3/19/16. Emotional Intelligence: From Theory to Practice EMOTIONS MATTER EMOTION REVOLUTION SURVEY

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1 R 3/19/16 Emotional Intelligence: From Theory to Practice MARC A. BRACKETT, PH.D. Director, Yale Center for Emotional ei.yale.edu ruler.yale.edu inspired.facebook.com I ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. MAYA ANGELOU EMOTIONS MATTER ATTENTION, MEMORY, AND LEARNING ENERGY DECISION MAKING RELATIONSHIP QUALITY PHYSICAL AND MENTAL HEALTH PLEASANTNESS EVERYDAY EFFECTIVENESS HOW DO STUDENTS FEEL IN SCHOOL? EMOTION REVOLUTION SURVEY 1

2 DIVERSE SAMPLE HOW DO STUDENTS FEEL AT SCHOOL? GENDER SEXUAL ORIENTATION ETHNIC ITY Among the top 10 emotions named, 8 were negative and 2 were positive. TOP 3 CURRENT FEELINGS: TIRED BORED STRESSED HOW DO STUDENTS WANT TO FEEL AT SCHOOL? 70% of the time 80% of the time HOW DO STUDENTS EXPERIENCES AT SCHOOL RELATE TO THEIR FEELINGS? 2

3 STUDENTS WHO SAID Other people have been mean or cruel to me tend to feel more Lonely Fearful Hopeless STUDENTS WHO SAID What I m learning is relevant to my goals in life tend to feel more Interested Respected Happy STUDENTS WHO SAID In my school, teachers deliver engaging and interesting lessons tend to feel Less bored More respected Happier STUDENTS WHO SAID Teachers encourage creativity tend to feel Happy Interested Hopeful STUDENTS WHO SAID Students in my school get along well WHAT IS SEL? tend to feel Accepted Connected Supported Selfawareness Selfmanagement Social awareness Responsible decision making Relationship skills 3

4 é 9%ile ProsocialBehavior HOW DO WE CLOSE THE GAP? Learning Environment SE Skills Development 22% ile Social and Emotional Skills 9%ile Positive attitudes é 11%ile Academic Achievement ê 9%ile Conduct Problems ê 10%ile Emotional Distress Emotions Matter Mindset Emotional Intelligence Positive Emotional Climate Engagement Relationships Health Decisions Academics EMOTIONAL INTELLIGENCE RECOGNIZING EMOTION RECOGNIZING EMOTION UNDERSTANDING EMOTION LABELING EMOTION EXPRESSING EMOTION Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology REGULATING EMOTION UNDERSTANDING EMOTION LABELING EMOTION Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior Having and using a sophisticated vocabulary to describe the full range of emotions 4

5 EXPRESSING EMOTION REGULATING EMOTION Knowing how and when to express emotions with different people and in multiple contexts Influences Individual differences The thoughts and actions we use to manage emotions Moving from: Negative self-talk to positive self-talk Blaming to reframing Procrastination to achieving one s goals Social norms (family/work) Culture (display rules) WHAT DOES EI PREDICT? 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 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! RULER APPROACH TO TRAINING R School Leaders Our Center s evidence-based approach to social and emotional learning (SEL) Early Childhood L ower Elementary Educators Students Upper Elementary Middle School High School Training, Coaching, Webinars, & Learning Communities Families 5

6 2012 Ruler Group, LLC 3/19/16 RULER ROLLOUT PLAN ANCHORS OF EMOTIONAL INTELLIGENCE E m bed RULER S U S T A I N A B I L I T Y Intr oduce RULER to Key Stakeholder s Tr ain Distr ict & S chool Leader s & Cr eate Steer ing Com m ittee 2 Develop S chool-based Im plem entation Team s/ Tr ain Tur n-key Tr ainer s 3 Tr ain E ducator s, Staff, S tudents, & Fam ilies 4 into Mission, Cur r iculum, & Behavior S uppor t Policies 5 Emotional Intelligence Charter As a class, we want to feel In order to have these feelings consistently, we will We will prevent and manage conflict by The Mood Meter How are you feeling? Take a Meta M ment Solve problems with The Blueprint 1 IMP LE ME N TA TION 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 o ffice, and smaller ones that you ca n keep for personal use. EMOTIONAL INTELLIGENCE CHARTER 6

7 NAME IT TO TAME IT Energy FACIAL EXPRESSIONS BODY LANGUAGE VOCAL -1 TONES -2 PHYSIOLOGY -3 BEHAVIOR -4 Pleasantness ENRAGED ANXIOUS SURPRISED ECSTATIC ELATED USE POSITIVE SELF-TALK THINK ABOUT SOMEONE WHO INSPIRES YOU Energy WORRIED ANNOYED BORED DISAPPOINTED HOPELESS DEPRESSED CHEERFUL JOY CONTENT CALM PEACEFUL SERENE Energy LEAVE THE SITUATION PUT A DIFFERENT SPIN ON IT TALK TO A FRIEND LISTEN TO MUSIC TAKE A WALK DO A BREATHING EXERCISE Pleasantness Pleasantness PERSUASIVE WRITING CREATIVE WRITING MOOD METER INTEGRATION DEBATING BRAIN- STORMING Energy PROOFING/ EDITING -1-2 JOURNAL WRITING DEMONSTRATING EMPATHY -3-4 BUILDING CONSENSUS Pleasantness 7

8 FROM SUSPENSIONS TO SKILL-BUILDING 8

9 2012 Ruler Group, LLC 3/19/16 Solve problems with The Blueprint Describe RULER Skill Me Other Person Recognize & Label Understand Express & Regulate Reflect & Plan What happened? How did I feel? What caused my feelings? How did I express and regulate my feelings? How did feel? What caused s feelings? How did express and regulate his/her feelings? What could I have done to handle the situation better? What can I do now? FROM ME TO WE The Feeling Words Curriculum (K-8) Feeling words are integrated into core curriculum using a 5-step process - Personal Association, Academic Link, School-Home Partnership, Creative Connection, & Strategy-Building Session Optimizing Intelligences (High School) Focus is on: Who am I? Where do I want to go? What skills do I need to get there? Students learn about: Mindset, goal setting, motivation, well-being, personality, mind-body connection, creativity, flow, critical thinking, and emotional intelligence What Are Feeling Words? p. 18 Word Family Grade: 6 Grade: 7 Grade: 8 Happy jubilant triumphant fulfilled Sad despair sullen desolate Angry hostile enraged livid Fearful apprehensive vulnerable inhibited Proud elated arrogant narcissistic Guilt/Shame accountable remorse scapegoat Empathy empathic compassion altruistic Anxious anxious tense paralyzed Calm serene contemplative tranquil Motivated persistent passionate inspired Respect deferent integrity authentic Apathy pessimistic aloof apathetic Self-Management will power impulsive restraint 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 Inspired.facebook.com Join educator group 9

10 IT S TIME FOR AN EMOTION REVOLUTION Emotions Matter Emotional Intelligence is real There are tools to develop emotional intelligence Developing emotional intelligence can help us to create a healthier, more effective and compassionate society. THANK YOU marc.brackett@yale.edu WEBSITE: @RulerApproach FACEBOOK: TheRULERApproach APP: moodmeterapp.com INSPIRED: inspired.facebook.com R Grace.carroll@yale.edu 10