Subscribe: Consulting Psychology Journal: Practice and Research - Vol 61, Iss 4
Preview: Consulting Psychology Journal: Practice and Research - Vol 61, Iss 4

Consulting Psychology Journal: Practice and Research - Vol 68, Iss 4

Consulting Psychology Journal: Practice and Research is published by the Educational Publishing Foundation in collaboration with the Division of Consulting Psychology of the American Psychological Association (Division 13). The mission of this journal is

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Copyright: Copyright 2017 American Psychological Association

Emotional intelligence: A practical review of models, measures, and applications.


The concept of emotional intelligence (EQ) was introduced about 25 years ago, and over that time has evolved from a new scientific construct, to a popular fad, to a mainstay concept in leadership and team development. It is a unique concept in that it is both respected in the scientific community and understood by the general public. This article is focused on common practical questions about applying EQ in consulting psychology. First, it examines 3 of the most widely accepted models of EQ and compares and contrasts them. Next, it describes and evaluates the assessment tools used to measure each model. Finally, the article presents sample applications of EQ assessment in executive coaching and team development to demonstrate both the utility of EQ and ways to go about applying it in practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(image)

Commentary on Ackley (2016): Updates on the ESCI as the behavioral level of emotional intelligence.


In his review of the literature on models and measures of emotional intelligence (EI), Ackley (2016) did not include enhancements to the Emotional Competency Inventory (ECI) since 2006, when it was revised and renamed the Emotional and Social Competency Inventory (ESCI). In 2006, the test was substantially revised and improved. The ESCI reflects that the instrument measured not just the intrapersonal recognition and management of one’s own emotions but also how they influence interpersonal interactions with other people, the recognition and management of others’ emotions. Both the Other version (completed by informants) and the self-assessment version demonstrated appropriate factor loadings for each item on each scale in exploratory factor analyses, model fit to rigorous standards for each scale in confirmatory factor analyses, and convergent and discriminant validity against appropriate criteria for each scale within each version. The ESCI, as completed by others, predicted leadership effectiveness in a number of studies using various dependent measures. These studies are important because several of them showed that behavioral ESCI is a more powerful predictor of real-world outcomes than g and personality. We call this a Stream 4 or behavioral level measure of EI. It does not rely on self-assessment. A more comprehensive view of EI would include multiple levels of EI and distinguish behavioral measures. The ESCI is used in training programs, coaching, undergraduate and graduate courses in many disciplines worldwide to help develop more EI to dramatic effectiveness on the many longitudinal studies published. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(image)

“I am going to succeed”: The power of self-efficient language in coaching and how coaches can use it.


Despite growing research on coaching and its positive impact on clients’ self-efficacy and goal-attainment, to date, there is hardly any empirically based knowledge on which communicative strategies cause these improvements. To address this research gap and examine the role of clients’ self-efficient statements for coaching success, coach and client behavior was investigated. For each of 31 coaching dyads, 3 coaching sessions (first, middle, and last session) were videotaped. By using clients’ self-efficient statements as spontaneous indicators for self-efficacy during the coaching, the link to coaching success was investigated. To analyze which coach behaviors enhance clients’ self-efficacy in different sessions, sequential analysis was applied. Clients’ self-efficient statements increased in the course of coaching, and the total amount of these statements was strongly related to clients’ final goal progress. Coaches can use open questions, solutions, and support to trigger clients’ self-efficient statements directly. Whereas directive approaches (i.e., solutions) were beneficial at the beginning of the coaching, more nondirective methods (i.e., open questions and solutions) showed their positive influence later on. These findings underpin the importance of studying interaction processes to identify successful communication strategies for coaches. Focusing on the microlevel of communication, the results contribute to the understanding of the dynamics leading to successful coach–client interactions. In detail, coaches should adapt their behavior during coaching processes to promote clients’ self-efficient language, which, in turn predicts coaching success. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(image)

Executive coaching: The age factor.


Lifespan psychology suggests that executives in their 30s, 40s, and 50s represent different maturational levels and professional experience. To date, research has not explored the relationship between the age of an executive and the coaching process or coaching outcomes. We hypothesized that executives in these age ranges would respond differently to the executive-coaching engagement. We analyzed 72 executive-coaching engagements to evaluate the relationship of age to 4 variables: Responsiveness, Self-reflection, Nondefensiveness, and Degree of Change. Results indicate that the age group 30 to 39 was significantly lower on Self-reflection and Degree of Change compared with executives in the 40 to 49 and 50 to 59 age groups. This may be a function of maturational elements, such as focused ideals and rule-driven behavior to achieve professional stature, and of organizational indicators that they are already placed in a high-potential, elite group. We suggest methods to stimulate both self-reflection and developmental growth unique to the 30 to 39 age group. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(image)