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    Building Resilience in Children and Young People: Emotional Literacy

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    Karen Macariola
    Emotional literacy involves understanding and managing emotions in oneself and others. It develops through social and emotional learning programs that explicitly teach skills like self-awareness, relationship skills, and decision-making. Research shows such programs improve social behavior, reduce risky behavior, and boost academic performance by an average of 11%. The document provides examples of literacy activities that help students learn vocabulary to describe emotions and situations that evoke them.

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    Building Resilience in Children and Young People: Emotional Literacy

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    Karen Macariola
    21 views16 pages
    Emotional literacy involves understanding and managing emotions in oneself and others. It develops through social and emotional learning programs that explicitly teach skills like self-awareness, relationship skills, and decision-making. Research shows such programs improve social behavior, reduce risky behavior, and boost academic performance by an average of 11%. The document provides examples of literacy activities that help students learn vocabulary to describe emotions and situations that evoke them.

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    Emotional literacy involves understanding and managing emotions in oneself and others. It develops through social and emotional learning programs that explicitly teach skills like self-awareness, relationship skills, and decision-making. Research shows such programs improve social behavior, reduce risky behavior, and boost academic performance by an average of 11%. The document provides examples of literacy activities that help students learn vocabulary to describe emotions and situations that evoke them.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    21 views16 pages

    Building Resilience in Children and Young People: Emotional Literacy

    Uploaded by

    Karen Macariola
    Emotional literacy involves understanding and managing emotions in oneself and others. It develops through social and emotional learning programs that explicitly teach skills like self-awareness, relationship skills, and decision-making. Research shows such programs improve social behavior, reduce risky behavior, and boost academic performance by an average of 11%. The document provides examples of literacy activities that help students learn vocabulary to describe emotions and situations that evoke them.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 16

    Building Resilience

    in Children and
    Young People
    Emotional Literacy

    Teacher Professional
    Development
    Emotional Literacy
    What is Emotional Literacy?

    • ‘Emotional literacy’ is described as the ability to understand ourselves


    and other people, and in particular to be aware of, understand, and use
    information about the emotional states of ourselves and others with
    competence
    • It includes the ability to understand, express and manage our own
    emotions and respond appropriately to the emotions of others The
    terms ‘emotional literacy’ and ‘emotional intelligence’ are often used
    interchangeably
    • The term ‘literacy’ tends to be favoured by educators and those focused
    on the ongoing nature of personal and social learning across the life-
    course

    (Weare 2004)
    6a. Emotional Literacy
    A developing interest in emotional literacy
    • Gardner’s (1983) work on ‘multiple intelligences’ emphasised the
    contribution of:
     intrapersonal intelligence, including the capacity to be aware of
    one’s own emotional states, feelings and motivations
     interpersonal intelligence, including the capacity to assess the
    emotions, motivations, and perspectives of others
    • Goleman’s (1995) work on ‘Emotional Intelligence’ heightened attention
    to the importance of being able to perceive, understand and regulate
    the expression of emotions, and understand and deal effectively with
    the emotions of others
    • Matthews (2006) argues that ‘emotional literacy’ is a better term as
    literacy is socially and culturally ‘learnt’, and entails recognition of the
    cultural and social values of others. Key components of emotional
    literacy include the capacity to reflect, to be in dialogue with others, and
    to accept and respect difference
    (Gardner 1983; Goleman 1995; Matthews et al. 2002)
    Emotional Literacy
    Key presumptions underpinning the focus on
    building emotional literacy
    • Social and emotional capabilities are teachable
    • All students benefit from being taught SEL
    • Student mental health and engagement in
    learning improves when students are taught SEL
    (this is now well-established through longitudinal
    research tracking the learning and wellbeing of
    students who have received quality SEL
    programs)
    • Evidence-based programs work best
    Emotional Literacy
    Research Shows the Benefits of SEL programs

    • A meta-analysis of over 200 primary and secondary SEL


    programs, where participants participated in rigorously
    designed and well-taught SEL programs (as compared with
    students in control schools) showed:
    • More positive social behaviour

