Page 117 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 117
developing students’ emotional intelligence (ei) to help prevent esl
of EI, including emotional awareness, emotional regulation, personal au-
tonomy, social competence etc.
Developing students’ EI with the CER method for children
and adolescents
The CER model explains the cognitive, physiological and behavioural pro-
cesses that occur in the course of a person’s pleasant and unpleasant emo-
tion. Further, it explains the processes that lead to the emotion and the pro-
cesses that happen subsequently and presents them in a circular sequence.
It helps someone develop emotional awareness and emotional regulation by
helping them perceive, understand and manage their emotions.
The CER model (Milivojević, 2008) describes seven steps which ex-
plain different phases in the process of the emotion arising and the emo-
tional reaction being formed: stimulus situation, perception, apperception,
valorisation, physiological reaction, action tendency, thinking, action (see
the figure).
The CER method for children and adolescents (Rutar Leban, 2011) was
developed based on the theory and model of the CER (Milivojević, 2008).
The reasoning behind the method’s development was the idea that by talk-
ing to the child through the whole process of the emotional reaction while
he/she is experiencing it an adult helps them raise awareness and regu-
lation about the inner cognitive processes they experience. If the child is
frequently exposed to this method, they can eventually internalise it and
achieve greater emotional awareness (Rutar Leban, 2011). The method con-
sists of five steps (having adapted the 8 steps of the original CER model): (1)
helping the child to calm down; (2) asking what happened; (3) summarising
and naming the emotion the child is experiencing; (4) helping the child to
evaluate and valorise the situation; and (5) helping the child to think about
the strategy for his/her action.
In Figure 6, the five steps of the CER method for children and adoles-
cents are presented (in orange) relative to the CER model (in blue).
117
of EI, including emotional awareness, emotional regulation, personal au-
tonomy, social competence etc.
Developing students’ EI with the CER method for children
and adolescents
The CER model explains the cognitive, physiological and behavioural pro-
cesses that occur in the course of a person’s pleasant and unpleasant emo-
tion. Further, it explains the processes that lead to the emotion and the pro-
cesses that happen subsequently and presents them in a circular sequence.
It helps someone develop emotional awareness and emotional regulation by
helping them perceive, understand and manage their emotions.
The CER model (Milivojević, 2008) describes seven steps which ex-
plain different phases in the process of the emotion arising and the emo-
tional reaction being formed: stimulus situation, perception, apperception,
valorisation, physiological reaction, action tendency, thinking, action (see
the figure).
The CER method for children and adolescents (Rutar Leban, 2011) was
developed based on the theory and model of the CER (Milivojević, 2008).
The reasoning behind the method’s development was the idea that by talk-
ing to the child through the whole process of the emotional reaction while
he/she is experiencing it an adult helps them raise awareness and regu-
lation about the inner cognitive processes they experience. If the child is
frequently exposed to this method, they can eventually internalise it and
achieve greater emotional awareness (Rutar Leban, 2011). The method con-
sists of five steps (having adapted the 8 steps of the original CER model): (1)
helping the child to calm down; (2) asking what happened; (3) summarising
and naming the emotion the child is experiencing; (4) helping the child to
evaluate and valorise the situation; and (5) helping the child to think about
the strategy for his/her action.
In Figure 6, the five steps of the CER method for children and adoles-
cents are presented (in orange) relative to the CER model (in blue).
117
