- Business Case for Emotional Intelligence
- 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
- Emotional Intelligence Quotient (EQ-i)
- Emotional & Social Competence Inventory 360 (ESCI)
- Emotional & Social Competence Inventory-University (ESCI-U)
- Genos Emotional Intelligence Inventory (Genos EI)
- Group Emotional Competence Inventory (GEC)
- Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT)
- Profile of Emotional Competence (PEC)
- Schutte Self-Report Inventory (SSRI)
- Trait Emotional Intelligence Questionnaire (TEIQue)
- Wong's Emotional Intelligence Scale
- Work Group Emotional Intelligence Profile (WEIP)
- Model Programs
- Achievement Motivation Training
- Care Giver Support Program
- Competency-Based Selection
- Emotional Competence Training - Financial Advisors
- Executive Coaching
- Human Relations Training
- Interaction Management
- Interpersonal Conflict Management - Law Enforcement
- Interpersonal Effectiveness Training - Medical Students
- JOBS Program
- Self-Management Training to Increase Job Attendance
- Stress Management Training
- Weatherhead MBA Program
- Williams' Lifeskills Program
- Article Reprints
Roger Weissberg, Ph.D.
Affiliation: University of Illinois at Chicago
Roger P. Weissberg is NoVo Foundation Endowed Chair in Social and Emotional Learning and UIC/LAS Distinguished Professor of Psychology and Education at the University of Illinois at Chicago (UIC). He directs the Social and Emotional Learning (SEL) Research Group (http://www.uic.edu/labs/selrg/) at UIC. He is also Chief Knowledge Officer of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an international organization committed to making evidence-based social, emotional, and academic learning an essential part of preschool through high school education (http://www.casel.org/). For the past three decades, Weissberg has trained scholars and practitioners about innovative ways to design, implement, and evaluate family, school, and community interventions.
Weissberg has authored more than 200 publications focusing on preventive interventions with children and adolescents and has written curricula on school-based programs to promote social competence and prevent problem behaviors including drug use, high-risk sexual behaviors, and aggression. Some of his major published works include: Promoting Social and Emotional Learning: Guidelines for Educators (1997), Establishing Preventive Services (1997), The Promotion of Wellness in Children and Adolescents (2000), Long-term Trends in the Well-being of Children and Youth (2003), a Special Issue of the American Psychologist on "Prevention for Children and Youth that Works" (2003), Safe and Sound: An Educational Leader's Guide to Evidence-based Social and Emotional Learning Programs (2003), Building Academic Success on Social and Emotional Learning: What Does the Research Say? (2004), School-Family Partnerships for Children's Success (2005), Sustainable Schoolwide Social and Emotional Learning (2006), "The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-based Universal Interventions" (2011), 2013 CASEL Guide: Effective Social and Emotional Learning Programs – Preschool and Elementary School Edition (2013), “Academic Learning + Social-emotional Learning = National Priority” (2013), and the Handbook of Social and Emotional Learning: Research and Practice (2015).
Weissberg has been the President of the Society for Community Research and Action. He co-chaired an American Psychological Association Task Force on "Prevention: Promoting Strength, Resilience, and Health in Young People." He is a recipient of the William T. Grant Foundation's five-year Faculty Scholars Award in Children's Mental Health, the Connecticut Psychological Association's Award for Distinguished Psychological Contribution in the Public Interest, and the National Mental Health Association's Lela Rowland Prevention Award. Weissberg received the 2000 American Psychological Association's Distinguished Contribution Award for Applications of Psychology to Education and Training, and the Society for Community Research and Action 2004 Distinguished Contribution to Theory and Research Award. He also received the 2008 "Daring Dozen" award from the George Lucas Educational Foundation for being 1 of 12 people who are reshaping the future of education. In February 2013, Weissberg became one of twelve new members elected to the National Academy of Education for his contributions to education research and policy.
Born in Newark, New Jersey, Professor Weissberg graduated Summa Cum Laude and Phi Beta Kappa with a BA in Psychology from Brandeis University in 1974. He received his PhD in Clinical Psychology from the University of Rochester in 1980. He was the Research Director for the Primary Mental Health Project from 1980 to 1982. He was a professor in the Psychology Department at Yale University between 1982 and 1992 where he collaborated with the New Haven Public School System to establish New Haven's kindergarten through grade 12 Social Development Project. Dr. Weissberg lives in Wilmette Illinois. He and his wife, Stephanie Wright, a clinical psychologist, have two wonderful children: Elizabeth and Ted.
Weissberg, R. & Kumpfer, K. (Eds.). (2003). Prevention that works for children and youth [Special issue]. American Psychologist, 58, (6/7).