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EMOTIONAL EDUCATION - Coggle Diagram
EMOTIONAL EDUCATION
Current Emotional Education Practices
Evidence‐based EE
Reliable :check:
Based on evidence :check:
Replication criteria :check:
Qualitative research :check:
EE For promoting SEL
World Health Organization
- Mental health assistance = (promotion attempts to) encourage / increase protective factors / healthy behaviors
improved social and emotional skills + :smiley: attitude towards self and others + positive relationships
Short and long-term positive effects
= better personal conduct, improved academic performance a reduction in emotional stress
:<3: HEALTHY AND ENGAGED CITIZENS :<3:
Improvements in academic, behavioral, and personal adjustment
EE for promoting E.I
AEI
RULER
Enhancements in "strategic" parts of AEI
INTEMO
TEI
ANCOVA
++ Trait E.I
Assertiveness
Social competence
Emotional understanding
ANOVA
++ Self-concept
Emotional Education = Emotional Intelligence :check:
Teaching= Improving emotional
Intelligence
Competence
Social/Emotional
competencies/ skills
5 Precursor Movements
Carl Rogers’s Counseling Model
:
Gain Skills = help people to learn to cope more effectively with life issues
Psychological Education Movement
:
Integrating knowledge through educational experiences, thus enabling personal growth
Character Education Movement
:
Moral education = Moderation and self-control as virtues
Albert Ellis´s Conceptualization of E.E as The First Wave
:
Approach of Rational Emotive
Therapy (RET) based on cognitive restructuring = Pioneering Cognitive Behavior Therapy (CBT) - objective of promoting emotional development
Goleman’s - The Second Wave:
Emotional Curriculum = 2 approaches:
1.EE initiatives for promoting SEL = "A broad conceptualization" - E.I improvement may or may not be included
2.EE initiatives for promoting EI = "A narrow conceptualization"- Improvement is the key objective
Mental Hygiene Movement:
Schools = Influence on personality development/prevention of
disease- Mental
Complementary Assessment Tools
Tests & self-reports
Experience-based information povided by parents & teachers
Kusche Affective Interview - Revised
(KAI-R)
Student's capacity to discuss own emotional encounters
Evaluating cues used by students to recognize feelings
Awareness of occurrence of dual emotions
Presenting rules for emotions
Describing emotional changes and causes
How to teach EE
DAPHnE
Social
P
laying
H
omework
A
nalyses
:unlock: Enhance
E
ffectiveness
D
iscussions
SAFE
10
Main recommendations:!:
Conclusion
E.I assessment rigor when evaluating EE
Verbal expression rigor = Avoid unrealistic situations
EE = Possible & necessary although promising = Infancy stage
EE tandem with cognitive education