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Role of the School Counselor | American School Counselor Association (ASCA)

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Emotional Inteligence - A Minute With John Maxwell, Free Coaching Video

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The Global Emotional Intelligence Test uses 40 questions which are derived from, the Global instrument, which contains 158 items. These are based on Goleman's four quadrant Emotional Intelligence Competency Model (2002). Click EI Capability Assessment here for more details. Short EI quizzes such as this are meant to be fun, and to give you a guide to which EI areas you are doing well in and those which perhaps you need to focus on for development.

This Test, is a forced-choice psychological test which requires you to choose Instructions for the FREE EI Test one statement in each pair of statements that describes you best. For each pair of statements, select the statement that best applies to you. Do not over-analyse the questions, or try to think of "exceptions to the rule." Be spontaneous and choose the statement that comes closest to the way you are.

Occasionally there will be questions that ask you to make a close call between two choices. This is because the Test is trying to distinguish between specific areas. If a question is very close and you can't decide which statement applies to you best, you can come back to it after you have completed the other questions.

The Test usually takes about 10 minutes to complete. At the end of the test, click on the Score Test button, and wait for the computer to generate an EI profile of your scores. If you have answered honestly and accurately, your scores will reflect your capability level within each of the EI quadrants.

We cannot guarantee the accuracy of the results of this Test - only that it can help you begin your journey of self-development!

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Emotional Intelligence Test - Global Leadership Foundation

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Free emotional intelligence test developed by Global Leadership Foundation

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When most people imagine intelligence, they picture a mathematician solving equations, a novelist writing great works of literature or a philosopher expounding on wise principles.

But brilliance takes many forms, not least of which is the ability to comprehend and manage emotions. Known as emotional intelligence, this trait is often overlooked, yet crucial for success as a business leader.

Here's what having emotional intelligence provides you with:
Acute Awareness
One of the defining features of emotional intelligence is the ability to comprehend the effects of your feelings. This is crucial for making sound, objective decisions when your pride and self-esteem are at stake. All leaders must face situations where their emotions make a decision seem better than it is.

If you previously expressed support for a certain strategy, for example, your pride will be tied up with that strategy, making it harder to recognize if it isn't working. Leaders who have emotional intelligence are more likely to realize when pride and other emotions are influencing their thinking, allowing them to make more rational, impartial choices.
Impact Interpretation
In addition to reigning in your own feelings, emotional intelligence makes it easier to anticipate and respond to others' sentiments. As much as we may want for it to be objective, business is an emotional experience.

Bad news from work can shock or dismay your employees, while good news may make them unreasonably optimistic. Emotional intelligence means you can tell ahead of time how others will react and develop a strategy to keep them grounded.
Mental Health Management
Those with emotional intelligence have an easier time assessing the emotional and psychological state of their employees. This makes it easier to determine if someone is suffering from:

* Anxiety

* Depression

* Grief

* Trauma

* Eating disorders

By recognizing threats to your employees' mental health, you can provide them with the support and professional resources they need to recover. Not only is this good for their health but it promotes a more harmonious, productive workplace.
Cultivated Communication
Leaders with emotional intelligence have an improved ability to gauge others' responses to their words and actions. This makes it easier for you to tell if your employees really understand what you are saying or are confused but unwilling to say so. You can then refine your messages accordingly, developing reliable ways of communicating with everyone who works for you.

Emotional intelligence also makes it easier for you to listen to what other people are saying clearly and without judgment, ensuring that others can always give you the information you need.
Helpful Humor
Never underestimate the value of humor in business. A good joke or clever play on words can cheer up dismayed employees, win over skeptical customers and draw positive attention to your brand. If you have emotional intelligence, it will be easier to tell what people will find funny. You can also determine in which situations humor will be appropriate, finding the proper balance between serious work and lightheartedness.

While intelligence is important, emotional intelligence is a key to success in leadership and in being able to relate to others. When dealing with others, truly try to place yourself in their situation. It will help you choose the best method to solve problems and achieve your goals.

How has emotional intelligence helped you to make sound and informed decisions?

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Why Emotional Intelligence Is Indispensable For Leaders

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When most people imagine intelligence, they picture a mathematician solving equations, a novelist writing great works of literature or a philosopher expounding on wise principles. But brilliance takes many forms, not least of which is the ability to comprehend and manage emotions.

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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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How Elite Colleges Treat Low-Income Students?

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How Elite Colleges Treat Low-Income Students?

