Creating an Emotion Revolution in Hinsdale

Transcription

1 Creating an Emotion Revolution in Hinsdale MARC A. BRACKETT, PH.D. Director, Yale Center for Emotional Intelligence Professor, Yale Child Study Center FACEBOOOK: WEBSITE: ei.yale.edu

2 No one cares how much you know, until they know how much you care THEODORE ROOSEVELT

3 THE LANGUAGE OF EMOTION Emotion Mood Feeling Dispositional or Trait Affect

4 ENERGY PLEASANTNESS

5 WHAT HAVE WE LEARNED SO FAR? Identifying emotions requires the skills of Recognizing, Understanding, and Labeling emotions Managing emotions requires an understanding that emotions are both self- and co-regulated; and the skills of Expressing and Regulating emotion. Questions to ask yourself as an educator: What are the Specific, Developmentally Sequenced, Permitted, Encouraged, Culturally Relevant, Personalized, and Regularly Practiced helpful strategies that students use in my class? What helpful/unhelpful strategies am I modeling?

6 SCHOOL: A ROLLER COASTER OF EMOTIONS

7 HOW H.S. STUDENTS FEEL EACH DAY Top 3 Emotions: Tired Bored Stressed

8 HOW UNDERGRADUATES FEEL

9 HOW EDUCATORS ACROSS THE USA FEEL

10 HOW PEOPLE IN THE WORKPLACE FEEL

11 THERE ARE TWO TYPES OF STRESS GOOD STRESS (POSITIVE CHALLENGE) BAD STRESS (NO RELIEF IN SIGHT) Motivates us Promotes well-being Enhances performance Makes us physically sick Weakens the immune system Impairs performance

12 EMOTIONS MATTER ATTENTION, MEMORY, AND LEARNING DECISION MAKING RELATIONSHIP QUALITY PHYSICAL AND MENTAL HEALTH PERFORMANCE AND CREATIVITY

13 HOW TO CLOSE THE EMOTIONAL GAP Emotion s Matter Mindset Infuse EI into training and everyday practices for all stakeholders Emotional Intelligenc e Enhanced Emotional Climate s Engagement Relationship Health Decisions Performance

14 EMOTIONAL INTELLIGENCE RECOGNIZING EMOTION UNDERSTANDING EMOTION LABELING EMOTION EXPRESSING EMOTION REGULATING EMOTION

15 RECOGNIZING EMOTION Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology, and cognition

16 UNDERSTANDING EMOTION Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior

17 Having and using a sophisticated vocabulary to describe the full range of emotions LABELING EMOTION

18 EXPRESSING EMOTION Knowing how and when to express emotions with different people and in multiple contexts Influences Personality Gender Power Social norms (family/work) Race, Ethnicity, & Culture

19 REGULATING EMOTION The thoughts and actions we use to prevent, reduce, initiate, maintain, or enhance emotions in order to promote personal growth, build relationships, achieve greater wellbeing, and attain goals

20 MASTER STRATEGIES Breathing, Mindfulness/Self-Reflection Are you breathing and checking in? Positive Self-Talk and Reappraisal Are you paying attention to your inner dialogue? Self-Care Are you paying attention to: Hydration, movement, nutrition, sleep, and relationships?

21 MEASURING EMOTIONAL INTELLIGENCE

22 MEASURING EMOTIONAL INTELLIGENCE Self-knowledge is limited, particularly in the domain of emotional intelligence. Our current focus is on performance assessments of EI

23 WHAT DOES EI PREDICT? Less Skilled Conduct problems Aggressive behavior Hyperactivity/attention problems Risky sexual behavior Substance abuse Social deviance Anxiety/depression More Skilled: Empathy Well-being Quality relationships Prosocial behavior Satisfaction with school Leadership skills Academic achievement

24 WHAT DOES EI PREDICT? Managers/Leaders Have greater sensitivity and empathy Are rated as more effective by direct reports Receive greater merit increases and performance ratings Teams Have faster cohesion Perform more effectively in a shorter time Are more satisfied with team communication Receive more social support from team members CEOs, I would do anything to take this person with me!

