Creating Emotionally Intelligent Schools With RULER

Nathanson, Lori; Rivers, Susan E.; Flynn, Lisa; Brackett, Marc A.

doi:10.1177/1754073916650495

Cited by 103 publications

(90 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other work shows that mindfulness interventions can improve different facets of interoception (Fischer, Messner, & Pollatos, ); future studies could examine whether mindfulness interventions boost parent/child interoceptive knowledge and downstream health and wellbeing. Programs that focus on developing emotional competence, such as the RULER program (Nathanson, Rivers, Flynn, & Brackett, ), could also test how teaching the interoceptive features of emotion experience and regulation supports children's growing emotional expertise.…”

Section: Resultsmentioning

confidence: 99%

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

et al. 2019

View full text Add to dashboard Cite

Interoception, often defined as the perception of internal physiological changes, is implicated in many adult social affective processes, but its effects remain understudied in the context of parental socialization of children's emotions. We hypothesized that what parents know about the interoceptive concomitants of emotions, or interoceptive knowledge (e.g., “my heart races when excited”), may be especially relevant in emotion socialization and in supporting children's working models of emotions and the social world. We developed a measure of mothers' interoceptive knowledge about their own emotions and examined its relation to children's social affective outcomes relative to other socialization factors, including self‐reported parental behaviors, emotion beliefs, and knowledge of emotion‐relevant situations and non‐verbal expressions. To assess these, mothers (N = 201) completed structured interviews and questionnaires. A few months later, third‐grade teachers rated children's social skills and emotion regulation observed in the classroom. Results indicated that mothers' interoceptive knowledge about their own emotions was associated with children's social affective skills (emotion regulation, social initiative, cooperation, self‐control), even after controlling for child gender and ethnicity, family income, maternal stress, and the above maternal socialization factors. Overall, findings suggest that mothers' interoceptive knowledge may provide an additional, unique pathway by which children acquire social affective competence.

show abstract

Section: Resultsmentioning

confidence: 99%

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

et al. 2019

View full text Add to dashboard Cite

show abstract

“…SEL interventions are based on the promotion of EI competences in school environments. Students who are taught EI skills show greater psychological adjustment, physical and mental health, prosocial behaviors, and academic achievement, as well as fewer aggressive behaviors and classroom conflicts, compared with students who do not receive SEL training (Britton et al, 2014;Castillo, Salguero, Fern andez-Berrocal, & Balluerka, 2013;Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002;Durlak, Domitrovich, Weissberg, & Gullotta, 2015;Durlak et al, 2011;Gottfredson & Wilson, 2003;Nathanson, Rivers, Flynn, & Brackett, 2016;Reyes, Brackett, Rivers, Elbertson, & Salovey, 2012;Ruiz-Aranda et al, 2012). Given the effectiveness of school-based interventions, the school setting represents the ideal place to focus on socio-emotional issues during adolescence.…”

Section: Sel Interventions: the Benefits Of Promoting Emotion-relatedmentioning

confidence: 99%

A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Castillo-Gualda

Cabello

Herrero

et al. 2017

J of Research on Adolesc

View full text Add to dashboard Cite

Adolescents' aggressive behavior is a growing social problem with important implications for psychosocial adjustment. The teaching of emotional skills has an important impact on reducing aggression in schools. However, little scientific evidence has shown the explanatory mechanism through which this training reduces aggression during adolescence. This article aims to provide evidence for the effectiveness of a 3-year longitudinal intervention among adolescents in nine Spanish schools. A total of 476 adolescents participated. Results showed a reduction in physical and verbal aggression in Time 2 through the reduction in negative affect, anger, and hostile feelings, compared with an active control group. The training seems to be crucial for dealing with the emotional and cognitive components of aggression and, thus, their behavioral manifestations.

show abstract

“…Investigaciones previas además muestran como este tipo de programas logran aumentar y desarrollar las habilidades de IE y auto-eficacia en profesorado (Pool y Qualter, 2012). Estos resultados suponen por tanto, una importante vía con la que potenciar la efectividad y calidad del proceso enseñanza-aprendizaje (Natahnson, Rivers, Flynn y Brackett, 2016). De hecho, uno de los programas SEL dirigido a la comunidad educativa en general, cuya principal premisa es el entrenamiento y la mejora de numerosas variables relevantes para el bienestar personal y profesional, es el método RULER (Bracket y Rivers, 2013), que se centra en un enfoque para la promoción de las habilidades de IE y está científicamente basado en el modelo teórico de la IE como habilidad (Mayer y Salovey, 1997).…”

Section: Los Programas Sel Dirigidos a La Comunidad Educativa En Generalunclassified

Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

Castillo-Gualda

García²,

Pena

et al. 2017

EJREP

Self Cite

View full text Add to dashboard Cite

ResumenIntroducción. El objetivo de este estudio fue evaluar el impacto de un programa de educación socio-emocional, el método RULER, en Inteligencia emocional como habilidad, evaluada por el test de inteligencia emocional Mayer-Salovey-Caruso (MSCEIT), así como en el compromiso y estrés laboral.Método. Participaron en el mismo dos escuelas privadas de la Comunidad Autónoma de Madrid (España). Una vez que las escuelas fueron asignadas a la condición experimental o control aleatoriamente, un total de cincuenta y cuatro profesores participaron en la presente investigación, grupo RULER (n= 32), grupo control (n= 22).Resultados. El análisis multivariado de covarianza (MANCOVA) reveló que tras 24 horas de formación repartidas a lo largo de tres meses, el grupo RULER obtuvo resultados significativamente mejores en las habilidades de percepción, comprensión y regulación emocional, así como en variables relacionadas con la satisfacción y compromiso en su trabajo docente, en comparación con el grupo control. Discusión y conclusiones.Estos hallazgos amplían la literatura sobre el impacto de los programas científicos en el desarrollo de los recursos personales, así como la competencia social y emocional en población adulta. El artículo también discute las implicaciones prácticas y líneas futuras de la intervención socio-emocional en población adulta, para el desarrollo de habilidades personales y profesionales, como factores clave para una óptima labor docente.Palabras Clave: educación socio-emocional, inteligencia emocional, profesores, intervención socio-emocional, desarrollo profesional.Resultados preliminares del método RULER de educación socio-emocional en las habilidades de inteligencia emocional y compromiso laboral de profesores EspañolesElectronic Journal of Research in Educational Psychology, 15(3, 641-664. ISSN: 1696-2095. 2017 AbstractIntroduction. The goal of this study was to assess the effectiveness of a socio-emotional

show abstract

Creating Emotionally Intelligent Schools With RULER

Cited by 103 publications

References 31 publications

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

Contact Info

Product

Resources

About