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M. Scott Brauer for The Chronicle

Some days, it still doesn't feel real. Last week, Anthony Abraham Jack was at the American Academy of Arts and Sciences to celebrate the release of a new book - his own, published by Harvard University Press. It's a case study of how elite institutions like the one where he teaches, Harvard, fail low-income students. The subject matter is intimately familiar to him.

Jack is an assistant professor at the Graduate School of Education and at 6-foot-5 is unmistakable in its narrow hallways. He knits as he talks in his office in Cambridge, the place he has called home now for the past decade. The biting cold, the historic buildings, and the old money are almost a perfect foil to Jack's upbringing in the sweltering heat of Miami. At Harvard, he's surrounded by people whose family backgrounds, attendance at elite prep schools, college tutors, and social networks led them to this paragon of American higher education. Many of their parents passed through a similar set of doors. Jack was a first-generation college student. His mother is a security guard. His brother works as a janitor at a Miami elementary school. Jack attended underresourced public schools for most of his primary education.

He played high-school football for one of those schools, but a blown shoulder benched him. That led to an argument with his coach, so Jack sought out something better, and wound up with a full scholarship at a Florida private school called Gulliver. It was only a year, but Jack says it was enough to acquaint him with the ways of the wealthy, their $1,000 coats, their vacations that cost more than his family made in a year. More importantly, he says, it taught him how to seize the academic advantages offered to those students.

Elite colleges not only fail to admit enough low-income students; they also fail to care for the ones they let in.

That led him to Amherst College, which led to graduate school at Harvard, which led to the deal for his book, The Privileged Poor. On the wall behind him hang his framed graduate degrees and an op-ed, also framed, that he wrote for The New York Times about poor students at elite colleges.

It's easy to focus solely on where Jack started and how high he has ascended. It's an inspiring story that gives him an almost unassailable authority to write and do research about the experiences of poor students. But his narrative also presents a challenge to his work, by suggesting that all low-income students who make it to elite colleges thrive. Many do not. Jack wants people to see beyond his personal success to his research findings: Elite colleges not only fail to admit enough low-income students; they also fail to care for the ones they let in.

"It's one thing to graduate with a degree from an elite institution and another thing to graduate with the social capital to activate that degree," Jack says. In fact, in many cases, elite colleges widen rather than narrow the gulf between the wealthy and the poor, he argues, by making low-income students feel like outsiders who don't actually belong on campus.

His research comes at a time when these institutions are trying to increase the percentage of students from impoverished backgrounds, through need-blind applications, greater outreach, and scholarship programs. As Jack notes in his book, "Changes in financial aid have ushered in significant demographic shifts, bringing the rich and the poor together in ways that are happening nowhere else in this country." His findings suggest entrenched class distinctions that manifest themselves not just in the clothes students wear and the vacations they take, but in what they understand about college, expect of their professors, and imagine for themselves.

In Cambridge, it feels like everyone is wearing one of those Canada Goose jackets. It's cold in New England - some Arctic researchers turn to this type of coat to handle subzero temperatures - and the logo, a red circle with an outline of Antarctica, is instantly recognizable. Where some people see a coat that's a little bit of overkill, Jack sees inequality.

At a shop in Cambridge that sells the jackets, Jack finds none below $650. When people tell Jack his coat looks like Canada Goose, he has to laugh. They're not in his price range, and besides, they don't come in his size.

Many of the low-income students Jack interviewed for his research questioned the sanity of anyone spending so much on a coat. (All the students quoted in the book go by pseudonyms. Jack calls their institution Renowned University, "an elite college in the northeast United States with a long history of educating academically gifted youth.")

Other distinctions between wealthy and poor students are less visible. Closing the dining hall during academic breaks might make sense if the assumption is that all students travel on holiday. But students who can't afford to travel find their main source of food suddenly unavailable. Some told Jack that spring break is like a literal version of The Hunger Games. One told him she fainted because she didn't have enough food. Among institutions that promised financial-aid packages that wouldn't burden disadvantaged students with loans, Jack found only one in four kept their dining halls open during spring break.

Research into the struggles of poor students on campuses has surged in recent years, much of it focused on the role their family backgrounds play in their success. Jack's work is distinctive in examining the differences between poor students who graduated from distressed public high schools and those who attended resource-rich private schools.

Enter the "privileged poor" - students who, like Jack, through grit and luck managed to attend private schools despite their family's low income. They had the benefit of being steeped in the world of the rich early. That helped prevent culture shock and gave them tools to navigate college. The "doubly disadvantaged," in contrast, had gone to high schools that weren't able to prepare them for the exclusive world of elite institutions.

