First steps to emotional literacy

Ripley, Kate; Simpson, Elspeth

doi:10.4324/9780203935347

Cited by 4 publications

(9 citation statements)

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“…A child who has positive feelings about themselves is likely to learn more effectively at school, and their social relationships may positively influence the way they perceive their school‐experience (Hills, ; Sharp, ). Conversely, a child who is less able to discern their own feelings is more at risk of being engulfed by their emotions, which may impact negatively upon their social relationships, self‐esteem, motivation and ability to learn (Ripley and Simpson, ; Goleman, ). Hence, the ability to communicate feelings positively is an important competence for learners to develop for both social relationships and academic learning.…”

Section: Emotion Within the School Contextmentioning

confidence: 99%

“…EL relates to awareness and competences with managing and communicating feelings appropriately to facilitate one's goals (Sloan et al ., ; Camerelli et al ., ; Hills, ; Ripley and Simpson, ). An EL curriculum focuses upon developing children's recognition and management of their emotions, which may help to develop their resilience and benefit both their psychological and physical health (Heydenberk and Heydenberk, ).…”

Section: Emotional Literacy (El) As An Interventionmentioning

confidence: 99%

“…Furthermore, an increased understanding of emotions may help children's approaches to problem‐solving in academic and social activities (Jones, Brown and Aber, ; Corrie, ). Thus, an EL programme focused upon developing understanding, and assertive communication, of emotions may increase the opportunities for developing successful social relationships, necessary for collaborative learning activities (Camerelli et al ., ; Ripley and Simpson, ).…”

Section: Emotional Literacy (El) As An Interventionmentioning

confidence: 99%

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Searching for Dumbledore: A reflection upon the outcomes of a tailored emotional literacy programme on three key stage 2 children

Kay¹

2018

Support for Learning

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Some children may only be able to express feelings of anxiety, frustration, stress or sadness through angry behaviours, which may prove challenging for schools (Barnes et al., 2016; Shechtman and Tutian, 2016). This is problematic when considered in relation to research evidence highlighting the negative impact such behaviours may have upon social relationships and academic outcomes (Sloan et al., 2017). The aims of this study were to explore whether a tailored emotional literacy programme can be used effectively to extend children's emotional lexicon and strategies for the self-management of behaviours. Three children with social-emotional difficulties were taught in twelve weekly sessions. The findings from this study suggests the positive benefits of using a programme tailored to meet a child's specific needs (rather than a programme without any adaptations), which may be an effectual tool in supporting children to change established patterns of negative behaviours.

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Section: Emotion Within the School Contextmentioning

confidence: 99%

Section: Emotional Literacy (El) As An Interventionmentioning

confidence: 99%

Section: Emotional Literacy (El) As An Interventionmentioning

confidence: 99%

See 1 more Smart Citation

Searching for Dumbledore: A reflection upon the outcomes of a tailored emotional literacy programme on three key stage 2 children

Kay¹

2018

Support for Learning

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“…In the same year Nufus, Filiani, & Dimyati (2016) conducted a different study using storytelling techniques in group counseling services to improve the emotional literacy of grade 3 elementary school students, and there was a significant increase in. Based on the results of these studies, it can be interpreted that emotional literacy is a skill that can be learned and developed (Ripley, 2008).…”

Section: Introductionmentioning

confidence: 99%

Bibliotherapy for Emotional Literacy

Latifah

2019

GUIDENA

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One way to help teens manage their emotions is by using emotional literacy. Emotional literacy is a person's ability to understand, express emotions to people, respond to the expression of the feelings of others, and take responsibility for their actions. Emotional literacy can be done through pedagogical strategies, as well as the use of the application of theory and various other learning strategies. Counselors need a method to develop emotional literacy skills in students either by media bibliotherapy or better known as biblikonseling. In this case, the counselor gave the book or story. The utilization of the book as a medium of therapy is called bibliotherapy. Bibliotherapy is psychotherapeutic support through reading material to help someone who is experiencing personal problems. This treatment method is highly recommended, especially for patients who are challenging to express issues verbally. The subjects were students' Universitas Kanjuruhan Malang Department Guidance and Counseling in 2015, 2016. The reason for choosing Guidance and Counseling Student Universitas Kanjuruhan Malang, as guidance and counseling student, is a candidate for school counselors, and they are required to have a good personality and need to be developed early on. This study aims to determine the effectiveness of bibliotherapy techniques to improve the skills of emotional literacy student guidance and counseling Universitas Kanjuruhan Malang. The method used in this study is the technique of pre-experimental design with one group pretest-posttest design. This design is a design study to test the effectiveness of a treatment on an individual basis.

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“…Existe consenso de que esta debe tender hacia un desarrollo integral del alumno, que comprenda no solo la dimensión académica, sino también otras áreas del desarrollo humano (Agencia Calidad Educación, s/f; Delors, 1997;Morín, 1999). El presente trabajo busca aportar en la integración de "lo socioemocional" al aprendizaje académico, bajo la convicción de que el desarrollo socioemocional es esencial no solo para el bienestar psicológico y social de los individuos, sino también para su desempeño académico (Berger et al, 2014;Hruby et al, 2011;Ripley & Simpson, 2007;Shonkoff & Phillips, 2000;Thompson, 2010).…”

Section: Introductionunclassified