Emotional intelligence : an international handbook /
[edited by] Ralf Schulze, Richard D. Roberts.
- Cambridge, MA : Hogrefe & Huber Publishers, c2005.
- xviii, 365 p. ; 24 cm.
Includes bibliographical references and index.
Part I. Introduction -- 1. Theory, Measurement, and Applications of Emotional Intelligence: Frames of Reference -- 2. Models of Emotional Intelligence -- 3. The Emotion Systems and the Development of Emotional Intelligence -- 4. Mindfulness-Based Emotional Intelligence: A Theory and Review of the Literature -- 5. Social and Emotional Intelligence: Starting a Conversation about Their Similarities and Differences -- 6. Far Too Many Intelligences? On the Communalities and 69 91 Differences Between Social, Practical, and Emotional Intelligences -- Part II. Measures of Emotional Intelligence -- 7. Measures of Emotional Intelligence: Practice and Standards -- 8. Using Consensus Based Measurement to Assess Emotional Intelligence -- 9. Measuring Trait Emotional Intelligence -- 10. Social Intelligence—A Review and Critical Discussion of Measurement Concepts -- Part III. Applications of Emotional Intelligence -- 11. Emotional Intelligence in the Context of Learning and Achievement -- 12. Emotional Intelligence in the Workplace: A Review and Synthesis -- 13. The Relevance of Emotional Intelligence for Clinical Psychology -- 14. Emotional Intelligence and Inter-Personal Skills -- Part IV. Conclusion -- 15. Understanding, Measuring, and Applying Emotional Intelligence -- Author Index -- Subject Index.
The concept of Emotional Intelligence (EI) - the ability to perceive, express, understand, and regulate emotions - is still the subject of scientific debate despite its intuitive appeal and widespread popular interest in areas such as human resources, education, and organizational psychology. This book brings together leading experts from around the world to present their perspectives on the current status of EI. It covers theories of EI and assessment approaches in depth, as well as theoretical concepts and research findings on the antecedents and consequences of EI in occupational, educational, and clinical settings. The contributions provide an overview of the empirical evidence that supports (as well as contradicts) many common assumptions about EI and its relation to other forms of intelligence. The book thus reflects the diverse approaches to finding solutions for the still unresolved conceptual and empirical problems, and offers a critical appraisal of the current status of EI.