EMOTIONAL INTELLIGENCE FOR ECONOMIC AND ......MARC A. BRACKETT, PH.D. Director, Yale Center for...
Transcript of EMOTIONAL INTELLIGENCE FOR ECONOMIC AND ......MARC A. BRACKETT, PH.D. Director, Yale Center for...
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EMOTIONAL INTELLIGENCE FOR ECONOMIC AND SOCIAL SUCCESS
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SCHOOL:A ROLLER COASTER OF EMOTIONS
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ATTENTION, MEMORY, AND LEARNING
DECISION MAKING
RELATIONSHIP QUALITY
PHYSICAL AND MENTAL HEALTH
EVERYDAY EFFECTIVENESS
EMOTIONS MATTER
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HOW DO U.S.HIGH SCHOOL STUDENTS FEEL IN SCHOOL?
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Among the top 10 emotions, 8 were negative and 2 were positive.
HOW H.S. STUDENTS FEEL EACH DAY
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😴😴TTIIRREEDD
😖😖SSTTRREESSSSEEDD
80% of the time
TOP 3 CURRENT FEELINGS:
😑😑BBOORREEDD
70% of the time
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• Makes us physically sick
• Weakens the immune system
• Impairs performance
• Motivates us
• Promotes well-being
• Enhances performance
GGOOOODD SSTTRREESSSS((PPOOSSIITTIIVVEE CCHHAALLLLEENNGGEE))
BAD STRESS(NO RELIEF IN SIGHT)
THERE ARE TWO TYPES OF STRESS
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HOW H.S. STUDENTS WANT TO FEEL
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Meanness & Cruelty… Fearful & Hopeless
Positive Relationships… Accepted & Connected
Engaging Instruction… Hopeful & Interested
Relevance& Meaningfulness… Happy & Respected
HOW DO STUDENTS’ EXPERIENCES AT SCHOOL RELATE TO THEIR FEELINGS?
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HOW DO WE CLOSE THE GAP?
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RECOGNIZING EMOTION
UNDERSTANDING EMOTION
LABELING EMOTION
EXPRESSING EMOTION
REGULATING EMOTION
EMOTIONAL INTELLIGENCE
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RECOGNIZING EMOTION
Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology
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UNDERSTANDING EMOTION
Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior
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LABELING EMOTION
Having and using a sophisticated vocabulary to describe the full range of emotions
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EXPRESSING EMOTION
Knowing how and when to express emotions with different people and in multiple contexts
Influences:• Temperament/personality• Gender, role, power• Social norms (family/work)• Culture (display rules)
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REGULATING EMOTION
The “thoughts” and “actions” we use to manage our own (and others’) emotions
Moving from:• Negative self-talk to positive self-talk• Suppressing to breathing• Blaming to reappraising• Procrastinating to achieving
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LLOOWWEERR IINN EEII
§ Conduct problems§ Aggressive behavior§ Hyperactivity/attention problems§ Risky sexual behavior§ Substance abuse§ Social deviance § Anxiety/depression
HHIIGGHHEERR IINN EEII
§ Empathy
§ Well-being
§ Quality relationships
§ Prosocial behavior
§ Satisfaction with school
§ Leadership skills
§ Academic achievement
EI AMONG YOUTH PREDICTS…
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Our Center’s evidence-based approach to social and emotional learning (SEL)
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Leaders
Educators & Staff
Blended TrainingModel
Coaching
Online portal
Learning Communities
PreK-‐H.S. Students
Families
RULER = ALL STAKEHOLDERS TRAINED
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The Mood MeterHow are you feeling?
As a class, we want to feel…
In order to have thesefeelings consistently,
we will…
We will prevent and manage conflict by…
Emotional Intelligence Charter Take a Meta–M ment Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
ANCHORS OF EMOTIONAL INTELLIGENCE
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We will create a full draft Charter for all of youto review. After everyone signs off, we’ll createa large one that will hang in the district office,and smaller ones that you can keep forpersonal use.
THE CHARTER:TOO MANY RULES, NOT ENOUGH FEELINGS!
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+5
+5+4+3+2+1
+4
+3
+2
+1
-1
-2
-3
-4
-4 -3 -2 -1
-5
-5
Energy
Pleasantness
FACIAL EXPRESSIONSBODY LANGUAGE
VOCAL TONESPHYSIOLOGY
BEHAVIOR
MOOD METER: NAME IT TO TAME IT
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+5
+5+4+3+2+1
+4
+3
+2
+1
-1
-2
-3
-4
-4 -3 -2 -1
-5
-5
Energy
Pleasantness
ENRAGED
ANXIOUS
ANNOYED
SURPRISED
ELATED
CHEERFUL
BORED
DISAPPOINTED
SERENE
CALM
CONTENT
ECSTATIC
JOY
PEACEFULHOPELESS
WORRIED
DEPRESSED
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+5
+5+4+3+2+1
+4
+3
+2
+1
-1
-2
-3
-4
-4 -3 -2 -1
-5
-5
Energy
Pleasantness
PUT A DIFFERENT SPIN ON IT
TALK TO A FRIEND
THINK ABOUT SOMEONE WHO INSPIRES YOU
LISTEN TO MUSIC
TAKE A WALK
DO A BREATHING EXERCISE
USE POSITIVE SELF-TALK
LEAVE THE SITUATION
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www.moodmeterapp.com
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Between stimulus and response, there is a space. In that space lies our freedom and power to choose our response. In our response lies
our growth and freedom.
VIKTOR E. FRANKL
“”
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Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
Describe
RULER Skill Me Other Person
Recognize& Label
Understand
Express& Regulate
Reflect & Plan
How did I feel?
What causedmy feelings?
How did I expressand regulate myfeelings?
How did ____ express and regulate his/her feelings?
What happened?
What could I have done to handle the situation better? What can I do now?
How did ____ feel?
What caused ____’s feelings?
THE BLUEPRINT:MOVING FROM ME TO WE
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Students:• Less anxious and depressed• More developed emotional skills• Fewer attention problems• Better academic performance• Greater leadership skills
Teachers: • More engaging, supportive, and effective
Classrooms/Schools:• More positive climates and less bullying
RULER MAKES A DIFFERENCE
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• AAsssseessss:: Get a snapshot of how adults & students feel• EEvvaalluuaattee:: Receive a full report• PPllaann:: Create an action plan• AAcctt:: Use resources (lessons, videos, community) • RReefflleecctt:: Discuss progress & best practices
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Early adopters: [email protected]: Inspired.fb.com
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IT’S TIME FOR AN EMOTION REVOLUTION
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THANK YOU
EEMMAAIILL:: mmaarrcc..bbrraacckkeetttt@@yyaallee..eedduu WWEEBBSSIITTEESS:: eeii..yyaallee..eedduu;; rruulleerr..yyaallee..eedduu
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