    • Less risky and disruptive behaviour


    • Improvements in academic performance with an average
    11% gain in academic achievement

    (Durlak et al. 2011)


    Emotional Literacy
    Emotional Literacy and Social and Emotional
    Competancies
    The Collaborative for Academic, Social, and Emotional Learning (CASEL) have
    identified five interrelated sets of cognitive, affective and behavioral competencies.
    A range of research has investigated how to use school-based programs to
    develop these competencies.
    Self-Awareness: Identifying and recognising emotions; accurate self-perception;
    recognising strengths, needs, and values; self-efficacy

    Self-Management: Impulse control and stress-management; self-motivation and


    discipline; goal-setting and organisational skills

    Social Awareness: Perspective taking; empathy; difference recognition;respect for others

    Relationship Skills: Communication, social engagement, and relationship building; working


    cooperatively; negotiation, refusal, and conflict management; help-
    seeking

    Responsible Decision- Problem identification and situation analysis; problem-solving;


    making: evaluation and reflection; personal, social, and ethical responsibility
    Emotional Literacy
    SEL in the Current Curriculum
    Social and personal skills are emphasised in the AusVELS General
    Capabilities:
    • Personal and Social Capability skills are addressed in all learning areas and at every
    stage of a student’s schooling. They include:
    • Self-awareness
    • Self-management
    • Social awareness
    • Social management
    • The Building Resilience lesson materials explicitly address skills within these
    elements
    • Critical and Creative Thinking is a general capability which is also integral to all learning
    areas. Key elements fostered within the Building Resilience lesson materials include:
    • Generating ideas, possibilities and actions
    • Reflecting on thinking and processes
    •
    * Note that the General Capabilities, as well as the Health and Physical Education curriculum will be
    updated when the current curriculum is updated in Victoria and released under the AusVELS curriculum
    framework. For more information about General Capabilities in the Australian Curriculum see
    www.acara.edu.au
    Emotional Literacy
    Literacy as a Tool for Emotional Literacy

    • The Building Resilience Social and Emotional Learning


    (SEL) materials provide literacy-rich situations and the
    opportunity to build the vocabulary that is needed for
    students to understand and articulate their emotions
    • Literacy development is embedded in the content and
    processes of the learning activities
    • This is particularly so in the Emotional Literacy Topic, but
    subsequent sessions also prompt the teacher to develop
    the vocabulary needed for students to successfully engage
    with the activities
    Emotional Literacy
    Activities in the Emotional Literacy Topic assist students to develop vocabulary
    and concepts to help them to:
    Foundation
    • Recognise and identify their own emotions
    • Describe situations that may evoke these emotions
    • Compare their emotional responses with those of their peers
    • Investigate how emotional responses vary in depth and strength
    • Examine influences on and consequences of emotional responses on
    behaviour
    • Analyse factors that influence their ability to regulate emotions
    • Forecast the consequences of expressing emotions inappropriately and devise
    measures to regulate behaviour
    • Identify indicators of possible problems in relationships
    • Analyse enablers of and barriers to effective verbal and non-verbal
    communication
    • Reflect critically on their emotional responses to a variety of situations and in a
    range of contexts
    • Moderate their emotional responses when expressing opinions, values and
    choices
    • Explain how relationships differ between peers, parents, teachers and other
    adults
    Level 9/10
    Emotional Literacy
    EXAMPLE LEARNING ACTIVITY:
    1. Understanding Strong Emotions (Levels 3-4)
    The metaphor of the thermometer helps
    students to talk about the different intensity with
    which emotions are felt 10 Boiling!

