Promoting Emotional EducationPromoting Emotional Education



An illuminating read, this book will be of interest to school staff and professionals, psychologists, social workers, health workers, researchers and practitioners and anyone interested in developing innovative approaches to the promotion ...

Author: Paul Cooper

Publisher: Jessica Kingsley Publishers

ISBN: 0857001884

Category:

Page: 192

View: 879

Unlike IQ, emotional competence can be nurtured and developed, and is a key factor in physical and mental health, social competence, academic achievement and other aspects in the personal and social development of children and young people. Promoting Emotional Education connects with the contemporary shift from an exclusively academic focus towards a more balanced and broader approach to education, with an emphasis on both academic and emotional literacy. The book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people. The contributors emphasise evidence-based practice, proposing various student-centred and emotion-focused approaches and strategies which have proven to be effective in improving the social and academic behaviour of children and young people with social, emotional and behavioural difficulties. These include student voice approaches, peer-mediated support strategies, personal and social education, nurture groups and aggression replacement training amongst others. An illuminating read, this book will be of interest to school staff and professionals, psychologists, social workers, health workers, researchers and practitioners and anyone interested in developing innovative approaches to the promotion of emotional education among children and young people.

Promoting Emotional EducationPromoting Emotional Education



Emotional education involves both learning and the promotion of learning, hence
incorporating and going beyond social and emotional learning. It is also the
process by which socio-emotional competence develops. While the term '
emotional ...

Author: Carmel Cefai

Publisher: Jessica Kingsley Publishers

ISBN: 9781843109969

Category:

Page: 192

View: 873

This book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people.

Social and Emotional Learning in the Classroom Second EditionSocial and Emotional Learning in the Classroom Second Edition



In a large-size format with convenient lay-flat binding, the volume includes illustrative vignettes and 25 reproducible worksheets and other practical tools.

Author: Barbara A. Gueldner

Publisher: Guilford Publications

ISBN: 9781462544011

Category:

Page: 268

View: 277

"This trusted resource--now in a thoroughly updated second edition reflecting the tremendous growth of the field--provides a best-practice guide to planning and implementing social and emotional learning (SEL) in K-12 classrooms and schools. The authors present a roadmap to help practitioners choose exemplary programs and strategies, integrate SEL with academics and mental health interventions, create culturally affirming programming for diverse students, use assessment to guide data-based decision making, and support educator SEL. In a large-size format with convenient lay-flat binding, the volume includes illustrative vignettes and 25 reproducible worksheets and other practical tools. Purchasers get access to a Web page where they can download and print the reproducible materials. Subject Areas/Key Words: social-emotional learning, teaching empathy, competence, school psychology, SEL programs, strong kids, behavioral problems, bullying, skills, prevention, interventions, school-based, wellness, MTSS, PBIS, curriculums, implementation, resources, elementary, secondary, students, teachers, school psychologists, children, adolescents, assessments, professional development, manuals, curricula, initiatives, prosocial behaviors, antisocial, classroom management, mindfulness, relationships, self-control, conflict resolution, aggression Audience: School psychologists, counselors, and social workers working with children ages 6-17 (grades K-12); school administrators; general and special education teachers"--

Promoting Emotional and Social Development in SchoolsPromoting Emotional and Social Development in Schools



This accessible resource presents guidelines for creating an emotionally and socially healthy school and offers case studies that illustrate how good practice improves behavior and promotes inclusion.

Author: Simon Blake

Publisher: SAGE Publications Limited

ISBN: 1412907314

Category:

Page: 144

View: 364

This accessible resource presents guidelines for creating an emotionally and socially healthy school and offers case studies that illustrate how good practice improves behavior and promotes inclusion.

Promoting Social and Emotional LearningPromoting Social and Emotional Learning



A guide to establishing high-quality social and emotional education programs describes approaches to social and emotional learning for all levels and includes thirty-nine guidelines and field-inspired examples for classrooms, schools, and ...

Author: Maurice J. Elias

Publisher: ASCD

ISBN: 9780871202888

Category:

Page: 164

View: 190

A guide to establishing high-quality social and emotional education programs describes approaches to social and emotional learning for all levels and includes thirty-nine guidelines and field-inspired examples for classrooms, schools, and districts.

Social and Emotional Learning in the Classroom First EditionSocial and Emotional Learning in the Classroom First Edition



This book has been replaced by Social and Emotional Learning in the Classroom, Second Edition, ISBN 978-1-4625-4401-1.

Author: Kenneth W. Merrell

Publisher: Guilford Press

ISBN: 9781606235515

Category:

Page: 174

View: 555

This book has been replaced by Social and Emotional Learning in the Classroom, Second Edition, ISBN 978-1-4625-4401-1.

Emotional Intelligence in EducationEmotional Intelligence in Education



This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings.

Author: Kateryna V. Keefer

Publisher: Springer

ISBN: 9783319906331

Category:

Page: 462

View: 579

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

Promoting Emotional and Social Development in SchoolsPromoting Emotional and Social Development in Schools



Written in an accessible style for busy practitioners, this book gives advice on creating an emotionally and socially ′healthy′ school.

