Tennessee Disability MegaConference
2012
Tools for Empowerment and Change
If You Are Happy
and You Know It,
Your Students Will Surely
Show It!
Social-Emotional Intelligence is a
21st Century Skill for Teaschers and Students which is essential
for progress and success.
Objectives:
• Define social/emotional intelligence using the processes at work in the
human brain needed to develop this “IQ.”
• Develop an awareness of your own social/emotional skills and assess
where you are in your own process of social/emotional development
• Explore some resources in order to begin developing a plan for modeling
healthy and appropriate social/emotional behaviors when teaching
because of the important role a healthy social/emotional IQ plays in the
lives of learners and their cognitive development
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Albert Einstein said…
"A human being is a part of a whole...[but] he
experiences himself, his thoughts and feeling
as something separated from the rest...This
delusion is a kind of prison for us, restricting
us to our personal desires and to affection for
a few persons nearest to us. Our task must be
to free ourselves from this prison by widening
our circle of compassion to embrace all living
creatures and the whole of nature in its
beauty."
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Good Morning!
• How are you feeling right now?
• How do you think others around you are
feeling? What clues/signals help you with
determining how you think others are feeling?
Definition of FEELINGS
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the function or the power of perceiving by touch.
physical sensation not connected with sight, hearing, taste, or smell.
a consciousness or vague awareness: a feeling of inferiority.
an emotion or emotional perception or attitude: a feeling of joy; a feeling
of sorrow.
 capacity for emotion, esp. compassion: to have great feeling for the
sufferings of others.
 a sentiment; attitude; opinion: The general feeling was in favor of the
proposal.
 feelings, sensibilities; susceptibilities: to hurt one's feelings.
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Definition of EMOTION
 an affective state of consciousness in which joy, sorrow, fear, hate, or the
like, is experienced, as distinguished from cognitive and volitional states of
consciousness.
 any of the feelings of joy, sorrow, fear, hate, love, etc.
 any strong agitation of the feelings actuated by experiencing love, hate,
fear, etc., and usually accompanied by certain physiological changes, as
increased heartbeat or respiration, and often overt manifestation, as crying or
shaking.
 something that causes such a reaction: the powerful emotion of a great
symphony.
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•Why can’t we hide our emotions completely
from other people?
•Sometimes we can “control” our emotions and
other times we lose control…why?
•Mirror neurons
•Mirror neurons affect on amygdala
Let’s take a look at what is going on inside our brains
when we experience emotions or feelings?
Signal from body through brain stem
Amygdala-emotional or limbic center of the
brain
Prefrontal or neocortex-executive functionprovides a filter so that we don’t say everything
we think
Brain Hand Model
• Dan Siegel
Reflection Question:
What knowledge, skills, and qualities
do students need to possess by the
time they graduate from high school?
Social and Emotional Learning (SEL)
SEL is the process whereby children and adults develop essential
social and emotional skills, knowledge, and attitudes related to:
Recognizing one’s emotions and values as
well as one’s strengths and limitations
Managing emotions
and behaviors to
achieve one’s goals
Selfawareness
Selfmanagement
SEL
Showing
understanding and
empathy for others
Social
awareness
Making ethical,
constructive choices
about personal and social
behavior
Responsible
decisionmaking
Relationship
skills
Forming positive
relationships, working in
teams, dealing effectively
with conflict
SEL Teaches
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st
21
Century Skills
Critical thinking and problem-solving
Ethics and social responsibility
Communication
Teamwork and collaboration
Lifelong learning and self-direction
Leadership
Global awareness
Possible SEL Goals
1)
Develop self-awareness and self-management
skills to achieve school and life success
2)
Use social awareness and interpersonal skills to
establish and maintain positive relationships
3)
Demonstrate decision-making skills and
responsible behaviors in personal, school, and
community contexts
How Do You Promote Social and
Emotional Competency?
Skill development
Providing explicit skills instruction for all students
Learning environment
Creating safe, caring, well-managed learning
environments
Why Promote Students’ Social and
Emotional Competency?