    9 Extremely strong
    • Identify the type of experience that might
    8 Very strong
    make you feel a little bit angry, or annoyed,
    with a score in the 1-3 out of 10. Share this 7 Quite strong
    idea with a partner
    6 Strong
    • Identify the type of experience that might
    make you feel very angry, or furious, with a 5 A lot
    score between 7 to 10 out of 10. Share this
    4 To a degree
    idea with a partner
    • Share some ideas with the group 3 Weak

    • Repeat the activity exploring the emotion of 2 A little


    fear, first locating small fears or anxieties, then
    1 Not much
    working up to the more terrifying level

    This activity is adapted from the Level 3-4 Building Resilience learning materials (Topic 3: Positive
    coping, Activity 2) 
    Emotional Literacy
    EXAMPLE LEARNING ACTIVITY:
    2. Emotions across the school day (Level 3-4)
    Children identify that they can experience a range of positive Example brainstorm template
    and negative emotions across the day
     Conduct a group brainstorm: What experiences lead to
    children feeling
    • a) Positive emotions (proud, interested, friendly, excited,
    relieved)
    • b) Negative emotions (angry, lonely, afraid, disappointed)
     Write the words for the positive emotions on the inside of
    one half of the body and the words for the negative
    emotions on the other side
     Use the space outside the body to draw pictures or write
    phrases to describe the experiences that can cause these
    emotions
     Put the positive images on the outside of the positive half
    of the body and the negative experiences on the negative
    side of the page

    This activity is adapted from the Level 3-4 Building Resilience learning materials (Topic 1: Emotional
    Literacy)
    Emotional Literacy
    EXAMPLE LEARNING ACTIVITY:
    3. A rollercoaster of emotions (Level 5-6)
    The metaphor of the rollercoaster is used to help students understand emotional intensity and the
    way in which experiences can trigger positive or negative emotions
     Listen to the story. How do the events trigger shifts between positive and negative emotions, and
    instances of greater intensity of ‘highs’ and ‘lows’?
     Draw a rollercoaster diagram showing the high and low points of Brian’s day.
     Draw the rollercoaster that represents your own day

    This activity is adapted from the Level 5-6 Building Resilience learning materials (Topic 1: Emotional literacy, Activity 4) 
    Emotional Literacy
    EXAMPLE LEARNING ACTIVITY:
    4. Hidden emotions (Level 7-8)
    The metaphor of the iceberg is used to help students understand the concept of surface and deeper
    emotions.
     Draw two icebergs. Map the emotions of Suraj on one and the teacher on the other. Emotions that
    are closer to the surface go above the ‘waterline’, and those that are hidden or deeper go below
    the ‘waterline’.
    • What emotions might Suraj/ Teacher be feeling?
    • Which might be the strongest of these emotions?
    • Which emotions might he/she be trying to hide?

    Scenario: Suraj is in a Science class when


    the teacher catches him looking at a post on
    his Facebook page. The teacher confiscates
    the phone and tells him he will keep it for
    the rest of the week. The phone belongs to
    Suraj’s grandmother who does not even
    know he has borrowed it.

    This activity is adapted from the Level 7-8 Building Resilience learning materials (Topic 1: Emotional literacy,
    Activity 4) 
    Emotional Literacy
    REFLECT

    • What strategies do you use to build the vocabulary


    needed for the lesson?
    • What strategies do you use to name the emotions
    that students may feel as they encounter various
    learning situations?
    • What strategies do you model about how to
    express and regulate your emotions?
    6a. Emotional Literacy

    Useful Links
    • The Collaborative for Academic, Social, and Emotional Learning
    (CASEL) leads research and innovation in the area of social and
    emotional learning (SEL) http://www.casel.org/
    Emotional Literacy
    References

    • Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., &


    Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and
    Emotional Learning: A Meta-Analysis of School-Based Universal
    Interventions. Child Development, 82(1), 405-432.
    • Gardner, H. (1983) Frames of Mind: The Theory of Multiple
    Intelligences
    • Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More
    Than IQ
    • Matthews, B., Kilbey, T., Doneghan, C. and Harrison, S. (2002)
    Improving attitudes to science and citizenship through developing
    emotional literacy, School Science Review, 84(307): 103-114.
    • Weare, K. (2004) Developing the Emotionally Literate School. London,
    Sage Publications

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