The privileged poor whom Jack interviewed were better equipped to take advantage of all the resources the university had to offer. They sought out their professors to help them when they were struggling in class. Their counterparts often failed to do so. An administrator at another college told Jack she realized that some of her low-income students thought "office hours" meant hours that belonged to her, during which she shouldn't be disturbed. That reveals more than a mere miscommunication, Jack argues; it represents the "gaps in expectations between faculty and students about what is required to succeed in college."

The privileged poor also knew it was important to join clubs and network with people who could be vital connections in the future. The doubly disadvantaged not only didn't share that attitude, but actually considered it "sucking up." One student who worked hard to get good grades in high school described learning quickly that it wouldn't be enough just to study hard in college. But he couldn't bring himself to change.

"These kids who go to professors after class and just talk to them," the student told Jack. "I have no idea what they're talking about. I don't have any questions beyond what they're teaching. They're kiss-asses! These people want recommendations, a spot in this guy's research team. I never wanted to grovel."

Jack understands that hesitation. His mother "couldn't have told me that navigating college requires a huge amount of self-promotion," he says. "She always wants the best for me, but she wasn't equipped to navigate these mainstream institutions."

The vast majority of college students don't get the chance to go to places like Harvard. A disproportionate number of first-generation and minority students go to colleges with far fewer resources and, accordingly, lower graduation rates. Why should we be concerned about low-income students who have landed through grit and good fortune at an elite college?

People who knew Jack at Amherst say his personal story, even as it seems to show that the system worked, is exceptional. Kristin Bumiller, a political-science professor at Amherst, recalls Jack holding down multiple jobs while working diligently at his studies. (Jack says he would frequently send money home to his family.) "In many ways, he is not the full embodiment of his work," Bumiller says. "He is someone who has used hard work and perseverance to succeed no matter the conditions of his academic environment."

Like the privileged poor in his research, Jack learned how to seek out help when he needed it. He says he is not much of a networker, but he knows how to build a network. That includes Shamus Khan, a professor of sociology at Columbia University, whom Jack asked for advice on his research. (Jack calls him his "toughest critic and biggest supporter.") Khan says it's obvious that Jack's work and personal life were affected by the disparities he experienced on campus. And at the beginning, Khan said, it seemed as though Jack believed telling the stories alone would be enough. "The most brutal kind of review that I would give Tony and that I pushed him on was, 'Who cares?'" Khan says. "So a bunch of kids are having a tough time at Harvard?"

"Funneling poor youth into private schools is not social policy. It's an abdication of responsibility."

He pushed Jack to be more theoretical. Much of the recent work on social mobility has focused on who gets in the door, and what it takes to get admitted. Plenty has also been written about the experiences of poor students once they arrive on campus. Paying for the Party: How College Maintains Inequality (Harvard University Press, 2013), by Elizabeth A. Armstrong and Laura T. Hamilton, examined how wealthy students fared better than their lower-income classmates at a large public university. And scholars have begun writing about students who suffer from hunger or homelessness. Jack's emphasis on highly selective institutions reveals that students lacking the social capital gained at private high schools are made to remember it over and over. "Elite universities are now a bundle of confusing contradictions," Jack writes. "They bend over backward to admit disadvantaged students into their hallowed halls, but then, once the students are there, they maintain policies that not only remind those students of their disadvantage, but even serve to highlight it."

Jack has struggled to find a balance between calling out what he sees as brutally unfair treatment and maintaining a scholarly distance. It can be hard to remain composed when students are literally starving during spring break. And it can be heartbreaking to see colleges' efforts to help backfire. That was the case when Renowned University decided to offer free vouchers for cultural events that poor students wouldn't be able to attend otherwise. The problem? They made the students line up at a separate door, effectively broadcasting to their well-off peers that they were the poor bunch.

Nowhere is the struggle clearer in The Privileged Poor than when Jack writes about a work-study program called "Community Detail," a master class in good intentions gone awry. One of several voluntary summer programs Renowned University offered incoming freshmen, Community Detail gave students a decently paid job with flexible hours cleaning dorm rooms. The other summer programs, focused on hiking or art appreciation, cost a fee. So Community Detail, Jack argues, was really the only choice for poor students, and it meant they ended up cleaning filthy bathrooms, mopping up bodily fluids, and doing other menial work for their better-off peers.

"I'm going to clean the toilet that you just threw up on this past weekend when you're partying like crazy," as one student described it to Jack. "Let me just clean that for you. And then just add the fact that I'm a minority reinforces that stereotype that all Spanish people do is clean and mow lawns. That's what they're good for."

M. Scott Brauer for The Chronicle

It's not just that the work was degrading or disgusting, Jack writes; the problem was it eroded the basis for an academic identity before the students had even really started their journey.

