Day, A. L., Therrien, D. L. & Carroll, S. A. (2005). Predicting psychological health: Assessing the incremental validity of emotional intelligence beyond personality, Type A behaviour, and daily hassles. European Journal of Personality, 19(6), 519-536.

The relationships among EI, Big Five personality factors, Type A Behaviour Pattern (TABP), daily hassles, and psychological health/strain factors (perceived well-being, strain, and burnout) were explored in this study. The EQ-i was the trait-based measure of EI. This research was intended to examine EI's ability to predict health outcomes after controlling for related constructs, or its ability to moderate the stressor–strain relationship. EI was highly correlated with most aspects of personality and TABP. Beyond the impact of hassles, personality, and TABP, EI predicted some of the psychological health outcomes, which posits it as a unique facet of psychological health. As expected, EI did not affect the hassles–strain relationship.

Tsaousis, I. & Nikolaou, I. (2005). Exploring the relationship of emotional intelligence with physical and psychological health functioning. Stress and Health, 21 (2), 77-86.

This study investigated the relationship between EI characteristics, such as perception, control, use, and understanding of emotions, and characteristics of physical and psychological health. EI was measured with the TEIQ, an ability-based, self-report assessment tool, developed by the first author. In 2 separate studies, EI was compared with measures of general physical or psychological health and health-related behaviors (smoking, drinking, exercising, etc.). EI was negatively associated with poor general health, smoking, and drinking behaviors. In addition, EI was positively correlated with exercising behavior. The results reinforce the importance of EI competencies in the context of general health and personal lifestyle.

ICAM 2006 is calling for papers for this year's conference on recent advances in the theory and research in management and administration. The deadline for submission is February 15, 2006. Please submit a 4-page summary of your paper as an attached file in Word 2003 to Dr. Marjorie Chan with a copy to the Conference President, Dr. Afzal Rahim.

International Society for Research on Emotion's Annual Conference (Atlanta, Georgia, August 6-10)

ISRE is an interdisciplinary society (e.g., psychologists, neuroscientists, philosophers, sociologists, anthropologists, economists) of researchers brought together by an interest in the ways emotions function and guide human social behavior. As such, the conference stands as a wonderful opportunity to bridge disciplinary gaps, interact with colleagues in an informal environment, and see the newest in emotion research. This year's major addresses will be given by Lisa Feldman Barrett, Frans deWaal, Barbara Fredrickson, and Robert Levenson. Other invited symposia include Emotion and Moral Judgment, Emotion and Intergroup Relations, Emotion and Culture, and Emotion and Cognitivism. If you would like more information on the conference or how to submit proposals, the official website is now open.

Rely on Experiential Methods

The LeaderLab program uses several unusual experiential learning activities, such as acting, artistic work, and "three-dimensional problem solving." According to the staff responsible for the program, "These activities can be controversial - perceived as uncomfortable and disconnected from the program and therefore a 'GAG' (going against the grain) experience for some participants. However, they can also provide powerful learning experiences for many" (Young and Dixon 1996).

One of the most powerful social and emotional learning activities is three-dimensional probelm solving. This exercise involves the expression of emotion in nonverbal ways. "Participants physically represent problems or issues by arranging, or sculpting, the group to demonstrate relationships, communication, and so forth. They then resculpt the group to represent the resolution of the problem. The activity is conducted silently, providing another avenue for nonverbal expression and learning" (Young and Dixon 1996).

LeaderLab also relies on simulations. One simulation entitled World Products International "is a three-hour activity that puts participants into the organizational roles of this fictional company. They must deal with rapid change, capital allocations, diverse groups, and environmental and community issues, and they must wrestle with the values of the various divisions of the corporation, as well as with the values of the individuals involved" (Burnside and Guthrie 1992). This simulation helps the participants develop several important competencies, particularly self-awareness and organizational awareness.