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Courses & Accreditation

TEIQue Accreditation Course

TThis is the main accreditation course for the range of TEIQue instruments. Well over 7 hours of fully digitized content that can be self-paced (over a recommended 2 days). For those interested, a short test at the end of the course leads to certification through LPL and the ability to use and provide feedback on the TEIQue. Successful completion of the course also grants free access to the LPL on-line administration platform, which provides generous discounts for the entire suite of reports.


TEIQue Lecture Series

This is a short presentation of theories of Emotional Intelligence, Radix Intelligence and Psychobionomy by Professor Petrides. There are well over 3 hours of content covering 14 topics of the theories.


TEIQue Technical Manual

This is the technical manual for the TEIQue. Please do not copy, reproduce, distribute, publish, display, translate, modify, transmit, or in any way exploit this work. The sale is for a single copy only. If additional copies are required, please arrange for the required purchases.

TEIQue Technical Manual PDF



To arrange a personal consultation session with Professor K. V. Petrides, book via the calendar here. Fees apply.




Scan-In™ is a profound psychometric instrument based on Professor K. V. Petrides’ Belief-Importance (Belimp) theory – now commercialized as Scan-In™. Much like a body imaging technique, it provides a scan of the conscious part of the mind that can be used for diagnostic, treatment, and coaching purposes.

Scan-In™ covers 17 domains of distinct life experience (family, finance, health, parenting, work, success, etc.). Its correct application can help to dissolve psychological barriers and unlock major energy reserves in the personality. We strongly recommend it for every adult who is even vaguely interested in the understanding and training of their mind.

Sample source publication: Petrides, K. V. (2011). A general mechanism for linking personality traits to affect, motivation, and action. New Ideas in Psychology, 29(2), 64-71.