Emotional intelligence and emotional assessment in the school stage
What do meta-analyses of emotional intelligence tell us?
Economic argument
Conceptualisation and assessment of emotional education
Assessing SE to promote EI
Complementary assessment tools: a range of EI classroom and teacher assessment tools
Evaluation of EE to promote SEL
Guidelines for the design, implementation and evaluation of EE interventions
why education in emotional intelligence is necessary:
Evidence-based evaluation
A critical, but not dismissive, approach to SEL programmes
Emotional intelligence is related to 5 of the most important domains in life
Emotional intelligence is positively related to health, well-being, leadership, job performance and job satisfaction. Others have argued that the well-being component is related to a person's confidence that they can regulate their emotions in ways that promote well-being.
Emotional intelligence has been identified by the World Economic Forum as one of the key skills in demand in the labour market. A study by Mikolajczack together with Belgium's largest mutual benefit society calculated that people with lower levels of EQI would cost Belgian insurance companies more euros per year. This work suggests that improving emotional intelligence would make countries see benefits for economic individuals and communities.
Brief history of the EE: 5 precursor movements and the 2 waves
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1.- The mental hygiene movement: Clifford W. Beers. It arose with the purpose of drawing attention to the mentally ill and promoting an educational reform based on the prevention of "mental" illness, conceived as a personality disorder. Educational intervention.
2.- The character education movement: Promoting the development and moral education of children and adolescents.
3.- The counselling approach: Rogers. Provides psychological techniques and resources so that each person could learn intellectual and affective habits that would allow them to solve problems.
4.- Psychological education movement: 1970 with the aim of helping children, adolescents and adults to improve their learning and personal development and to acquire psychological skills to face life.
5.-Reason and emotion in psychotherapy: Albert Ellis is based on the principles of restructuring.
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We can identify 2 important approaches in the teaching of the emotional curriculum:
-EE initiatives to promote SEL.
-EE initiatives to promote EI.
The standards for quantitative evaluation of educational programmes are to apply a quasi-experimental research design with pretest and post-test evaluation using an equivalent intervention and control group. The use of ANCOVA analysis of covariance is recommended for pretest/posttest data under the assumption of group equivalence. Accepting that an ES programme is effective when it is not effective means that we are dealing with a false positive which is worse than a false negative.
The trigger for SEL was the interest in EI. Evidence shows that SEL programmes improve students' academic, behavioural and personal adjustment and prevent negative outcomes. The WHO considers SEL as a potential protective factor and promoter of mental health as well as prevention against violence. EE to promote SEL appears to have both short- and long-term positive effects.
The problem with EE to promote SEL is that it includes heterogeneous approaches. SEL sometimes refers to a particular set of social skills and sometimes to social skills. SEL is an overly inclusive term under which all types of social and emotional skills fit.
4 reviews on EE to promote EI. According to the 3 previous reviews there was sufficient, albeit limited evidence to conclude that EI as well as EIT can be improved through adult education. The 4th is the meta-analysis, which illustrated the fact that EI interventions have increased in recent years. Interventions based on AEI models showed larger effects on outcome variables than those based on TEI models.
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It is advisable to use valid and reliable measures of students' social-emotional development and emotional intelligence. In Denham, Ji and Maure's review of SEL assessment instruments, they selected 9 instruments for assessing aspects of the school context, 37 for assessing SEL core competencies and 6 for assessment related to the academic domain.
KAI-R pre- and post-measurement of the PATHS. It was designed to assess students' emotional understanding of a range of affective states and situations. 5 domains of "Emotional Understanding" assessed by the KAI-R:
1.- The ability to talk about their own emotional experiences.
2.- Exploring the cues that students use to recognise emotions.
3.- Awareness of the simultaneity of emotions.
4.- Manifestation of rules for emotions.
5.- How emotions can change.
Recommendations for EE in schools
A brief evaluation protocol for evaluation of EE programmes
Decalogue of recommendations for design, implementation and evaluation of EE interventions
New steps forward
Active ingredients (why), regulation (what) and DADPHNE (how)
Environmental education is a fundamental part of the education of all children, establishing evidence-based environmental education as an essential part of pre-school and secondary education.
When considering what aspects of EE should be evaluated in the evaluation of educational intervention programmes, it is important to have a protocol or guide to serve as a checklist.
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1.- Continuation of systematic research focused on the discovery of active ingredients.
2.- Include differential and multilevel analyses in programme evaluations.
3.- Explore the evaluation of the economic impact of EE programmes.
4.- Explore and evaluate the biological impact.
Activities should be selected according to the aspects of the AEI and/or TEI that are to be changed. The cornerstone of EI in any AEI or TEI model is emotional regulation. In terms of "how" to teach EI, it is necessary to understand the specific practices that contribute to the effectiveness of EI programmes.
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1.- Base the EE programme on a sound conceptual framework and previous research.
2.- Specify the learning objectives of the programme in evaluable terms.
3.- Make co-ordinated efforts that involve the whole school community.
4.- Ensure the support of the school community.
5.- Promote systematic implementation.
6.- Use active and participatory E-A techniques.
7.- Provide opportunities to practise EI and encourage its generalisation.
8-. Include training and counselling plans.
9.- Include a plan for evaluation of the programme before, during and after the learning process.
10.- To use rigorous quasi-experimental designs.