Emotional Intelligence

12/6/15

Marc A. Brackett, Ph.D. Director Yale Center for Emotional Intelligence

EMAIL: [email protected] WEBSITE: ei.yale.edu TWITTER: @marcbrackett FACEBOOK: TheRULERApproach APP: moodmeterapp.com BULLYING: facebook.com/safety/bullying INSPIR-ED: inspired.facebook.com

A Rollercoaster of Emotions

Emotions in Everyday Life

Cross- Evaluation & Disciplinary Assessment Explorations Research Agenda

Teaching Bullying Emotional Prevention Intelligence (RULER)

HOW DO STUDENTS FEEL AT SCHOOL?

Among the top 10 emotions named by 22,000 high schoolers 8 were negative and 2 were positive.

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STUDENTS FEEL… STUDENTS WHO SAID…

Other people have been mean or 😴😴 😑😑 😖😖 cruel to me tend to feel more

TIRED BORED STRESSED Lonely Fearful Hopeless 70% of the time 80% of the time

STUDENTS WANT TO FEEL… STUDENTS WHO SAID…

What I’m learning is relevant to 😊😊 😆😆 😝😝 my goals in life tend to feel more

HAPPY EXCITED ENERGIZED Interested Respected Happy

Yale Center for Emotional Intelligence Modern View of Emotion

Vision Emotions matter for: To use the power of emotional intelligence to create a more healthy, effective, and • Attention, memory, and learning compassionate society. • Decision-making and judgment • Relationship quality Mission • Physical and mental health To conduct rigorous research and develop innovative educational approaches to empower • Everyday effectiveness people of all ages with the emotional intelligence skills they need to succeed.

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What is Emotional Intelligence? What is Emotional Intelligence? 1990 – Introduction to Psychology Mayer & Salovey, 1997; Brackett & Rivers, 2011

Recognizing emotions in self and others. “Emotional intelligence is the ability to monitor one’s own and others‘feelings, to discriminate among them, and to use Understanding the causes and consequences of emotions. this information to guide one’s thinking and action.”

Labeling emotions accurately. -Salovey & Mayer, 1990

Expressing emotions appropriately.

Regulating emotions effectively.

RECOGNIZING EMOTION UNDERSTANDING EMOTION

Identifying emotion in oneself Knowing the causes and others by interpreting and consequences facial expressions, body of emotions, including language, vocal tones, and the influence of different physiology emotions on thinking, learning, decisions, and behavior

LABELING EMOTION EXPRESSING EMOTION

Having and using a Knowing how and when sophisticated vocabulary to express emotions to describe the full range with different people of emotions and in multiple contexts

Influences

• Individual differences

• Social norms (family/work)

• Culture

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REGULATING EMOTION Measuring Emotional Intelligence

The “thoughts” and “actions” we use to Self-knowledge is limited, manage our own emotions particularly in the domain of and to help others manage emotional skills their emotions.

How many of you have received feedback on these skills?

Emotional Intelligence Outcomes Emotional Intelligence among Leaders

See Brackett, Rivers, & Salovey, 2012 for a review See Brackett, Rivers, & Salovey, 2012 for a review

More skilled: Less skilled: Managers/Leaders

- Have greater sensitivity and empathy, and are more expressive §.Empathy §. Conduct problems - Are rated as more effective leaders by direct reports and managers - Receive greater merit increases §. Aggressive behavior §. Well-being - Receive higher performance ratings §. Hyperactivity/attention problems §. Adaptability to school

§. Risky sexual behavior §. Quality relationships Teams - Have faster cohesion §. Substance Abuse §. Prosocial behavior - Perform more effectively in a shorter time §. Social deviance §. Satisfaction with school - Are more satisfied with team communication - Receive more social support from team members §. Anxiety §. Leadership skills §. Depression CEOs, I would do anything to take this person with me! §. Academic achievement “ ”

How Emotional Intelligence Develops Moving from Add-on to Embedded Effective approaches to SEL have these attributes:

