- Reports
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- Do Emotional Intelligence Programs Work?
- Emotional Competence Framework
- Emotional Intelligence: What it is and Why it Matters
- Executives' Emotional Intelligence (mis) Perceptions
- Guidelines for Best Practice
- Guidelines for Securing Organizational Support For EI
- Johnson & Johnson Leadership Study
- Ontario Principals’ Council Leadership Study
- Technical Report on Developing Emotional Intelligence
- Measures
- Emotional Capital Report (ECR)
- Emotional Intelligence Quotient (EQ-i)
- Emotional & Social Competence Inventory 360 (ESCI)
- Emotional & Social Competence Inventory-University (ESCI-U)
- Geneva Emotional Competence Test
- Genos Emotional Intelligence Inventory (Genos EI)
- Team Emotional Intelligence (TEI)
- Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT)
- Profile of Emotional Competence (PEC)
- Schutte Self-Report Inventory (SSRI)
- Six Seconds Emotional Intelligence Assessment (SEI)
- Trait Emotional Intelligence Questionnaire (TEIQue)
- Wong's Emotional Intelligence Scale
- Work Group Emotional Intelligence Profile (WEIP)
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Melissa Extein, Psy.D.
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Affiliation: Extein Consulting - www.exteinconsulting.com |
BiographyDr. Melissa Extein is an organizational consultant with over a decade
of experience helping both for- and non-profit organizations
understand themselves better and implement changes to improve
effectiveness. Her work applies theories of emotional intelligence,
group development, leadership, and embedded intergroup relations to
guide organizations to achieve their goals and long-term visions. She
specializes in non-profit and non-governmental organization management and leadership, organizational assessment, executive coaching,
strategic planning, evaluation, theory of change development, and
retreat planning and facilitation. She also teaches and guest lectures
on these topics to graduate students and executives at New York
University and the University of Pennsylvania. Sample ArticleCherniss, C., Extein, M., Goleman, D., & Weissberg, R. P. (2006). Emotional intelligence: What does the research really indicate? Educational Psychologist, 41, 239-245. |