Emotional Intelligence Programs

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds). (2004). Building school success through social and emotional learning. New York: Teachers College Press.

Social-emotional learning should be required in every classroom because it is important to teach students how to recognize and manage their emotions. This view is shared by Durlak, Dymnicki, Taylor, Weissberg, and Schellinger (2011), who found that school-based efforts to support students' social and emotional learning (SEL) had a positive impact on children’s success in school. Adding to this focus, McCormick, Cappella, O’Connor, and McClowry (2015) found that SEL programs are beneficial for academic performance because they target interpersonal skills such as “appreciating others’ perspectives, initiating and maintaining positive relationships, and using critical thinking skills to make responsible decisions” (pg. 2). The classroom should be a place where students are able to practice both the academic and social-emotional strategies that are necessary to thrive and prosper in the modern world. Recent research has demonstrated that social-emotional learning strategies provide students with the opportunity to learn how to cope with stress, develop empathy, and increase academic achievement.

I feel the most confident in working with the affective developmental domain because of my experience closely working with school-aged children over the last 10 years. The affective domain includes emotional development, social development, and moral development (Estes & Krogh 2012). When working in the ASES field, I have had many opportunities to interact with children during their affective domain development process. Using character education curriculum has been helpful when helping children develop their emotions and self-esteem. Implementing a social emotional learning curriculum that tracks students’ progress in various areas of their lives has been supportive in developing their social competencies and relationships. Finally, using student

Preparing students for life success, requires a balanced education that includes social and emotional education. It is important that families, schools and communities come together to achieve this. This article is researching the positive effects, of social and emotional learning of students in kindergarten to eighth grade. This article summarizes three reviews of research on the impact of social and emotional learning (SEL) programs on elementary school and middle age school students. These programs promote social and emotional skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymcicki and Durlak, 2008). The SEL programs showed many benefits in both school and after-school settings for students with and without behavioral and

Emotional Intelligence involves a number of skills relevant to the understanding of others and as well as one’s personal emotions. After completing the emotional intelligence quiz, my score resulted in a level of high emotional intelligence. As a result, the leader of the school is skilled at interpreting, understanding, and acting upon emotions. This person is adept at dealing with social or emotional conflicts, expressing their feelings, and dealing with emotional situations. (Cherry, K. 2016). By placing less emphasize on self-serving behavior created a stronger team. (DuBrin, 2009).

Most Public School Districts are committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. Students should learn SEL skills so they will not become distracted during instruction, by integrating academic lessons and activities with participation in classroom instruction. The purpose of teaching and providing opportunities are to help students develop the Ruler skills. The Ruler is an essential part of behavior to build relationships for academic success. In fact, research shows that emotions are pervasive in the way children think and play. Teachers have observed in classroom activities that students are overwhelmed with emotions, like frustration, loneliness, enjoyment, and interest. The cognitive process, and behavioral changes that support emotional experiences are adaptive, when the information they provide is attended for interpretations.

-Social-Emotional Development – Build a stronger connection between social-emotional development and academic success with resources from “Daniel Tiger’s Neighborhood,” “Thomas & Friends” and more. www.florida.pbslearningmedia.org/collection/daniel-tigers-neighborhood

More than ever before, our country needs schools that will prepare today’s youth for the challenges and opportunities they face, youth who will become knowledgeable, responsible, and caring citizens and leaders for the future. An outstanding education prepares students to be strong in a wide range of academic disciplines. This essay focuses on Social Emotional Learning and how to implement and sustain it within schools so that students can achieve greater academic success.

Positive social-emotional well-being is crucial to student success. It is increasingly apparent that many students lack self-regulation skills and are unable to manage their emotions appropriately. It is difficult for teachers to provide a safe learning environment when many students struggle with social-emotional issues. Academic learning becomes secondary when emotional needs are not met. To promote student achievement, it is essential for educators to place a greater emphasis on teaching social-emotional skills, such as mindfulness, in the elementary school setting. Mindfulness is defined as “the practice of maintaining a nonjudgmental state of heightened or complete awareness of one's thoughts, emotions, or experiences on a moment-to-moment basis” (“Mindfulness,” n.d.). The focus of this research is how implementing

This would allow those with a low IQ, but a high level of emotional intelligence to thrive with only average intelligence. This gives individuals the idea that IQ matters very little. Emotional intelligence has begun to challenge the assumptions about what leads to success, and to bring a balanced view to the role of emotion and cognition in determining life outcomes. In order to validate claims of the importance that emotional intelligence and traditional intelligence possess in the prediction of certain criterion, more research is needed.

Knowing your students’ moods and identifying when a student is having emotional issues or aggression needs to be a priority and redirecting the student by allowing them to choose to a walk, talk, run a class activity, whatever is required to build the student’s feeling of acceptance and increased self-esteem. Providing opportunities for pleasurable completion, for example Kahoot or Jeopardy, during a unit lesson could increase a student’s academic

Extensive developmental research indicates that effective mastery of social-emotional competencies is associated with greater well-being and better school performance whereas the failure to achieve competence in these areas can lead to a variety of personal, social, and academic difficulties (Eisenberg, 2006; Guerra & Bradshaw, 2008). Zins and Elias (2006) indicated that many programs help students apply social and emotional learning (SEL) skills in preventing specific problem behaviors such as substance use, interpersonal violence, bullying, and school failure. Parents of clients in the program were requesting for assistance such as the educational intervention that will provide clients with opportunities to contribute to their class, school,

Abraham, R. (1999). Emotional Intelligence in associations: a conceptualization. Hereditary Social and General Psychology Monographs, 125(2), 209-224.

Managing human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures (Stough, Saklofske, & Parker). There has been work and many ideas by Jack Mayer, Peter Salovey, David Caruso, Daniel Goleman, and Steve Hein to name a few. All researchers have different interpretations of the term emotional intelligence and different visions of what emotional intelligence can mean for humanity (Hein, 2005). In 1985 Wayne Leon Payne, then a graduate student at an alternative liberal arts college in the USA, wrote a doctoral dissertation which included the term “emotional intelligence” in the title. This seems to be the first academic use of the term “emotional intelligence.” In the next five years no one else seems to have used the term “emotional intelligence” in any academic paper. Then in 1990 the work of two American university professors, John Mayer and Peter Salovey, was published in two academic journal articles. Mayer and Salovey were trying to develop a way of scientifically measuring the difference between people’s ability in the area of emotions. They found that some people were better than others at things like identifying their own feelings, identifying the feelings of others, and solving problems involving emotional issues. Since 1990 these professors

Two psychologists, John Mayer and Peter Salovey, first introduced the concept of “emotional intelligence”, or EI, in a journal article in 1990 (Goleman, 2005). It was then popularized in 1995, with the book Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman. Goleman posited that EI is as important, if not more important, than IQ in terms of success in academics, business, and interpersonal relationships (2005).