Relevant bibliographies by topics / Emotional school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional school'

Author: Grafiati
Published: 23 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Emotional school"

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Prasanthi, G. Vani, and Dr K. Anuradha Dr. K. Anuradha. "Emotional Intelligence of Elementary School." Paripex - Indian Journal Of Research 3, no. 2 (January 15, 2012): 135–37. http://dx.doi.org/10.15373/22501991/feb2014/43.

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.

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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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Sasse, Heide, and Miriam Leuchter. "Capturing Primary School Students’ Emotional Responses with a Sensor Wristband." Frontline Learning Research 9, no. 3 (May 25, 2021): 31–51. http://dx.doi.org/10.14786/flr.v9i3.723.

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The emotions experienced by primary school students have both positive and negative effects on learning processes. Thus, to better understand learning processes, research should consider emotions during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. This technology generates an emotional responsestypology based on continuously captured physiological data, such as skin conductivity and skin temperature. However, such measurement methods need to be validated before being used. The present study thus attempted to validate this instrument with primary school students. We used the BM Sensor Wristband technology, as its emotional response typology is based on the categorical emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”. Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional responses, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”, can be accurately measured by evaluating physiological data.
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Lupu, Valentin. "A Study of the Family Structure in Relation to Emotional Intelligence of High School Students." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 269–75. http://dx.doi.org/10.2478/kbo-2019-0093.

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Abstract The current study assessed and compared the emotional intelligence of 75 high school students who grew up with different family structures. High school students between the ages of 16-18 years were randomly selected from high schools in Bucharest, Romania. The General Emotional Intelligence Scale (GEIS) was used to measure the level of their emotional intelligence. In addition, a nonverbal test consisting of 20 face photoswith different facial expressions was used to measure a specific aspect of emotional intelligence, perceiving emotions. Results revealed that family structure does not influence emotional intelligence; however, when looking at the aspect of perceiving emotions, family structure influences this aspect of emotional intelligence.
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Muhammadjanovna, Xayitova Zilola. "Psychological Characteristics Of Emotional Intelligence Formation In Small School Age." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 664–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-108.

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The article describes the results of a study of the formation of emotional intelligence in older preschool children. The definition of emotional intelligence is given, a two-level structural model of this concept is presented, as well as the model and methods of development and formation of emotional intelligence in preschoolers. From the earliest stage of life, children have a lot of emotions. They show various feelings such as anger, fear, joy, pride, shame, etc. This whole system of feelings forms the emotional sphere of human life. Emotions give children information about their condition and that of the other person. Positive emotions make children feel safe and secure. On the contrary, negative emotions signal danger and displeasure.
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Wullur, Mozes M., and Basilius Redan Werang. "Emotional exhaustion and organizational commitment: Primary school teachers’ perspective." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 912. http://dx.doi.org/10.11591/ijere.v9i4.20727.

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<p>Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.</p>
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Kumar, Arun. "Emotional Intelligence Dimensions, Job Satisfaction and Primary School Teachers." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 5, no. 1 (October 27, 2016): 8. http://dx.doi.org/10.21013/jems.v5.n1.p2.

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<em>In this study, the researcher has tried to identify the relationship of five dimensions of emotional intelligence (Self-Awareness, Managing Emotions, Emotional Maturity, Empathy and Social competency &amp; social skills) with job-satisfaction. 400 primary school teachers were randomly selected from 150 primary schools of district Meerut. Self prepared Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale’ (TJSS) developed by Dr. J.P. Srivastava and Dr. S.P. Gupta was used. The data was analyzed with the help of SPSS-17 programme. The results of the study indicate that Emotional Intelligence is important have significant positive relationship with job satisfaction. Among all the five dimensions (self-awareness, managing emotions, maturity, empathy and social competency &amp; social skills) only managing emotions and maturity play major role in prediction of job satisfaction than the self awareness, empathy and social competency &amp; social skills, it means that emotional intelligence is good predictor of job satisfaction for primary school teachers. </em>
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Washington, Ernest, and Elham Zandvakili. "The Emotional Climate Scale: Understanding Emotions, Context and Justice." Journal of Education and Learning 8, no. 1 (December 30, 2018): 21. http://dx.doi.org/10.5539/jel.v8n1p21.