Author: Simon Blake

Publisher: SAGE

ISBN: 9781446234709

Category:

Page: 144

View: 898

The social and emotional needs of children have become increasingly important to educators in recent years, as the impact they have on improving behaviour and promoting inclusion has become evident. Written in an accessible style for busy practitioners, this book gives advice on creating an emotionally and socially 'healthy' school. The book: - shows why schools should promote emotional and social development - includes practical ideas & activities for those working in primary & secondary schools - uses a range of case studies to illustrate the impact of good practice - includes INSET / personal review materials, and audit tools

Promoting Socio Emotional Learning Opportunities in Upward BoundPromoting Socio Emotional Learning Opportunities in Upward Bound



The analysis suggest that socio-emotional learning is incorporated into the program, though this is not done in a direct manner.

Author: Raquel Muniz Castro

Publisher:

ISBN: OCLC:1050742138

Category:

Page:

View: 834

This study explores how essential socio-emotional skills can be made more salient in programs serving disadvantaged adolescents. Socio-emotional skills encompass five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Compensatory education programs for children recognize the importance of these skills in achieving academic success in K-12 and beyond. Therefore, early childhood programs, such as Head Start, have sought to incorporate teaching socio-emotional skills as have educators in primary schools. While there have been studies investigating efforts to incorporate socio-emotional skills in programs inside the school setting, much less is known about how compensatory secondary education programs outside the school setting incorporate socio-emotional learning. This study is aimed at examining how socio-emotional learning may be incorporated for secondary students participating in a compensatory education program. Specifically, the dissertation examines the incorporation of socio-emotional learning opportunities in Upward Bound, a federally-funded program designed to aid disadvantaged high school students throughout their high school years and in preparation for postsecondary education. In this case study of the summer program of Upward Bound, I focus on two questions: (1) how Upward Bound understands socio-emotional learning in their summer program and (2) how the Upward Bound staff promotes socio-emotional learning opportunities. The study entails 46 interviews with program staff and observations of classroom activities and other team building activities over eight weeks. The analysis suggest that socio-emotional learning is incorporated into the program, though this is not done in a direct manner. Moreover, staff members retain the autonomy to implement socio-emotional learning based on their best judgments. The study concludes with suggestions for strengthening the incorporation of socio-emotional learning opportunities.

Autobiostories Promoting Emotional Insights Into the Teaching and Learning of Secondary ScienceAutobiostories Promoting Emotional Insights Into the Teaching and Learning of Secondary Science



This work integrates autobiography and story, producing a hybrid narrative called autobiostory.

Author: Scott D. Robinson

Publisher:

ISBN: STANFORD:36105110267585

Category:

Page: 93

View: 573

This work integrates autobiography and story, producing a hybrid narrative called autobiostory. A story that was originally told to the author is transformed into an autobiostory, and the author then uses elements of his own autobiography to interpret and translate the classroom story.

Promoting Mental Emotional and Social HealthPromoting Mental Emotional and Social Health



Promoting Mental, Emotional and Social Health: A Whole School Approach provides a clear and practical overview of ways in which mainstream schools can promote the health of all those who work and learn in them.

Author: Katherine Weare

Publisher: Routledge

ISBN: 9781134702633

Category:

Page: 176

View: 588

Schools are now seen as being one of the key agents which can help redress society's most fundamental problems, create more cohesive communities and promote citizenship and a sense of social conscience in the young. Promoting Mental, Emotional and Social Health: A Whole School Approach provides a clear and practical overview of ways in which mainstream schools can promote the health of all those who work and learn in them. Supported by the latest new evidence from the UK and Europe as well as findings from the USA, it outlines and examines: * evidence that social and emotional learning and academic achievement can go hand in hand and that the same key factors underlie both happy and effective schools * the areas of school life that are the key to promoting social and affective health, including relationships with families and the community, management and the curriculum * the competencies that we all need to become more emotionally literate and relate to more effectively.

Promoting Trait Emotional Intelligence in Leadership and EducationPromoting Trait Emotional Intelligence in Leadership and Education



Promoting Trait Emotional Intelligence in Leadership and Education provides the latest information on enabling educators and leaders across industries to monitor the emotions of others as well as their own in order to interact effectively ...

Author: Roy, Shelly R.

Publisher: IGI Global

ISBN: 9781466683280

Category:

Page: 341

View: 138

Humans have the capacity to detect and experience a wide spectrum of emotions in everyday life. However, the ability to identify and interpret those emotions is not a skill commonly held by all individuals, despite the significance of this skill. Promoting Trait Emotional Intelligence in Leadership and Education provides the latest information on enabling educators and leaders across industries to monitor the emotions of others as well as their own in order to interact effectively with others. Focusing on best practices and methods for training those in education and leadership positions, this publication is essential to the research needs of education administrators, professors, managers, and professionals in various disciplines.

7 Successful Strategies to Promote Emotional Intelligence in the Classroom7 Successful Strategies to Promote Emotional Intelligence in the Classroom



Developing Emotional Intelligence could provide the ‘missing link' to achievement in our schools. This book will enable readers to begin to understand and develop their own Emotional Intelligence and that of the students in their care.

