Developing Emotional Literacy – Approaches for Staff and Students Developing an Approach in the SEBD School

The Development and Validation of the Emotional Literacy Skills Scale

“…Emotional literacy is more relevant to education than the more commonly used emotional intelligence (Meekums, 2008;Stone, 2005); it focuses on the emotional health of the learner in emotionally related situations and qualifies the social environment in educational institutions (Coşkun, 2015). When we focus on the literature derived to differentiate between these two terms, emotional literacy seems more appropriate to the idea we want to impart through this study, as it emphasizes the ability to understand, manage and develop these skills over time in educational contexts (Rae, 2012).…”

Creating Learning Spaces

“…Seen as helpful and effective, and hence as the backdrop for the second research question, is a caring teacher-student relationship (e.g., Cefai 2013;Cooper 2011;Garza 2009;Kniveton 2004), responding with sensitivity to the developmental needs of the students (e.g., Boorn et al, 2010;Boxall 2010;Colley 2009;Doyle 2003), tuning into the students' life experiences and learning preferences (e.g., O'Connor et al, 2011), and a teaching approach that also makes use of humor (e.g., Rogers 2013) in case of doubt. The teaching of social skills and emotional literacy (e.g., Kavale et al, 2004;Rae 2012) and teaching self-regulation (e.g., Mowat 2010) are additional action approaches holding the promise for success. In didactic terms, the following is held to be effective: employing variable and differentiated learning methods (e.g., Popp et al, 2011), reducing the level of task difficulty and the task duration in order to decrease escape-motivated problem behavior (e.g., Lee et al, 1999;Moore et al, 2005), offering opportunities to respond (e.g., Haydon et al, 2012), offering choices (e.g., Shogren et al, 2004) and, finally, giving behavior-specific praise (e.g., Marchant and Anderson, 2012).…”

Technology-based solutions for behavior monitoring: lessons learned

“…On the other hand, deep acting could allow educators to establish effective relationships with their students, cultivate a relaxing environment, and manage their difficulties (Brackett et al, 2010). Positive teacher-student relationships for learning and behavior may be promoted by teachers who are emotionally nurtured in the acquisition and transfer of these skills (Koundourou, 2012;Rae, 2012). A negative relationship with teachers has been associated with a long-term exacerbation of behavioral problems (Myers and Pianta, 2008).…”