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The Emotional Climate Scale (ECS) was used to study the emotional responses of minority and majority elementary school students to different settings within their schools. The ECS applies a 7 point Likert scale to assess the emotions of anger, sadness, anxiety, loneliness, calmness, excitement, happiness, and hope in the school settings of the school bus, the playground, the principal office as well as the English, mathematics, social studies, and science classes. Minority children are significantly happier and lonelier on the bus and they are also more excited, angry and lonely in English classes than their white peers. In math classes minority children are more excited but lonelier. On the playground minority children are significantly sadder than majority children. In the principal&rsquo;s office, minority children are significantly calmer than majority children. In science, minority children were significantly more excited and hopeful. In social studies minority children were also more excited. In the gym, there were no significant differences between majority and minority children. Excitement and happiness are the two positive emotions are preferred and appropriate for all classes. A key question raised by the ECS is the question &ldquo;Is this school fair to minority children?&rdquo; The presence of loneliness, sadness, and anger are troubling indicators of something that is not right in this school.
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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.

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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
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Dissertations / Theses on the topic "Emotional school"

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King, Chyrise S. "School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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LOUREIRO, MICHELE MARCONSINI. "DESIGN FOR SOCIO-EMOTIONAL LEARNING: ELEMENTARY SCHOOL EXPERIENCES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30699@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação apresenta reflexões acerca de aspectos de ensino-aprendizagem inerentes a processos de design, especificamente os processos de desenvolvimento de projeto, como contribuições para se alcançar um aprendizado socioemocional. Um tipo de aprendizado necessário para lidar com a complexidade da contemporaneidade. A pesquisa se fundamenta em teorias, conceitos e pensamentos como o do paradigma da complexidade, de Edgar Morin; o de prática reflexiva, de Donald Schon; e o de aprendizagem por meio de projetos, de Fernando Hernández, dentre outros. Aponta aspectos de Design como uma possibilidade de transcender as fronteiras do conhecimento (disciplinas) e favorecer o desenvolvimento de competências socioemocionais - incluindo as habilidades para lidar com as próprias emoções; para se relacionar com os outros; e para gerenciar objetivos de vida em um contexto de mudança e interação. Discute o papel do design no ensino fundamental, a partir de dados coletados com profissionais da área de educação que vivenciam a prática de ensino-aprendizagem por meio de projetos. Com base nos dados coletados, propõe uma reflexão acerca das possibilidades de experiências no ensino fundamental para um aprendizado socioemocional, sob a ótica de um design reflexivo.
This master thesis presents reflections on teaching-learning aspects of design processes, specifically processes concerning the development of projects, as a contribution to the achievement of social-emotional learning. A type of learning required to deal with the complexity of contemporaneity. The research is based on theories, concepts and thoughts like Edgar Morin s paradigm of complexity; the reflective-practice of Donald Schön; and learning through projects, by Fernando Hernández, among others. It points out aspects of Design as a possibility to transcend the frontiers of knowledge (disciplines) and to favor the development of social-emotional competences - including the abilities to deal with one s emotions; to relate to others; and to manage life goals in a context of change and interaction. It discusses the role of design in elementary education, based on data collected from professionals of the educational field, who have experience in teaching-learning practice through projects. Based on the collected data, it proposes a reflection about the learning experiences possibilities in elementary school for a social-emotional learning, from the perspective of a reflective design.
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Sanders, Alane K. "Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1262370444.

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Lambert, Yaminah Nzinga Lashanta. "Emotional Resonance and Transference in Architecture." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74953.

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This thesis examines the notion of unseen factors that a user leaves behind once departing from a space. When properly engaged, an inhabitant forms an emotional attachment to a space. This attachment can be felt by later occupants as an experiential, phenomenological quality that cannot be removed from the space. This thesis asks questions such as: Which spaces lend themselves to what emotions? How does the architect compel a user to feel positive emotional attachment to a space? How does a building react to user changes over time? Can a building give off a "vibe" as an inanimate object? This thesis aims to investigate the following thesis statement: "What happens to the emotions in a building after its users leave?"
Master of Architecture
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Jarzabkowski, Lucy M., and n/a. "The primary school as an emotional arena : a case study in collegial relationships." University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.

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The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.
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Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
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Buss, Michelle Therese. "The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1967.

