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Emotional intelligence gained interest in the early 1990s from researchers in hopes of assessing how understanding and developing emotions can help individuals be "healthy, rich, successful, loved, and happy" (Mayer et al., 2001, p. xi). Because of the expanded interest, increasing implications began occurring at the postsecondary level of education (Petrides et al., 2018). Trait emotional intelligence focuses on perceptions of oneself and others, illustrating how we regulate our emotions and recognize them in others. This qualitative study aimed to explore the impact of an ultra-brief intervention on the trait emotional intelligence development of university student leaders and how they perceived the effectiveness of the intervention. The study also looked to find how students specifically used the sociability factor in their roles as student leaders. The researchers conducted interviews followed by thematic analysis to reveal reoccurring codes, themes, and patterns that emerged from the data set. The findings suggest that students perceive the ultra-brief intervention as effective while engaging elements of the sociability factor of trait emotional intelligence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Emotional intelligence gained interest in the early 1990s from researchers in hopes of assessing how understanding and developing emotions can help individuals be "healthy, rich, successful, loved, and happy" (Mayer et al., 2001, p. xi). Because of the expanded interest, increasing implications began occurring at the postsecondary level of education (Petrides et al., 2018). Trait emotional intelligence focuses on perceptions of oneself and others, illustrating how we regulate our emotions and recognize them in others. This qualitative study aimed to explore the impact of an ultra-brief intervention on the trait emotional intelligence development of university student leaders and how they perceived the effectiveness of the intervention. The study also looked to find how students specifically used the sociability factor in their roles as student leaders. The researchers conducted interviews followed by thematic analysis to reveal reoccurring codes, themes, and patterns that emerged from the data set. The findings suggest that students perceive the ultra-brief intervention as effective while engaging elements of the sociability factor of trait emotional intelligence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Emotional intelligence gained interest in the early 1990s from researchers in hopes of assessing how understanding and developing emotions can help individuals be "healthy, rich, successful, loved, and happy" (Mayer et al., 2001, p. xi). Because of the expanded interest, increasing implications began occurring at the postsecondary level of education (Petrides et al., 2018). Trait emotional intelligence focuses on perceptions of oneself and others, illustrating how we regulate our emotions and recognize them in others. This qualitative study aimed to explore the impact of an ultra-brief intervention on the trait emotional intelligence development of university student leaders and how they perceived the effectiveness of the intervention. The study also looked to find how students specifically used the sociability factor in their roles as student leaders. The researchers conducted interviews followed by thematic analysis to reveal reoccurring codes, themes, and patterns that emerged from the data set. The findings suggest that students perceive the ultra-brief intervention as effective while engaging elements of the sociability factor of trait emotional intelligence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Emotional intelligence gained interest in the early 1990s from researchers in hopes of assessing how understanding and developing emotions can help individuals be "healthy, rich, successful, loved, and happy" (Mayer et al., 2001, p. xi). Because of the expanded interest, increasing implications began occurring at the postsecondary level of education (Petrides et al., 2018). Trait emotional intelligence focuses on perceptions of oneself and others, illustrating how we regulate our emotions and recognize them in others. This qualitative study aimed to explore the impact of an ultra-brief intervention on the trait emotional intelligence development of university student leaders and how they perceived the effectiveness of the intervention. The study also looked to find how students specifically used the sociability factor in their roles as student leaders. The researchers conducted interviews followed by thematic analysis to reveal reoccurring codes, themes, and patterns that emerged from the data set. The findings suggest that students perceive the ultra-brief intervention as effective while engaging elements of the sociability factor of trait emotional intelligence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study examined the relationship between teachers' cultural competence and Multitiered System of Supports (MTSS) referrals for students belonging to racial/ethnic minority groups. Teachers serving grades kindergarten through five in two schools in a large, urban school district in Connecticut participated in the study. MTSS referrals were examined across three academic years. The MTSS framework addresses both academic and behavioral concerns; both types of referrals were addressed in this study. Cultural competence was measured in two ways: cultural competence training and a self-report questionnaire. The results indicated no significant relationships between teachers' cultural competence training experiences and MTSS referrals, teachers' cultural competence and MTSS referrals, and teachers' cultural competence and the timing of MTSS referrals within the academic year. However, limitations were discussed, including barriers in methodology (i.e., measuring cultural competence) and the small sample size. Additionally, areas for further research were identified, especially as it relates to the MTSS framework, teachers' cultural competence training, and professional development in the field for cultural competence. Overall, teachers' training experiences continue to be an area of difficulty to assess. Training experiences rooted in multiculturalism remain an area of need and development for teachers, both pre- and in-service. Future research can be conducted in order to further explore the relationship between teachers' cultural competence and their MTSS referrals, as well as the MTSS process in schools, as educators continue to learn about and operate within this framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]