To Jack, what Renowned was doing to its students was appalling, and he struggled to convey his outrage in sober terms. "You have to detach yourself in a way that's hard for me as a first-gen, lower-income student who has been in these students' shoes," he says. "To be completely divorced and write it up like, 'I am an unbiased researcher.'"

A lack of bias, though, can be useful when Jack offers up solutions. Would it help if more students from poor backgrounds were recruited into well-off private schools, perhaps with federal funds? Jack says that would be unfair to the kids inevitably left behind. It could also mean siphoning money out of already bereft public schools.

"Funneling poor youth into private schools is not social policy," he writes. "It's an abdication of responsibility."

His proposed solution? Governments should invest more in poor communities. High schools should make students familiar with college culture earlier - some, for example, have started calling conferences "office hours." And colleges? Well, for one thing, they should keep the dining halls open during breaks.

Jack says he considers himself not a public intellectual, but an intellectual who engages with the public: He's not interested in academic celebrity, but in earning tenure at Harvard, maybe someday owning a house, and continuing to do work he finds useful.

The office, the book, the whirlwind of public speaking - all of this success still seems unreal to Jack, and he has a sentimental streak. When he went to see his book being printed, the years of work finally metamorphosed into a physical form, he cried.

Chris Quintana is a staff reporter at The Chronicle.

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Can This Man Change How Elite Colleges Treat Low-Income Students?

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Some days, it still doesn't feel real. Last week, Anthony Abraham Jack was at the American Academy of Arts and Sciences to celebrate the release of a new book - his own, published by Harvard University Press. It's a case study of how elite institutions like the one where he teaches, Harvard, fail low-income students.

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In Many States, Higher Education Has Been Left Behind Since the Recession

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In Many States, Higher Education Has Been Left Behind Since the Recession

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In 11 states, higher-education appropriations have not recovered at all from the worst years of the Great Recession, according to an annual report released on Tuesday by the association of State Higher Education Executive Officers.

Nationally, said the 2018 "State Higher Education Finance" report, state appropriations per student remained essentially flat from the 2017 to 2018 fiscal years. "Following five straight years of growth in state support, there was nearly no national change in state and local per-student support for higher education after adjusting for inflation," the study found.

Tuition revenue, which had risen in all but two of the past 25 years, also remained flat compared with the previous fiscal year, the report said. State spending on student financial aid increased by nearly 9 percent, the fourth consecutive increase, according to the study.

But the impact of the recession still casts a long shadow on state appropriations for higher education, the report noted: "Ten years out from the start of the Great Recession, per-student higher education appropriations in the U.S. have only halfway recovered."

Nationally, state appropriations, on average, fell more than $2,000 per student in the years after the recession, the report said, and remain nearly $1,000 below their pre-recession levels.

The situation is far worse in more than a fifth of states, where appropriations per student are still less than they were in 2012 or 2013, the low point for most state budgets. That's after federal dollars - part of the $54-billion that went to states to avoid cuts in education spending - ran out, creating a fiscal cliff for public colleges.

The states where per-student spending still has not rebounded are Arizona, Arkansas, Delaware, Kansas, Kentucky, Louisiana, Mississippi, New Jersey, Oklahoma, Vermont, and West Virginia.

Higher-education appropriations now exceed those before the recession in only six states: Alaska, California, Hawaii, New York, Wisconsin, and Wyoming.
Eric Kelderman writes about money and accountability in higher education, including such areas as state policy, accreditation, and legal affairs. You can find him on Twitter @etkeld, or email him at eric.kelderman@chronicle.com.
Correction (4/10/2019, 9:05 a.m.): An earlier version of this article erroneously listed Ohio among the 11 states where per-student spending has not recovered.

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In Many States, Higher Education Has Been Left Behind Since the Recession

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In 11 states, higher-education appropriations have not recovered at all from the worst years of the Great Recession, according to an annual report released on Tuesday by the association of State Higher Education Executive Officers. Nationally, said the 2018 "State Higher Education Finance" report, state appropriations per student remained essentially flat from the 2017 to 2018 fiscal years.

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Educational leaders play a pivotal role in affecting the climate, attitude and reputation of their schools. But what makes a truly effective leader? Here we offer insight on 10 educational leadership qualities that make for a truly effective school leader.

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The 7 Habits of Highly Effective People explores the principles of effective self-leadership, influence, collaboration, and improvement.

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Leadership Training & Employee Development Platform

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Leadership development training programs that can enable your employees and build great teams.

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The Power of Vulnerability | Brené Brown | TED

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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette