The proposed book will represent the most up-to-date information on one of the most contemporary and controversial topics in psychology: individual differences and human exceptionality the measurement and assessment of emotional intelligence (EI). Since the original work of Mayer and Salovey some 15 years ago and the popular book published by Daniel Goleman in 1995 theories, research, and measures of EI have proliferated. Furthermore, the relevance and applications of EI to education, business and the workplace, psychology in general, and in such specific areas as health and wellness, have come under serious debate in both academic and applied psychology. This is most evident in the area of measurement and assessment of EI as it is these measures that both not only reflect the construct validity of EI but also their use.

Since the first EI measures were developed during the early 1990s, there has been considerable debate about how to measure emotional intelligence most effectively. From this debate, two camps have emerged. These two camps consist of researchers, theorists, and practitioners who use or adopt either the self-report method or the ability-based method to assess emotional intelligence. Both camps are engaged in substantial research and make serious claims for their type of test to be the most valid with respect to the EI construct and its assessment. There are supporters and detractors for both camps. Although this active debate is being conducted in the journal literature, it does raise a further issue and that is how psychologists and others who use EI measures understand these arguments regarding EI measurement and assessment. This is the very reason the current book proposal is both of relevance and interest. This book will present new research on the self-report and ability-based approaches to measuring emotional intelligence that will focus on the EI construct, its measurement and interpretation.

Following the original publication of the MSCEIT and Bar-On scales, both of which have undergone revisions, other newer scales have also been developed that are grounded in empirical evidence. This book will focus on tests that have been extensively studied and researched and even some new tests that have been subjected to at least some validity testing that is, show some form of validity (e.g., internal, test-retest) or demonstrate some form of validity (e.g., face, discriminant or external). Some of these new tests have been used in different countries or in specific applications such as in sports psychology. The area of test development is emerging quickly and there is a lot of confusion, particularly for practitioners and people who want EI to be implemented in certain environments. A book that canvasses the existing tests, presents information on how they were developed, their psychometric properties, how they can be applied, and so forth, will be very well received and popular given the size of the EI market worldwide now. As mentioned, these measures not only reflect the current theoretical models describing EI, but become the very tools that are used to validate the construct. At the same time, practitioners are raising questions about the variations in EI scales and the resulting different factors, which, in turn, influence how this information will be presented to and used by consumers (e.g., individuals, corporations, research programs).

"

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 college success 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

The proposed book will represent the most up-to-date information on one of the most contemporary and controversial topics in psychology: individual differences and human exceptionality the measurement and assessment of emotional intelligence (EI). Since the original work of Mayer and Salovey some 15 years ago and the popular book published by Daniel Goleman in 1995 theories, research, and measures of EI have proliferated. Furthermore, the relevance and applications of EI to education, business and the workplace, psychology in general, and in such specific areas as health and wellness, have come under serious debate in both academic and applied psychology. This is most evident in the area of measurement and assessment of EI as it is these measures that both not only reflect the construct validity of EI but also their use.

Since the first EI measures were developed during the early 1990s, there has been considerable debate about how to measure emotional intelligence most effectively. From this debate, two camps have emerged. These two camps consist of researchers, theorists, and practitioners who use or adopt either the self-report method or the ability-based method to assess emotional intelligence. Both camps are engaged in substantial research and make serious claims for their type of test to be the most valid with respect to the EI construct and its assessment. There are supporters and detractors for both camps. Although this active debate is being conducted in the journal literature, it does raise a further issue and that is how psychologists and others who use EI measures understand these arguments regarding EI measurement and assessment. This is the very reason the current book proposal is both of relevance and interest. This book will present new research on the self-report and ability-based approaches to measuring emotional intelligence that will focus on the EI construct, its measurement and interpretation.

Following the original publication of the MSCEIT and Bar-On scales, both of which have undergone revisions, other newer scales have also been developed that are grounded in empirical evidence. This book will focus on tests that have been extensively studied and researched and even some new tests that have been subjected to at least some validity testing that is, show some form of validity (e.g., internal, test-retest) or demonstrate some form of validity (e.g., face, discriminant or external). Some of these new tests have been used in different countries or in specific applications such as in sports psychology. The area of test development is emerging quickly and there is a lot of confusion, particularly for practitioners and people who want EI to be implemented in certain environments. A book that canvasses the existing tests, presents information on how they were developed, their psychometric properties, how they can be applied, and so forth, will be very well received and popular given the size of the EI market worldwide now. As mentioned, these measures not only reflect the current theoretical models describing EI, but become the very tools that are used to validate the construct. At the same time, practitioners are raising questions about the variations in EI scales and the resulting different factors, which, in turn, influence how this information will be presented to and used by consumers (e.g., individuals, corporations, research programs).

"

This work provides an entirely new perspective on emotional influences on mental and physical health. The authors present current thinking on the development and regulation of emotions and argue that several common but difficult to treat psychiatric illnesses, including drug addictions, eating disorders, panic disorder, and posttraumatic stress disorders, are a consequence of an individual's inability to regulate distressing emotions through mental processes. They also advance a model in which dysregulated emotions may alter other bodily systems and thereby contribute to the development of physical illnesses and diseases. The book is generously illustrated throughout with clinical vignettes and provides descriptions of innovative therapeutic approaches. This volume will become a valuable and stimulating reference for clinicians and researchers alike.

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 college success 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