• Based in theory • Scaffold training across development • Provide a common language

• Align with curriculum & Common Core

• Integrate with behavior support systems • Promote teacher effectiveness • Promote well-being • Enhance behavior & school climate

• Boost academics

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RULER is for all Stakeholders Too Many Rules, Not Enough Feelings Building a Positive Culture and Climate with the Charter

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Name it to Tame It with the Mood Meter Building Self- and Social Awareness

+5 ENRAGED SURPRISED ECSTATIC +4 ANXIOUSUSE POSITIVE THINKELATED ABOUT SELF-TALK +3 SOMEONE WHO INSPIRES YOU

WORRIED CHEERFUL FACIALLEAVE THE EXPRESSIONS+2 SITUATION LISTEN TO MUSIC JOY BODYANNOYED LANGUAGE+1

-5 -4 -3 -2 -1 +1 +2 +3 +4 +5 CONTENT Energy VOCALBORED -1 TONES

DISAPPOINTED -2 CALM PUT A DIFFERENTPHYSIOLOGY TAKE A WALK SPIN ON IT HOPELESS -3 PEACEFUL BEHAVIORDO A BREATHING TALK TO A FRIEND EXERCISE -4 DEPRESSED SERENE

-5

Pleasantness

www.moodmeterapp.com www.moodmeterapp.com

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EI Tools Enhance Teacher Effectiveness

CREATIVE PERSUASIVE WRITING WRITING BRAIN- DEBATING STORMING

PROOFING JOURNAL EDITING WRITING DEMONSTRATING BUILDING EMPATHY CONSENSUS

From Suspensions To Skill-Building with the Meta-Moment Regulating emotions skillfully with personalized strategies “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

Advanced RULER Training From Me To We with the Blueprint Solving interpersonal challenges by understanding both sides

The Feeling Words Curriculum (K-8) • One “feeling word” is integrated into the core curriculum every two weeks Solve problems with using a 5-step process The Blueprint - Personal Association, Academic Link, School-Home Partnership, Creative Connection, & Strategy-Building Session

Describe What happened? RULER Skill Me Other Person Optimizing Intelligences (High School) Recognize How did I feel? How did ____ feel? • Two courses, beginning with a vision & action plan for achieving goals in & Label high school and culminating with a future vision for life after high school Understand What caused What caused my feelings? ____’s feelings? • Students explore themselves through lessons on: Express How did I express How did ____ express • Mindset, visioning, goal setting, motivation, well-being, personality, the & Regulate and regulate my and regulate his/her feelings? feelings? mind-body connection, creativity, flow, critical thinking, and emotional intelligence Reflect & Plan What could I have done to handle the situation better? What can I do now?

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Developing Emotional Intelligence Effectiveness of RULER

Students: • Less anxious and depressed Enhanced • Better engagement • Better problem solvers; self-managers Emotional • Greater leadership skills Intelligence • More positive • Leaders relationships; less • Fewer attention, learning, and conduct • Teachers conﬂict problems • Students Emotions • Better academic performance • Families • Greater creativity Matter Mindset • Better mental and Teachers: physical health • More supportive; higher effectiveness Enhanced Emotional • Improved decision Classrooms/Schools: Climate making, performance and outcomes • Have more positive climates • Less Bullying

The Other Side of the Report Card Policy and Standards for Social and Emotional Learning

• Children are "wired for good" - if attachments at home and school are positive, they will thrive.

• Children’s “goodness” and ability to reach their full potential is ours to nurture or neglect.

• Teaching emotional intelligence can help us to create a healthier, more effective, and compassionate society.

Thank you!

Marc A. Brackett, Ph.D. Director, Yale Center for Emotional Intelligence

EMAIL: [email protected] | WEBSITE: ei.yale.edu | TWITTER: @marcbrackett FACEBOOK: YaleEmotion TheRULERApproach | APP: moodmeterapp.com

Bullying Prevention Resources (Facebook): Facebook.com/safety/bullying

InspirED (resource center of Facebook) Inspired.facebook.com [email protected]