Students who receive SEL instruction are:
• more connected to teachers and school
• more engaged in learning
• more motivated to learn
• more well behaved/less likely to engage in problem
behavior
• able to perform better on achievement tests and get
better grades
Source: Zins, Weissberg, Wang, & Walberg (2004). Building Academic Success on Social and
Emotional Learning (SEL): What Does the Research Say?
SEL Improves Academic Outcomes
• 23% increase in skills
• 9% improvement in attitudes about self,
others, and school
• 9% improvement in prosocial behavior
• 9% reduction in problem behaviors
• 10% reduction in emotional distress
• 11% increase in standardized achievement test
scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for
publication). The effects of school-based social and emotional learning: A meta-analytic
review.
Excerpts from TN State Board of Education
Policy, Standards, and Guidelines
Schools are encouraged to develop and maintain
a positive school climate ensuring a global
approach to addressing barriers to learning and
promoting resilience in children. Current laws
regarding the prevention of hazing, bullying, and
intimidation should be fully implemented as an
essential element in the protection of student
mental health and the fostering of a positive
school climate.
According to the Tennessee Comprehensive
School Counseling Model and other curriculum
standards, schools should provide students with
effective early intervention activities such as
social and emotional learning, positive behavior
supports and strength-based developmental
assets.
School personnel are encouraged to create a
plan whereby appropriate staff can provide
proactive on-site support services to students
having social, emotional, and mental health
concerns, including those students that do not
meet criteria for special education services.
TN Dept. of Ed. SBOE rule 0520-2-2-.26, SBOE
Standards and Guidelines 5.103
What is Intelligence/IQ?
David Wechsler, who created the IQ test that all of us
have taken, defined intelligence as the aggregate or
global capacity of the individual to act purposefully, to
think rationally, and to deal effectively with his
environment.
As early as 1940 he referred to non-intellective as well as
intellective elements by which he meant affective,
personal, and social factors.
Furthermore, as early as 1943 Wechsler was proposing
that the non-intellective abilities are essential for
predicting one’s ability to succeed in life.
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Sticks and Stones May Break My Bones
Sticks and stones may break my bones
But words could never hurt me.
And this I knew was surely true
And truth could not desert me.
But now I know it is not so
I’ve changed the latter part;
For sticks and stones may break the bones
But words can break the heart.
Sticks and stones may break the bones
But leave the spirit whole
But simple words can break the heart
Or silence crush the soul.
--Herb Warren
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Emotion + Intelligence = EI
Emotional Intelligence must somehow combine two
of the three states of mind: cognition and affect, or
intelligence and emotion.
Emotional intelligence is -• the ability to perceive emotions
• to access and generate emotions so as to assist
thought
• to understand emotions and emotional knowledge
• to reflectively regulate emotions so as to promote
emotional and intellectual growth
- Mayer & Salovey, 1997
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These four areas are further defined, as follows:
• Identifying Emotions - the ability to recognize how you
and those around you are feeling.
• Using Emotions to Facilitate Thought - the ability to
generate an emotion, and then reason with this
emotion. (Also called Emotional Facilitation of
Thought, or Assimilating Emotions.)
• Understanding Emotions - the ability to understand
complex emotions and emotional "chains", how
emotions transition from one stage to another.
• Managing Emotions - the ability which allows you to
manage emotions in your self and in others.
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Heart and Head Combined
Emotional Intelligence is not the opposite of
intelligence, it is not the triumph of head over
heart - it is the unique intersection of both.
Emotional Intelligence combines affect with
cognition, emotion with intelligence.
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Another definition of Emotional Intelligence and Social
Intelligence (Social Skills)
The ability to
• recognize your own feelings
• identify and understand the feelings of others
• manage your own emotions
• manage your relationships with others
• make good decisions and act effectively
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Intelligence
Emotional Intelligence
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Goleman’s definition
• Hay Group : What is emotional intelligence?
http://www.haygroup.com/leadershipandtalent
ondemand/video/details.aspx?id=302&c=2
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• Where are you in your emotional intelligence
process?
• Are there qualities that are reflected through
the personal and social competencies that you
feel are strengths of yours?
• Are there qualities that you would like to
know more about or enhance?
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Reflecting on Your Inner Terrain…
• Define your inner terrain.