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Reed, Thomas G. "Elementary principal emotional intelligence, leadership behavior, and openness an exploratory study /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133194372.

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Cliffe, Joanne Elizabeth. "Emotional intelligence and school leadership : testing for, and evaluating the role of, emotional intelligence in a group of female secondary school leaders." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484822.

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The focus of this thesis is twofold; first it centres on females being successful and reaching leadership positions; namely female headteachers in charge of secondary schools. Initial emphasis is placed on how and why the female headteachers achieve their positions of leadership. The investigation emerged as a result of the recognition of the underrepresentation offemales in headship positions in secondary schools in England. The literature relating to educational leadership and gender cites a host of reasons for such under-representation of females in headship positions; for example, theories of masculine and feminine styles of leadership, 'invisible' barriers and gatekeepers that block promotions, a lack of role models and mentors, stereotyping and discrimination as well as limited development opportunities for women teachers. This study aims to investigate these findings. The second aspect of focus during this research is the potential impact that intelligence and in particular emotional intelligence can have on leadership. The investigation explores the possibility that there is a relationship between the females' routes to headship and the theories of intelligence. The notion that emotional intelligence can be correlated with success is well documented; such literature is explored to discover whether the theories associated with the business world also apply to education. Subsequently this study sets out to research the theories of the benefits of the intelligent use of emotions particularly in headship, which thus far appears to be an underdeveloped hypothesis in the field of educational leadership. The study addresses the following research questions: In what ways are female school leaders emotionally intelligent? In what ways does being emotioniilly intelligent help female headteachers in their leadership? Is it possible to test for emotional intelligence? In what ways does experience through life history contribute to emotional intelligence? The research questions were investigated through the contributions of a sample of seven secondary school female headteachers, from six different education authorities in England, over a five-year period. The headteachers responded to the methodical tools employed, which included two semistructured interviews that focused on their life history and then follow up questionnaires, which included: the EQ Map - an emotional intelligence questionnaire; and the Mayer Salovey-Caruso Emotional Intelligence Test. Through addressing the research questions and the headteachers' responses led to the findings, which informed the following conclusions: Correlations do exist between emotional intelligence and leadership competences and the headteachers in this study have been able to, knowingly or subconsciously, make intelligent use oftheir emotions. By making intelligent use of one's own emotions it is possible to challenge the gender issues associated with the under-representation of females in leadership positions. By making intelligent use of own and others' emotions, it is possible to progress on a career path to secondary school headship. Although there are many questionnaires and tests available to measure emotional intelligence, it is not possible to test, in order to arrive at one unique emotional intelligence score, which is a given certainty. Emotional intelligence develops over time and there are various factors that can impact upon an individual during a lifetime that can affect the way which intelligent use (or not) is made of emotions. The stories and experiences shared during this study, informed the life history of each headteacher. Overall, experiences through life histories contributed to the conclusion that there were similarities amongst the respondents. For example; being able to learn from personal experience, being driven to tak~ on challenges, being confident and having self-beliefand self-assurance, being competitive, being able to cope in difficult situations, being able to make good use of 'turning points', having a clear sense oftheir own identity and purpose and being motivated. Whilst this study highlights the relationship between emotional intelligence and life history, the conclusions have led to recommendations being made at several levels; individual, school and government level. Recommendations are also set out for future research, which addresses the under-representation of females in secondary school leadership.
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Visser, Christelle Alfrida. "Emotion work and well-being of secondary school educators / C.A. Visser." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1337.

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Books on the topic "Emotional school"

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Rudd, Betty K. Emotional literacy for infant school children. Bristol: Lucky Duck, 1998.

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1946-, Miner Kathleen Rae, ed. Mental and emotional health. Santa Cruz, Calif: ETR Associates, 1994.

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McCarney, Stephen B. Emotional and behavior problem scale: School version. 2nd ed. Columbia, MO: Hawthorne, 2001.

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Harris, Belinda. Supporting the emotional work of school leaders. London: P.C.P., 2007.

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James, Tobin, ed. Smart school leaders: Leading with emotional intelligence. Dubuque, Iowa: Kendall/Hunt Pub., 2003.

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Cefai, Carmel, and Valeria Cavioni. Social and Emotional Education in Primary School. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-8752-4.

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Williams, Kenneth C. Essentials for principals: Creating physical and emotional security in schools. 2nd ed. Bloomington, IN: Solution Tree Press, 2012.

