EMOTIONAL AND SOCIAL LEARNING: CONTENT AND CONTEXT
This framework is based on current neurological research, positive psychology, eco-systemic theory and the growing literature on emotional intelligence and social and emotional learning. The eleven components 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 and are aware of how emotions can be manipulated by others and how contagious they may be.
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, 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 empathy, tuning into 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. Managing conflict well, how to prevent and pre-empt conflict, respond effectively to confrontation and manage conflict well when it is unavoidable - this includes appropriate assertiveness
9. Repair and restoration - being able to admit mistakes, be genuinely sorry for hurting others and be able to make amends in a relationship
10. Leadership - trusting and empowering others, being able to weigh up pros and cons to make decisions that fit with values and vision, resist peer pressure
11.Personal and professional integrity, altruism and self-actualisation - developing a philosophy for life
GAINING INSIGHT INTO EMOTIONS HELPS TO:
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 four published peer reviewed papers from this project.
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