Page 122 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 122
ng part of the test and try to understand why he did not know (chang-
ing his own view and understanding of the stimulus situation). He can also
try to convince the teacher to change his grade (changing the other person’s
behaviour). Or he can find a way to avoid the teacher he thinks is unfair by
changing class, or even the school, maybe skipping school or even dropping
out of school (changing or avoiding the environment in which the stimulus
situation is constantly occurring).
As already emphasised, the CER method for children and adolescents
helps students develop different dimensions of EI, including emotional
awareness, emotional regulation, personal autonomy, social competence
etc. In the table below, we define the EI dimensions children and adoles-
cents develop in each of the method’s five steps.
Application of the CER method for children and adolescents
in pedagogical practice and ESL prevention
The method can be used with children aged from 2 years up. Teachers
and other adults who work with students can use this method in their
everyday communication with children and adolescents whenever they
experience an unpleasant emotion. With younger children, the method
can also be applied while reading stories where a literary character is
experiencing unpleasant emotions. The teacher can use the method to
guide students through the understanding of the emotional experience
of the character in the book. In the same way, the method can be used
with teenagers, for example by analysing an emotional experience that
really happened to a teenager or using a book appropriate for teenagers.
The method helps children and teenagers develop their emotional aware-
ness and regulation. It supports students in their understanding of per-
ceiving, using, understanding and regulating emotions. Further, using
this method especially helps teenagers who have less social and emo-
tional support in their families and usually have less motivation to par-
ticipate in ESL programmes that are not part of the obligatory school
lessons. These teenagers are also more at risk for behavioural problems,
lower achievements and ESL (Gagnon et al., 1995; Haapasalo & Tremblay,
1994; Kochenderfer & Ladd, 1996). Supporting the development of chil-
dren’s and adolescents’ social and emotional skills and competencies is
an important part of ESL prevention in schools.
At approximately the age of 15, the average teenager can understand
the CER model if we explain it to them by showing them the model. They
122
ing his own view and understanding of the stimulus situation). He can also
try to convince the teacher to change his grade (changing the other person’s
behaviour). Or he can find a way to avoid the teacher he thinks is unfair by
changing class, or even the school, maybe skipping school or even dropping
out of school (changing or avoiding the environment in which the stimulus
situation is constantly occurring).
As already emphasised, the CER method for children and adolescents
helps students develop different dimensions of EI, including emotional
awareness, emotional regulation, personal autonomy, social competence
etc. In the table below, we define the EI dimensions children and adoles-
cents develop in each of the method’s five steps.
Application of the CER method for children and adolescents
in pedagogical practice and ESL prevention
The method can be used with children aged from 2 years up. Teachers
and other adults who work with students can use this method in their
everyday communication with children and adolescents whenever they
experience an unpleasant emotion. With younger children, the method
can also be applied while reading stories where a literary character is
experiencing unpleasant emotions. The teacher can use the method to
guide students through the understanding of the emotional experience
of the character in the book. In the same way, the method can be used
with teenagers, for example by analysing an emotional experience that
really happened to a teenager or using a book appropriate for teenagers.
The method helps children and teenagers develop their emotional aware-
ness and regulation. It supports students in their understanding of per-
ceiving, using, understanding and regulating emotions. Further, using
this method especially helps teenagers who have less social and emo-
tional support in their families and usually have less motivation to par-
ticipate in ESL programmes that are not part of the obligatory school
lessons. These teenagers are also more at risk for behavioural problems,
lower achievements and ESL (Gagnon et al., 1995; Haapasalo & Tremblay,
1994; Kochenderfer & Ladd, 1996). Supporting the development of chil-
dren’s and adolescents’ social and emotional skills and competencies is
an important part of ESL prevention in schools.
At approximately the age of 15, the average teenager can understand
the CER model if we explain it to them by showing them the model. They
122