• Does your inner terrain have both rocky mountains
and smooth valleys, trickling streams and crashing
oceans, arid deserts and lush rainforests?
• How well do you know your inner terrain?
• Do inner terrain and emotional intelligence share any
commonalities?
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Acknowledging your strengths
and weaknesses without
judgment is a key sign of
emotional intelligence
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What does emotional intelligence look like,
sound like, feel like?
• So how does the theory of emotional
intelligence translate into everyday life?
• Let’s look at a comparison between High and
Low Emotional Intelligence on the next slide.
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What does emotional intelligence look like?
High Emotional Intelligence
Low Emotional Intelligence
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Uses “I” messages
Can openly express feelings
Isn’t preoccupied with negative emotions
Reads nonverbal language effectively
Makes decisions based on feelings and logic
Accepts self and others
Can apply self-responsibility
Can communicate assertively
Is motivated by personal meaning
Is emotionally resilient
Promotes the optimistic point of view
Can identify the feelings of others
Doesn’t blame others for mistakes
Says, “I feel…”
Reacts to hurt by processing feelings
Reacts to grief by sharing feelings
Usually feels respected and competent
Is a good listener
Talks out problems or miscommunications
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Makes blame statements
Cannot share feelings verbally
Lets negative feelings dominate
Is oblivious to nonverbal communication
Acts without reasoning or logic
Is not accepting of self or others
Has not learned to accept responsibility
Uses passive or aggressive communication
Is motivated by rewards and instant gratification
Carries grudges; is unforgiving
Focuses on the negative point of view
Is not perceptive of the feelings of others
Feels it is always someone else’s fault
Says, “YOU always…”
Reacts to hurt with physical violence
Reacts to grief by stifling emotions
Usually feels inadequate and defensive
Is a poor listener
Acts out when there is a problem
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Some days are better than others!
All of use behaviors and patterns from both lists, and most days
we are more on the high end—however, there are some times
when there is no avoiding pieces from the low end. That’s
when we have to remember what all of us need to function…
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The 7 Profoundly Powerful, Profoundly
Simple Techniques for Increasing EI
• Take time every day to appreciate what’s right in the
world and in your life.
• Increase your feeling word vocabulary.
• Be your own best friend.
• Listen with your heart.
• Talk back to yourself.
• Tune in to your body.
• Smile more.
compiled by Kate Cannon
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Thoughts to consider…
• Based on what we have learned about emotional intelligence,
reflect on the following statements:
•
“If there is anything we wish to change in a child, we should
first examine it and see whether it is not something that could
better be changed in ourselves.” C. Jung
• Emotional intelligence requires you to take 100%
responsibility for the outcome of all your actions.
• Focus on changing yourself and not the other person.
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• Being intelligent about emotions means that
we can perceive and use emotions to create
optimal relationships and produce desired
outcomes.
• How do we use our emotional intelligence to
build relationships?
• If personality is fixed by first grade, what is our
responsibility for the persons we serve?
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TOOLS/RESOURCES FOR
DEVELOPING SOCIAL/EMOTIONAL
INTELLIGENCE
Can Emotional Intelligence Be Taught?
“The good news about emotional intelligence is
that it is virtually all learned.”
-- Goleman (from O’Neil, 1996)
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The Research
• In every field, your EI is twice as important as
your cognitive abilities.
Intelligence
Emotional Intelligence
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RULER Skills
To create caring, productive, and engaging learning environments, where
children thrive cognitively and become successful citizens, we must provide
learning opportunities to develop the skills of emotional intelligence which
includeRecognizing
Understanding
Labeling
Expressing
Regulating
EMOTIONS
Research in US and British schools shows that the RULER approach enhances
children’s social skills, emotional and academic competence, decreases aggression
and anxiety, reduces suspension rates, increases motivation, and enhances school
climate by creating classrooms where teachers and students treat each other
more respectfully and have positive relationships.
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Where to learn more:
See “Friends & Feelings: Social-Emotional
Development in Young Children —
Selected Resources” online at
http://ccids.umaine.edu/resources/ecgrowingideas/socemores/
See “Friends & Feelings: Social-Emotional
Development in Young Children — Virtual
Toolkit” online at
http://ccids.umaine.edu/resources/ecgrowingideas/socemovtk/
What are the “non academic”
skills?
