EMOTIONAL LITERACY

Sue is developing a values based framework for emotional literacy. These values are about healthy relationships at interpersonal and community levels. The framework is based on current brain research, positive psychology, eco-systemic theory and the growing literature on emotional intelligence and social and emotional learning. The nine components of this 'work in progress' apply to both individuals and to organisations/communities. They are:

1. Self-awareness - being able to identify values, beliefs, strengths and needs

2. Knowledge about emotions, especially challenging ones, their physiology, triggers and the links between experience, perception, feelings and actions, This includes awareness that there are choices in how we respond to events in our lives

3. Emotional skills in being able to regulate emotions, nurture ourselves emotionally and maximise emotional resources, express feelings without hurting ourselves or others

4. Perceptions of others - stereotyping underpins prejudice against individuals. If we focus on what we share as human beings we are more likely to be accepting of our differences.

4. Interpersonal skills - how to communicate well with others to optimise healthy relationships. This includes basic skills of active listening, reserving judgement, empathy and conveying respect/warmth to others. This fosters belonging.

5. Situational awareness - taking account of the emotional context of situations and responding effectively. This includes tuning into good timing and being able to see the longer term outcomes of choices as well as the immediate.

6. Promoting the positive - how to maximise positive emotionality in our lives to promote wellbeing.

7. Responding to conflict and challenges. Ways in which to respond effectively to a high level of emotion in others. This includes de-escalating confrontation and appropriate assertiveness.

8. Advanced intra and interpersonal skills - includes personal and professional integrity, altruism and self-actualisation. It includes negotiation skills that take account of the affective.

9. Emotionally literate leadership.

GAINING INSIGHT INTO EMOTIONS HELPS TO:

• Acquire strategies for limiting negative feelings and enhancing positive ones
• Understand and manage challenging emotions and emotional triggers
• Recognise that there are various ways of expressing different emotions and make choices about what is appropriate or least damaging
• Develop more rewarding relationships
• Optimise effective communication with others
• Develop empathy and the ability to co-operate, negotiate and mediate
• Increase sensitivity to the emotional context of situations and respond effectively
• Anticipate the emotional consequences of different actions and the implications of these
• Inform sound decision making
• Gain maturity in making judgements

Emotional literacy is not just about the development of individual social and emotional competencies. It is also about the development of emotionally intelligent interactions both between individuals and within systems. A literate person does not make a literate classroom /family /organisation / school / society – active steps need to be taken to co-construct this.

An emotionally literate school will be more inclusive and supportive as it fosters a sense of safety, belonging and professional integrity. Teachers in an emotionally literate school are likely to respond most effectively to students who are challenging and to develop more positive links with families and communities. Everyone in an emotionally literate organisation will have an increased sense of well being in that problems are shared and successes celebrated.

Sue is committed to promoting social and emotional literacy at a national level and has inaugurated Wellbeing Australia. Democracy and social justice are an integral part of an emotional literacy framework.

Emotional Literacy in Australian schools research project. There are now three published peer reviewed papers from this project and two more in process.

Last updated: 5/7/08