Author: Marziyah Panju

Publisher: Network Continuum

ISBN: 1855394391

Category:

Page: 104

View: 655

Learning is an activity with an emotional dimension and before students can turn their attention to cognitive learning or the prescribed curriculum, they must feel physically safe and emotionally secure. How a student 'feels' about a learning situation determines the amount of time and effort they devote to it. Developing Emotional Intelligence could provide the 'missing link' to achievement in our schools. This book will enable readers to begin to understand and develop their own Emotional Intelligence and that of the students in their care. They will be able to appreciate the role EI plays in promoting academic progress and creating positive, lasting changes that will help learners in both school and non-school settings. IQ, which is a measure of our cognitive intelligence, represents the raw material for our successes, whereas EQ, which signifies Emotional Intelligence, is the set of socio-emotional skills that enables the intellect to turn into action and accomplishment. Without EQ, IQ remains only a potential; this book provides the tools to nurture that potential into reality, using the seven successful strategies that the author outlines in her ELEVATE model.

Higher ExpectationsHigher Expectations



Calls for the integration of social emotional learning into school curricula, providing assistance for the process and including sample programs from which to model.

Author: Raymond J. Pasi

Publisher: Teachers College Press

ISBN: 0807740918

Category:

Page: 89

View: 386

Calls for the integration of social emotional learning into school curricula, providing assistance for the process and including sample programs from which to model.

Developing the Emotionally Literate SchoolDeveloping the Emotionally Literate School



`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource.

Author: Katherine Weare

Publisher: SAGE

ISBN: 9781847877406

Category:

Page: 240

View: 648

`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate `This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - Special Children `There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'- Emotional and Behavioural Difficulties `The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - Times Educational Supplement, Teacher `This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - Nurturing Potential `This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community' - The Psychology of Education Review 'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children' - Young Minds Magazine `Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches' - Journal of In-Service Education Emotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education. The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships. Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.

Promoting Well Being in the Pre School YearsPromoting Well Being in the Pre School Years



Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3–5 years.

Author: Erica Frydenberg

Publisher: Routledge

ISBN: 9780429671623

Category:

Page: 178

View: 804

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3–5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community. Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including ‘grit’, ‘growth mindset’ and ‘gratitude’, as well as ‘classic’ constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools – the Early Years Coping Cards How we measure young children’s coping The relationship between coping, stress and mental health Recognition of the importance of parents’ own coping skills How partnerships with communities can improve children’s SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

Social and Emotional LearningSocial and Emotional Learning



This major contribution will advance SEL science, improve school-based practice, and benefit many students′ -Professor Roger Weissberg, University of Illinois at Chicago This important new book provides the first in-depth, authoritative ...

Author: Neil Humphrey

Publisher: SAGE

ISBN: 9781446292211

Category:

Page: 184

View: 477

'A landmark book for SEL. It provides an even-handed, scholarly appraisal of the latest research. This major contribution will advance SEL science, improve school-based practice, and benefit many students' -Professor Roger Weissberg, University of Illinois at Chicago This important new book provides the first in-depth, authoritative and balanced examination of the critical issues pervading Social and Emotional Learning (SEL). The book highlights strengths and flaws in SEL theory and research, and sets the agenda for the next generation of inquiry. The book investigates key topics such as: - definitions and conceptualization - origins and influences - international policy and practice - assessment and monitoring - implementation - outcomes It will be valuable to researchers, policy-makers, students, teachers, and anyone interested in the role of schools play in promoting children's social and emotional wellbeing. Neil Humphrey is Professor of Psychology of Education at the University of Manchester

The Educator s Guide to Emotional Intelligence and Academic AchievementThe Educator s Guide to Emotional Intelligence and Academic Achievement



This comprehensive guide to emotional intelligence presents best practices from more than 25 experts, creating a new gold standard for bringing social-emotional learning into every classroom.

Author: Maurice J. Elias

Publisher: Corwin Press

ISBN: 1412914817

Category:

Page: 273

View: 387

This comprehensive guide to emotional intelligence presents best practices from more than 25 experts, creating a new gold standard for bringing social-emotional learning into every classroom.

Wisdom in EducationWisdom in Education



Dr Power advocates developing emotional intelligence as an integral component of the educational experience â for students, teachers, school administrators, leaders and parents.

Author:

Publisher:

ISBN: 1921823992

Category:

Page: 23

View: 640

Dr Power advocates developing emotional intelligence as an integral component of the educational experience â for students, teachers, school administrators, leaders and parents. He provides background; distinguishes between emotional intelligence, emotional competence and social intelligence; and explores the Emotional and Social Competency Framework â developed by the Hay Group, Daniel Goleman and Richard Boyatzis, in 2011 â suggesting ways to develop and use our understanding of self-awareness, self-management, social awareness and relationship management. He concludes that as we aspire to wisdom, if we want to transform ourselves, we must incorporate our learning into ourbelief system; come to value what this new information means for us; then practise doing things differently, so our behaviour aligns with our beliefs and values. [About the Author].