Skills for Employment: Emotional
Intelligence
ALL ROADS LEAD TO
EMPLOYMENT
PRESENTED BY:
The Center for Change in Transition Services
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Thank you for joining us today!
Center for Change
in Transition Services
Improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
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EMOTIONAL
INTELLIGENCE
1) Communication
2) Language
3) Personal habits
Your GPS Guide: Agenda
1. What is Emotional Intelligence?
2. How to assess emotional intelligence?
3. How do I incorporate EI skills into the
curriculum?
4. Questions?
Your GPS Guide…to post-school success
EMOTIONAL INTELLIGENCE
1) WHAT IS EMOTIONAL INTELLIGENCE?
2) WHY IS IT AN IMPORTANT SKILL FOR
THE WORK PLACE?
3) HOW DOES IT RELATE TO
TRANSITION SERVICES?
Emotional Intelligence (EQ)
the ability to identify, use, understand, and
manage emotions in positive ways to relieve
stress, communicate effectively, empathize
with others, overcome challenges, and
defuse conflict.
Segal, J., & Smith, M. (2013). Emotional intelligence (EQ): Five key skills for
raising emotional intelligence. Retrieved from http://www.helpguide.org
Key Attributes
Self-awareness
 Self-management
 Social Awareness
 Interactions with others
 Resilience (grit/perseverance)

Kerr, B. A. (2013). Emotional intelligence insights: What is EI? Retrieved from
http://www.emotionalintelligenceinsights.com
Duckworth, A., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit:
Perseverance and passion for long-term goals. Journal of Personality and
Social Psychology, 92(6), 1087-1101.
Work Skills
What Work Requires of Schools identified a
three-part foundation to work skills:

Basic Skills – reads, writes, performs arithmetic and
mathematical operations, listens and speaks

Thinking Skills – thinks creatively, makes decisions,
solves problems, visualizes, knows how to learn and
reason

Personal Qualities – displays responsibility, selfesteem, sociability, self-management, and integrity and
honesty
Personal Qualities

Sociability – demonstrates understanding,
friendliness, adaptability, empathy and
politeness in group settings.

Responsibility – exerts a high level of
effort and preserves towards goal
attainment

Self-esteem – believes in own self-worth
and maintains a positive self-view
Personal Qualities
Self-management – assesses self
accurately, sets personal goals, monitors
progress, exhibits self-control
 Integrity/Honesty – chooses ethical
courses of action

Secretary’s Commission on Achieving Necessary Skills (SCANS) (1991). What work
requires of schools. A SCANS report for America 2000. Retrieved from
http://www.wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
Definition of Transition
Transition services are a set of coordinated
activities designed to be a results-oriented
process that facilitates the successful
movement from school to postsecondary
living. These activities are based on the
student’s needs, strengths, preferences, and
interests.
Definition of Transition
Transition services include instruction,
related services, community experiences,
the development of employment and other
post-school living objectives and, when
appropriate, daily living skills.
20 U.S.C. § 1401(34)
Your GPS Guide…to post-school success
EMOTIONAL INTELLIGENCE
1) WHAT ASSESSMENTS ARE
AVAILABLE TO MEASURE
EMOTIONAL INTELLIGENCE SKILLS?
CCTS Resources
http://www.seattleu.edu/ccts
Casey Life Skills Assessment
Daily Living
 Self Care
 Relationships & Communication
 Housing & Money Management
 Work & Study
 Career & Education Planning
 Looking Forward (confidence)
 Permanency (connection to adults, community supports)

Casey Life Skills Assessment
A self-reporting tool designed to assess
strengths and challenges (not a test)
 Free, online youth-centered tool
 Appropriate for youth ages 14 to 21
 Can be given in short segments or all at
once (30-40 total)
 Originally designed for youth in foster
care

Casey Life Skills Assessment
Ohio Employability Skills

Measures
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Self-help skills
Work habits
Task related (cares for equipment, safety)
Work quantity
Work quality
Relationships: Supervisors
Relationships: Peers
Work Attitudes
Ohio Employability Skills
http://www.ocali.org/up_doc/ELSA_14_21.pdf
Do2Learn
• Determining Interest: Social Skills Assessment
• Part1 – completed by student
• Part 2 – completed by adults that know the
student
• Identifies jobs as
A. “In the Scene” – jobs that require strong
social skills because there is frequent interaction
with customers & co-workers
B. “Behind the Scene” – jobs that might require
that you work near customers, but you may not
have to interact on a regular basis
C. “Out of the Scene” – jobs that require little or
no interaction with customers and don’t require
that you spend a lot of time with co-workers
Do2Learn
http://www.do2learn.com/JobTIPS/DeterminingInterests/SocialSkillsAssessments/
Assessments.html
Your GPS Guide…to post-school success
EMOTIONAL INTELLIGENCE
1) WHAT ARE SOME FREE LESSON
RESOURCES FOR THE EMOTIONAL
INTELLIGENCE SKILLS?
2) HOW DO I INCORPORATE
EMOTIONAL INTELLIGENCE SKILLS
INTO THE CURRICULUM?
Soft Skills to Pay the Bills
• Free curriculum developed by the Office of Disability
Employment Policy
• Designed for youth ages 14 to 21
• Print and online materials
• Includes a video series
• 30 – 20 minute lessons on
• Communication
• Enthusiasm & Attitude
• Teamwork
• Networking
• Problem Solving & Critical Thinking
• Professionalism
http://www.dol.gov/odep/topics/youth/softskills/
OSPI Secondary Education
My Dreams, My Story, My Voice: Supplemental Lessons to
Navigation 101
• Developing a growth mindset (grit/ perseverance)
• Understanding self-doubt
• Stick-with-it
• Planning & Follow Through (self-monitoring)
• Academic and School Social Behaviors
• Leadership
• Communication (including cross-cultural)
http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/Nav101
Lessons.aspx
Sample Lesson Plan
Questions?
CCTS Contact Information
Email: ccts@seattleu.edu
Phone: 206.296.6494
http://www.seattleu.edu/ccts