is importnat, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

Richburg, Melanie. "Emotional intelligence: directing a child’s emotional education." Child Study Journal (March 2002). $

Abstract: The intrigue of why some people become successful while others fail
despite natural talents, gifts, or intelligence has provoked inquiry
into qualities that determine success. While some people possess
varying degrees of ability, oftentimes the most talented are not always
the most successful, happy, or wealthy, which goes against our rational
way of thinking. Although it is premature to conclude that emotional
intelligence plays a key role in determining life success, it is
proposed that there may be a significant relationship.