Page 116 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 116
ceptualised as dropout versus completion of Year 1 at university (Parker
et al., 2004; Qualter et al., 2012), and exclusions versus non-exclusions in
secondary school (Petrides et al., 2004; Qualter et al., 2012).
Different programmes and methods for developing students’
emotional competencies at school
The findings about how social and emotional competencies influence stu-
dents’ academic performance led to the development of different pro-
grammes to support the development of these competencies in school.
Socio-emotional programmes for elementary school students, such as
Promoting Alternative Thinking Strategies (Greenberg, Kusché, & Mihalic,
1998) and Second Step (Grossman et al., 1997), as well as compressive mul-
ti-componential programmes like Fast Track (Bierman et al., 1999) have
been shown to affect several of the core socio-emotional competencies, in-
cluding self-control, a moral belief system, and decision-making skills, as
well as co-occurring behavioural problems. These effects were also shown
to improve academic achievement and reduce early school leaving.
Several studies have investigated the impact of different programmes
for developing EI (e.g. Catalano et al., 2002; Greenberg et al., 2003;
Clouder et al., 2008). Their findings show an important effect of such pro-
grammes in all institutional settings from kindergarten to high school.
The results of a meta-analysis (Greenberg et al., 2003) that analysed 300
social and emotional learning programmes show that such programmes
produce significant improvements in students’ school performance. A
study by Nelis and colleagues (2009) found that young adults who partic-
ipated in an intensive emotional training course significantly improved
their emotional intelligence levels. This improvement was also sustained
six months later. In the same study (Nelis et al., 2009), the authors de-
tected three kinds of design problems limiting the majority of EI training
programmes they examined: 1) most are not based on a solid theoretical
model; 2) they only target certain dimensions of emotional intelligence;
and 3) they do not use control groups. In light of these findings, the focus
when developing future EI programmes and methods should be on over-
coming these shortcomings. The CER method for children and adoles-
cents presented below tries to surmount these problems. It is based on a
theoretical model – the CER model (Milivojević, 2008). Moreover, it is a
multi-component model that focuses and explains different dimensions
116
et al., 2004; Qualter et al., 2012), and exclusions versus non-exclusions in
secondary school (Petrides et al., 2004; Qualter et al., 2012).
Different programmes and methods for developing students’
emotional competencies at school
The findings about how social and emotional competencies influence stu-
dents’ academic performance led to the development of different pro-
grammes to support the development of these competencies in school.
Socio-emotional programmes for elementary school students, such as
Promoting Alternative Thinking Strategies (Greenberg, Kusché, & Mihalic,
1998) and Second Step (Grossman et al., 1997), as well as compressive mul-
ti-componential programmes like Fast Track (Bierman et al., 1999) have
been shown to affect several of the core socio-emotional competencies, in-
cluding self-control, a moral belief system, and decision-making skills, as
well as co-occurring behavioural problems. These effects were also shown
to improve academic achievement and reduce early school leaving.
Several studies have investigated the impact of different programmes
for developing EI (e.g. Catalano et al., 2002; Greenberg et al., 2003;
Clouder et al., 2008). Their findings show an important effect of such pro-
grammes in all institutional settings from kindergarten to high school.
The results of a meta-analysis (Greenberg et al., 2003) that analysed 300
social and emotional learning programmes show that such programmes
produce significant improvements in students’ school performance. A
study by Nelis and colleagues (2009) found that young adults who partic-
ipated in an intensive emotional training course significantly improved
their emotional intelligence levels. This improvement was also sustained
six months later. In the same study (Nelis et al., 2009), the authors de-
tected three kinds of design problems limiting the majority of EI training
programmes they examined: 1) most are not based on a solid theoretical
model; 2) they only target certain dimensions of emotional intelligence;
and 3) they do not use control groups. In light of these findings, the focus
when developing future EI programmes and methods should be on over-
coming these shortcomings. The CER method for children and adoles-
cents presented below tries to surmount these problems. It is based on a
theoretical model – the CER model (Milivojević, 2008). Moreover, it is a
multi-component model that focuses and explains different dimensions
116
