Chapter 1. Three Decades of Emotional Intelligence Research: Perennial Issues, Emerging Trends, and Lessons Learned in Education - Introduction to Emotional Intelligence in Education.- PART I. Theory and Measurement.- Chapter 2. Emotional Intelligence as an Ability: Theory, Challenges, and New Directions.- Chapter 3. Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts.- Chapter 4. Grace under Pressure in Educational Contexts: Emotional Intelligence, Stress, and Coping.- Chapter 5. The Role of Culture in Understanding and Evaluating Emotional Intelligence.- PART II. Applications in PreK-12 Contexts.- Chapter 6. Implications of Preschoolers' Emotional Competence in the Classroom.- Chapter 7. Building Emotionally Intelligent Schools: From Preschool to High School and Beyond.- Chapter 8. School-based Social and Emotional Learning Interventions: Common Principles and European Applications.- Chapter 9. Emotional Intelligence and School-based Bullying Prevention and Intervention.- Chapter 10. Emotional Intelligence in Atypical Populations: Research and School-Based Interventions.- Chapter 11. Emotional Intelligence in Sports and Physical Activity: An Intervention Focus.- Chapter 12. Scaling Up High-Quality Social-Emotional and Character Development in All Schools: A Set of Policy Recommendation to the U.S. Secretary of Education.- PART III. Applications in Post-Secondary Contexts.- Chapter 13. Emotional Intelligence and Youth Career Readiness.- Chapter 14. Emotional Intelligence and the Next Generation of Teachers.- Chapter 15. Leading Change: Developing Emotional, Social, and Cognitive Competencies in Managers During an MBA Program.- Chapter 16. Emotional Intelligence and Post-Secondary Education: What Have We Learned and What Have We Missed?.
About the Author: 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.
