TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

Developing students’ emotional intelligence as prevention for ESL

jeudi 12 novembre 2015, par Tina Rutar Leban



As different studies show, students with higher emotional intelligence (EI) show higher social competences, have better grades at school and show higher school engagement (Marquez, Martin and Brackett, 2006). All these factors also negatively correlate with ESL. The present article describes a method for helping child/student develop EI, that could be also used by teachers.

The main characteristic of an emotionally intelligent adult is the ability to identify, understand and properly express and regulate his own emotions (Edward and Warelow, 2005). Emotions are primarily a psychological phenomenon. At birth the child’s psychological structures are not yet developed to the extent that would allow him to experience the full spectrum of emotions. As the child develops psychologically his ability to experience different emotions expands (Milivojević, 2008). Through the development the adults can help children understand their emotions and can lead them to develop adequate behavioral reactions.

A method for guiding the child through his experience of an emotion was developed on the basis of the theory of the circular emotional reaction (Rutar Leban, 2011). The method consists of 5 steps : (1) helping the child to calm down, (2) asking what happened, (3) summarizing and naming the emotion the child is experiencing, (4) helping the child to evaluate the situation, (5) helping the child to think about the strategy for his action. The method can be used with children aged from 2 years up to the age when they can understand the model of the CER. Approximately at the age of 15 the average teenagers can understand the CER model and is able to relate it to his emotional experiences and thus can be explained to them in a lecture or workshop (Rutar Leban, 2011).

Forthcoming

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