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Non Academic Skills
Social Skills and Classroom Conduct
• Initiates his/her own leisure time activity
• Understands role as part of a group
• Interacts and defends without aggression
• Expresses emotions and affections appropriately
• Plays appropriately- shares toys and materials
• Lines up and waits appropriately
• Sits appropriately in a chair or on the floor
• Listens to stories or to the teacher without
interrupting
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More skills….
Task-related Behaviors
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Finds and cares for materials needed for specific tasks
Does not disrupt peers or teachers during activities
Complies quickly with teacher instructions
Follows task directions in small or large groups
Monitors own behavior- knows when a task is done.
Begins and completes work at appropriate time without extra teacher
attention.
Stays in own space.
Attends to teacher in a large group
Finishes one activity before starting another
Makes choices
Follows routine in transitions
Seeks attention appropriately.
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And More Skills…..
Self Help and Communication Skills
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Follows two to three part directions
Initiates and maintains peer interactions
Modifies behavior when given verbal feedback
Recalls and follows directions for tasks described
previously
Communicates wants and needs
Follows group instructions
Locates and cares for own belongings
Cares for own toileting needs
• Tries strategies to solve problems
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Practical strategies video
• CSEFEL: Center on the Social and Emotional
Foundations for Early
Learninghttp://www.vanderbilt.edu/csefel/res
ources/practical_%20strategies.html
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Out of control emotions
Impair reasoning (even smart people
sometimes act stupidly)
Can result in not choosing the best response
May increase the likelihood that you will
escalate the child’s behavior
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Providing guidance and protecting your
relationship
• Show empathy for his situation
– (“Josh, I know it makes you angry and it’s hard to react calmly
when someone insults you, but it’s not okay to ruin his
work”)
• Attribute the best possible motives to him
– (“Ryan, I’m sure you and Patrick were talking about the story,
but when you and I are talking at the same time no one can
hear”);
• Offer the child a choice
– (“Andrew, you have a choice to make. Would you rather be
Ben’s partner or walk to the park with me?”).
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Non verbal communication
• Allow your facial expression and stance to match
what you are saying.
• Match their general stance.
• Mirror/lead their actions.
• The quality of your voice should match the child’s
voice.
• Tone
• Cadence
• Speed
• Volume
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One more time…
• Emotional Intelligence is the ability to
understand your emotional make-up and the
emotional make-up of others in order to
make good decisions and act effectively.
Barbara Kaiser
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Presentation Resources
Brackett, M.A. Health, Emotion and Behavior Lab, Yale University. The Ruler
Approach - www.therulerapproach.org
Bruno, H.E., “The Neurobiology of Emotional Intelligence – Using Our Brain to Stay
Cool Under Pressure.” Young Children, pp. 22-27, Jan. 2011
CSEFEL: Center on the Social and Emotional Foundations for Early
Learninghttp://www.vanderbilt.edu/csefel/resources/practical_%20strategies.html
Goleman, D. 1995. Emotional Intelligence. New York: Bantam
Goleman, D. 1998. Working with emotional intelligence. New York: Bantam
Goleman, D. 2006. Social Intelligence: The new science of human relationships. New
York: Bantam
Salovey, P., M. A. Brackett, and J. Mayer, eds. 2004. Emotional intelligence: Key
Readings in the Mayer and Salovy model. Port Chester, NY: Dude Press.
Presentation Resources Continued
www.casel.org
www.drdanseigel.com-resources
The Center on the Social and Emotional Foundations for Early Learning
www.vanderbilt.edu/csefel
Stetson and Associates www.stetsonassociates.com
Center for Early Childhood Mental Health Consultation, Georgetown University
s
Children’s Social Competence Checklist www.IllinoisEarlyLearning.org
Friends & Feelings: Social-Emotional Development in Young Children —
Selected Resources” online at http://ccids.umaine.edu/resources/ecgrowingideas/socemores/
“If there is anything that we wish to
change in the child, we should first
examine it and see whether it is not
something that could better be
changed in ourselves.”
Carl Jung
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