Page 123 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 123
developing students’ emotional intelligence (ei) to help prevent esl
are able to relate the model to their emotional experiences and it can thus
be used in a workshop or other activities on EI in the school environment
(Rutar Leban, 2011).
Conclusions
Studies show that the relationships and emotional processes students expe-
rience in school strongly affect how and what they learn (Elias et al., 1997).
Emotional competencies support the cognitive and social development of
young children (Denham, 2007) and predict academic achievement (Izard,
2002; Izard et al., 2001). Thus, the development of social and emotional
competencies has become an important goal of the education system.
Different ESL programmes have been developed and implement-
ed in schools to help students improve in this area. The impact of these
programmes has been proven to be positive (e.g. Catalano et al., 2002;
Greenberg et al., 2003; Clouder et al., 2008), showing significant improve-
ments in students’ school performance (Greenberg et al., 2003).
Besides SL programmes that are usually implemented in schools out-
side the basic compulsory curriculum, there are methods that can be used
during everyday interaction with students and can support students’ emo-
tional and social development. One of these methods is the CER method
for children and adolescents (Rutar Leban, 2011) that was developed based
on the Circular Emotional Reaction theory (Milivojević, 2008). While us-
ing this method adults guide children and adolescents through their ex-
perience of an unpleasant emotion and help them raise emotional aware-
ness and regulation through the following steps: 1. Helping the child 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 ac-
tion. Especially with teenagers who already have behavioural and academic
problems in school and thus experience many unpleasant emotions in the
school environment, this method can help them understand why they feel
this way and how they can react to stop the emotional reaction. Better emo-
tional competencies and skills can help adolescents have better academic
achievements (Izard, 2002) and represent an important preventive factor
for ESL and persistent antisocial behaviour (Gagnon et al., 1995; Haapasalo
& Tremblay, 1994; Kochenderfer & Ladd, 1996).
123
are able to relate the model to their emotional experiences and it can thus
be used in a workshop or other activities on EI in the school environment
(Rutar Leban, 2011).
Conclusions
Studies show that the relationships and emotional processes students expe-
rience in school strongly affect how and what they learn (Elias et al., 1997).
Emotional competencies support the cognitive and social development of
young children (Denham, 2007) and predict academic achievement (Izard,
2002; Izard et al., 2001). Thus, the development of social and emotional
competencies has become an important goal of the education system.
Different ESL programmes have been developed and implement-
ed in schools to help students improve in this area. The impact of these
programmes has been proven to be positive (e.g. Catalano et al., 2002;
Greenberg et al., 2003; Clouder et al., 2008), showing significant improve-
ments in students’ school performance (Greenberg et al., 2003).
Besides SL programmes that are usually implemented in schools out-
side the basic compulsory curriculum, there are methods that can be used
during everyday interaction with students and can support students’ emo-
tional and social development. One of these methods is the CER method
for children and adolescents (Rutar Leban, 2011) that was developed based
on the Circular Emotional Reaction theory (Milivojević, 2008). While us-
ing this method adults guide children and adolescents through their ex-
perience of an unpleasant emotion and help them raise emotional aware-
ness and regulation through the following steps: 1. Helping the child 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 ac-
tion. Especially with teenagers who already have behavioural and academic
problems in school and thus experience many unpleasant emotions in the
school environment, this method can help them understand why they feel
this way and how they can react to stop the emotional reaction. Better emo-
tional competencies and skills can help adolescents have better academic
achievements (Izard, 2002) and represent an important preventive factor
for ESL and persistent antisocial behaviour (Gagnon et al., 1995; Haapasalo
& Tremblay, 1994; Kochenderfer & Ladd, 1996).
123
