7/23/18 1 Social and Emotional Learning: From Programs to Practices to Systemic Change MARC A. BRACKETT, PH.D. DIRECTOR, YALE CENTER FOR EMOTIONAL INTELLIGENCE PROFESSOR, YALE CHILD STUDY CENTER @marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER Contact Information My presentation: http://bit.ly/RULERASUGSV Social media: @marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER My contact: [email protected]My assistant: [email protected]Websites: ei.yale.edu; ruler.yale.edu Welcome “No one cares how much you know, until they know how much you care.” THEODORE ROOSEVELT How are you feeling? PLEASANTNESS ENERGY Life is an Emotional Rollercoaster How High School Students Feel
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Brackett ASCD IL 6 20 18 · “No one cares how much you know, until they know how much you care.” THEODORE ROOSEVELT How are you feeling? R ... • Be the learner, not the knower
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7/23/18
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Social and Emotional Learning:From Programs to Practices
to Systemic Change
MMAARRCC AA.. BBRRAACCKKEETTTT,, PPHH..DD..DIRECTOR, YALE CENTER FOR EMOTIONAL INTELLIGENCE
TO USE THE POWER OF EMOTIONS TO CREATE A HEALTHIER AND MORE EQUITABLE, INNOVATIVE,
AND COMPASSIONATE SOCIETY
Emotional Intelligence: Skills to use our emotions wisely
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Recognizing Emotion
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Identifying emotion by interpreting our own thoughts and physiology, as well as others’ facial expressions, vocal tones, body language, and behavior
Understanding Emotion
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Knowing the causes and contextual influences of emotions, as well as their consequences on thinking, learning, decisions, and behavior
Labeling Emotion
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Having and using a nuanced vocabulary to describe the full range of emotions
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Expressing Emotion
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Knowing how and when to express emotions with different people and across contexts, including the influences of personality, gender, power, social norms, race, ethnicity, and culture.
Regulating Emotion
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The “thoughts” and “actions” we use to prevent, reduce, initiate, maintain, or enhance our own and others’ emotions in order to promote wellbeing, build positive relationships, and attain goals
*Emotion regulation is distinct from temperament (the tendency to experience certain emotions).
Measuring Emotional Intelligence
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SELF-KNOWLEDGE IS LIMITED, PARTICULARLY IN THE AREA OF EMOTIONAL INTELLIGENCE.
WHY IS THAT THE CASE?
Basic RULER Principles
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• Emotions are Data• Check-in regularly with yourself and others• Both ”positive” and “negative” emotions provide important information
• Monitor your Self-Talk & Presence• Notice your patterns (e.g., negative vs. positive self-talk)• Give and get support
• Be an Emotion Scientist and Not a Judge• Behavior is not emotion• Be the learner, not the knower
• Leading, Teaching, & Learning is inherently Social and Emotional• Emotions are contagious and co-regulated
Emotional Intelligence among Youth
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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
Emotionally Intelligent Educators
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• Have greater sensitivity and empathy
• Are rated as more effective
• Receive higher performance ratings
• Are less stressed and burnt out
• Have greater job satisfaction
• Build more positive classroom climates
• Have students who perform better
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Principal EI and Teacher Outcomes
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Freq
uenc
y of
par
ticip
ants
low high
To examine the effect of principal’s EI on teacher outcomes, two groups were formed: Low and high EI
Principal EI Matters!
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High EILow EI
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Principal EI influences teachers’ Burnout
Teachers’ Emotional Exhaustion
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Low SEL High SELLow HighPrincipal EI
Principal EI influences Turnover Intentions
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“I intend to leave the teaching profession.”
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Low EI High EILow HighPrincipal EI
Principal EI influences Job Satisfaction
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Teachers’Job Satisfaction
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Low EI High EILow HighPrincipal EI
Social and Emotional Learning
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MMoovviinngg ffrroomm ppiieecceemmeeaall mmooddeellss tthhaatt iinncclluuddee::• Rules• Assemblies• Classroom kits• Simple lessons• Flavor of the month
TToo ssyysstteemmiicc aapppprrooaacchheess tthhaatt • Is theory-driven & evidence-based• Provides training and support for all stakeholders• Enhances mindsets, skills, culturally responsive
pedagogy, and climate across all grade levels• Infuses SEL into mission, vision, and policies
Students:• Less anxious and depressed• More developed emotional skills• Fewer attention problems• Better academic performance• Greater leadership skills
Teachers: • More engaging, supportive, and effective• Less burnout and greater job satisfaction
Classrooms/Schools:• More positive climates and less bullying
It’s time for an Emotion Revolution
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• Emotions Matter
• Be an emotion scientist not a judge
• Emotional Intelligence (EI) and SEL are real
• There are creative ways to develop EI and integrate SEL
• Systemic approaches to SEL will produce the best results
• It’s never too early or late to cultivate EI and SEL
• Together, we can build a healthier, and more equitable, innovative, and compassionate society so all children can thrive and achieve their dreams