Can you point me in the direction of this material if it is published, or forward me some preliminary work?  I am finishing a paper on something similar. Mine is looking at the impact of one class on this issue. 

This will be hard to tell as aging and gaining non-educational experience also contributes to EI...you'll have to be careful pulling out what's due to the class, type of class, length of class, and the effects of the participants just gaining additional everyday experience.

Yes, in our study we have a comparison class (but very little access to demographics). with a pre post design.  

Dear Joe and Share,

Dear Joe, thank you for both inputs. I am going to answer your inquiry:

Joe: In my RG Profile you can find at Contributions an article about the approach of our research problem. The final report of our research (i work with a colleague) was finished the last february but is still in evaluation by Dra. Mikulic. We have written a paper with the results that being evaluated by the scientific committee of the International Congress on Emotional Intelligence to be held in September in Buenos Aires, Argentina. When approved, I'll load that file in RG. We measure with MSCEIT the impact of completed area supervised professional practice in the development of IE. If you are working on this issue or similar, I would like to exchange not only results but also designs and research methodology.

Shae: It points out that it is true. The development of IE is very difficult to isolate the impact of everyday or not linked to formal education experiences variable. To try to delineate, participants completed a brief qualitative survey about it.

But he drew our attention to the high scores for all and in particular, the participants - students of the second year running. We do not find that age and gender helps us understand this. 

We are interested to explore the impact that access and study of psychological concepts could have on the development of IE. We note that this group of students had high performance in emotional perception. Students who completed the area of professional practice, but descended in this branch grew emotional understanding.

It is a question that requires initial polish, so I appreciate all of your contributions in this regard.I am coordinator of the professional practices of the Lic. In Psychology and professor of various subjects of the race. It gets me thinking about training my students, future psychologists, to improve it.

We continue dialogue,

Silvana 

In education, emotional intelligence was found to be significantly associated with students’ well being and performance (e.g. Bagshaw, 2002; Sala, 2003 as cited in Woolf, 2006; Stottlemyer, 2002; Brown & Schutte, 2006; Parker et al, 2006). Petrides et al (2004) noted that there was less deviant behaviour for students with higher level of emotional intelligence. In cross-cultural studies, similar patterns were seen (Norman & Combs-Richardson, 2001; Vela, 2004). One study by Fatt et al (2003) discovered an interesting finding whereby foreign students in universities in Singapore have higher level of emotional intelligence. On the other hand, Briody (2005) found no significant relationship between emotional intelligence and the different culture of the students in Canada. Emotional intelligence was extensively studied in terms of its relationship with personality. It was found that emotional intelligence influenced personality to a certain extent.

http://www.herdsa.org.au/wp-content/uploads/conference/2007/papers/p32.pdf

Thanks Krishnan!!!

Any program in psychology relates to our mind .Our mind is a good controlling & energy  forces of our physical body .We as a human being are what WE depend on our mind.It is his direction which we carry our performance & action of our life.

It has been observed that in a physical body ,for our mind the world ''FATIGUE''is out of dictionary .In this light we have to give our psychology in relation to the mind whether one can believe it or not ,our mind has a storage of fruitful action positive/negative of our previous lives .It is this what we are becoming in our present life .

Our question is undergraduate training in psychology with the aforesaid details ,the training quite offers Emotional intelligence to the undergraduate student .Whether emotional ,sensitive approach first comes to our mind with the training & controlling of our various sentiments such as ANGRY,PRIDE,GREED,JEALOUSY,ATTACHMENT,EGO ,,Etc disturb our working of our action of our mind .Psychology helps us with proper training helps us to control the said negative elements of our mind .With our training of psychology the said elements can helps us to control fully our mind for which we can acquire successive result .That is why very often it has been said that ''Men are architect of their own fortune .

 Rohit,thanks for your answer. You think like us about the impact of undergraduate training in Psychology. We are working on a new research that help us to answer this question with empirical data. I hope we can achieve it. 

Regards!!! 

 Educational Psychology of Andhra University covers, emotional development in 

• Early Stages of development
• Early childhood
• Late childhood
• Adolescence
• Practicum for Child and Adolescent Psychology
• Emotional disorders - anxiety disorder (separation anxiety, avoidant disorder,

and overanxious disorder). Childhood depression.

• Counselling children and adolescents

But whether these inputs changes the individual student, depends on their internalization and application. However, as a starting point, these inputs and practise, really matter for evolution of students to become professionals

http://www.andhrauniversity.edu.in/syllabus/Psychology.pdf