25 HOW EMOTIONAL INTELLIGENCE DEVELOPS Nature Emotional Intelligence Nurture

26 THE EVIDENCE-BASED APPROACH TO SOCIAL AND EMOTIONAL LEARNING DEVELOPED AT THE YALE CENTER FOR EMOTIONAL INTELIGENCE

27 RULER = EI INTO THE IMMUNE SYSTEM District and School Leaders Early Childhood Lower Elementary Educators and Staff Families Students Upper Elementary Middle School High School Training, Coaching, & Online Learning Community

28 ANCHORS OF EMOTIONAL INTELLIGENCE

29 THE EI CHARTER: TOO MANY RULES, NOT ENOUGH FEELINGS! We will create a full draft Charter for all of you to review. After everyone signs off, we ll create a large one that will hang in the district office, and smaller ones that you can keep for personal use.

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34 MOOD METER: FEEL IT TO HEAL IT FACIAL EXPRESSIONS BODY LANGUAGE VOCAL TONES PHYSIOLOGY BEHAVIOR

35 ENRAGED ANXIOUS SURPRISED ECSTATIC ELATED WORRIED ANNOYED CHEERFUL JOY BORED DISAPPOINTED HOPELESS DEPRESSED CONTENT CALM PEACEFUL SERENE

36 ENERGY PERSUASIVE WRITING DEBATING CREATIVE WRITING BRAIN- STORMING PROOFING/ EDITING JOURNAL WRITING SHOWING EMPATHY BUILDING CONSENSUS PLEASANTNESS

37 USE POSITIVE SELF-TALK LEAVE THE SITUATION THINK ABOUT SOMEONE WHO INSPIRES YOU LISTEN TO MUSIC PUT A DIFFERENT SPIN ON IT TALK TO A FRIEND TAKE A WALK DO A BREATHING EXERCISE

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42 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

43 FROM SUSPENSIONS TO SKILL-BUILDING

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45 THE BLUEPRINT: MOVING FROM ME TO WE

46 FEELING WORDS CURRICULUM: PRE-K TO 8 Word Families Grade: 6 Grade: 7 Grade: 8 Empathy empathic compassionate altruistic Anxious anxious tense paralyzed Calm serene contemplative tranquil (1)Personal Association, (2)Academic and Creative Link (3)School-home partnership (4)Strategy Session

47 OPTIMIZING INTELLIGENCE: HIGH SCHOOL Who am I? (mindset, personality, motivation) Where do I want to go? (visioning, goal setting) What do I need to get there? (critical thinking, emotional intelligence, wellbeing, creativity)

48 Created with teens, educators, and scientists to enhance school climate Assess: Get a snapshot of how adults & students feel Evaluate: Receive a full report Plan: Create an action plan (inspired.fb.com) Act: Use resources (lessons, videos, community) Reflect: Discuss progress & best practices

49 ROLLOUT PLAN S U S T A I N A B I L I T Y Train District Leaders & Create Steering Committee 1 Introduce RULER to Key Stakeholders 2 Train School-based Implementation Teams 3 Classroom Integration/ Families Train Training Educators and Staff 5 4 Embed RULER into Mission, Curriculum, & Behavior Support Policies 6 I M P L E M E N TAT I O N

50 RULER MAKES A DIFFERENCE 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

51 EMOTIONAL INTELLIGENCE GOES TO COLLEGE I learned that being vulnerable opens up wonderful opportunities for friendships and deeper connections. I learned that sometimes you have to be as gentle with yourself as you are with others, and be as understanding with other as we are sometimes of ourselves. I wish this class could continue as long as possible because I fear that this peace that I feel will drift away, but I must have hope that I will take the lessons with me always.

52 EMOTIONAL INTELLIGENCE GOES TO COLLEGE This class gave me a sense of waking up from a long dream. I had this feeling of not actually being alive or here for many years and now I feel that I am out of my slumber. If I had to describe the way I saw my life in colors, before it would be a pale gray and now it would be a bright white. Almost as if I had a new blank canvas to put vibrant colors on, this workshop taught me that one can improve and detoxify oneself through putting attention and awareness on one of the most basic principles of living.

53 Emotions Matter IT S TIME FOR AN EMOTION REVOLUTION Emotional Intelligence (EI) is a real set of skills It s never too early or too late to cultivate EI skills and a mindfulness practice There are creative ways to develop EI and mindfulness, and shift the climate of our schools Infusing EI and mindfulness can help us to build a more healthy, equitable, productive, and compassionate society.

54 Thank you! No one cares how much you know, until they know how much you care THEODORE ROOSEVELT FACEBOOOK: YaleEmotion WEBSITE: ei.yale.edu APP: RULER: