This article introduces a systems‐centered model for emotional intelligence (EI). This makes it possible to consider not only the emotional intelligence of individuals, but the emotional intelligence of work groups and organizations themselves. Agazarian's theory of living humans systems (TLHS) (and its constructs) applies to all levels of living human systems. Using these constructs, we operationally define emotional intelligence from a systems‐centered framework (Agazarian & Peters, 1981, 1997). From the systems‐centered perspective, individuals contribute energy that is necessary for organizational emotional intelligence. Yet equally important, emotional intelligence in organizations is a dynamic output of the function and structure and energy of the organizational system itself, rather than a property of individuals. This conceptualization extends the focus in the field of emotional intelligence from individuals with a selection and personnel development emphasis and instead to building work groups and organizations that function with greater emotional intelligence. Introducing a systems‐centered perspective on emotional intelligence enables emotional intelligence to be viewed at all system levels in the organization, including individuals, work teams and the organization itself.

This article conceptualizes the phases of group development using Y. M. Agazarian's theory of living human systems (1997) and K. Lewin's field theory (1951). Linking these theories to operational models builds a bridge to research by making it possible to generate specific hypotheses. The basic systems-centered hypothesis can then be tested empirically: that weakening the restraining forces at the boundary between each subphase of system development releases the driving forces inherent in all living human systems, so that the system moves toward the next phase of development-in the direction of the inherent system goals of survival, development, and transformation. The discussion focuses on the implications for group leaders in organizations and therapeutic practice.

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Though initially applied in psychotherapy, a theory of living human systems (TLHS) and its systems-centered practice (SCT) offer a comprehensive conceptual framework replete with operational definitions and methods that is applicable in a wide range of contexts. This article elaborates the application of SCT in organizations by first summarizing systems-centered theory, its constructs and methods, and then using case examples to illustrate how SCT has been used in organizational and coaching contexts.

This study demonstrated that the emphatic sensitivity in paraprofessionals could be increased as a result of training and examined the maintenance of such changes 6-14 months after training was completed. Also explored is the relationship of verbal intelligence to changes in students' empathic sensitivity. Forty-seven students who were enrolled in an associate degree mental health/ human service program participated. Each of these students completed a 10week training course in one of four different groups. Each was given the Recognition Assessment Empathy (RA-E) on completion of the course (posttest) and again 6-14 months later (follow-up). Students in two of the groups were also pretested on the RA-E. Empathic sensitivity did increase after completion of the course, confirming previous research. More important, changes in empathic sensitivity were not only maintained but increased over time to a level comparable with a normative group of experienced clinicians. Mortality and selection effects were judged to be minimal. Finally, as predicted, no significant relationship emerged between verbal intelligence and empathic sensitivity either before or after training.