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Killick, Steve. Emotional literacy: At the heart of the school ethos. London: Paul Chapman Publishing, 2006.

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Developing the emotionally literate school. London: Paul Chapman, 2004.

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McCarney, Stephen B. The emotional or behavior disorder scale: School version technical manual. Columbia, MO (800 Gray Oak Dr., Columbia 65201): Hawthorne, 1992.

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Book chapters on the topic "Emotional school"

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Dore, Elizabeth D., and Deborah H. McMurtrie. "Emotional Diversity." In Our Diverse Middle School Students, 69–78. New York, NY : Routledge, 2021.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003052371-9.

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Maguire, Erin K. "Emotional Intelligence." In Encyclopedia of Cross-Cultural School Psychology, 423–24. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_159.

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Macklem, Gayle L. "Social–Emotional Learning." In Preventive Mental Health at School, 153–72. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_8.

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Middleton, Tristan, and Lynda Kay. "Emotional Literacy." In Using an Inclusive Approach to Reduce School Exclusion, 136–40. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429455407-15.

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Cunniffe, Christine. "The emotional environment." In Transforming School Culture through Lesson Observation, 31–41. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429203664-6.

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Bear, George G., and Angela Soltys. "Developing Social and Emotional Competencies and Self-Discipline." In Improving School Climate, 47–66. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-4.

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Newman, Jessica, and Linda Dusenbury. "Social and Emotional Learning (SEL): A Framework for Academic, Social, and Emotional Success." In Prevention Science in School Settings, 287–306. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_14.

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Macklem, Gayle L. "Brief Strategies for Strengthening Emotional Regulation." In Brief SEL Interventions at School, 143–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65695-9_7.

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Macklem, Gayle L. "Social Emotional Learning Movement Growing Pains." In Brief SEL Interventions at School, 1–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65695-9_1.

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Bardack, Sarah R., and Sherri C. Widen. "Emotion Understanding and Regulation: Implications for Positive School Adjustment." In Handbook of Emotional Development, 479–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17332-6_19.

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Conference papers on the topic "Emotional school"

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Ionescu, Claudiu Eduard. "Emotional Intelligence, Emotional Skills And Social Skills At School Age." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.227.

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Setiawati, Denok, and Jianjar Fernia Endrastuty. "Emotional Maturity of Vocational School Students." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.83.

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Valbusa, Federica, and Alessia Camerella. "EMOTIONAL EDUCATION IN PRIMARY SCHOOL: THE 'JOURNAL OF EMOTIONAL LIFE' AND THE 'VEGETABLE GARDEN OF EMOTIONS'." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2116.

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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Cîrstea, Beatrice-Elena. "Școala în contextul crizei pandemice." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p182-184.

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The school was considered a source of the COVID-19 virus, so measures were taken to keep it closed. This measure was one that had a great impact on several levels because the school defines not only the education but also the psycho-socio-emotional development of children. The closure of schools and kindergartens has had a major impact for each individual who is part of the education system affecting it more or less, in different forms. Schools are not only a place for academic education, but also a place for learning social and emotional skills, a space for interaction and social support. The closure of schools has not only disrupted the children's education process, but also access to social services.
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Sobczak, Slawomir, and Tamara Zacharuk. "SCHOOL CLIMATE ENHANCEMENT THROUGH TEACHER EMOTIONAL INVOLVEMENT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1806.

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Akopyan, Lubov S. "Conscious regulation of emotional states by school students." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-53.

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Litz, David, Rida Blaik Hourani, and Scott Parkman. "Emotional Intelligence: Insights from and for School Leaders." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.698.

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Aidossova, Zhanerke. "Emotional Intelligence And Self-Assessment Of School Teachers." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.11.

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Reports on the topic "Emotional school"

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Jackson, C. Kirabo, Shanette Porter, John Easton, Alyssa Blanchard, and Sebastián Kiguel. School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26759.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Wilbur Jane. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.012.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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School-based interventions. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.1088.

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Children and young people spend a great deal of time at school, so it has an important role to play in their development. Time spent in school impacts not just on academic and cognitive progress, but also on social interactions, peer relationships, emotional regulation and behaviour. All these areas affect, and are affected by, mental health (Fazel et al, 2014).
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In Conversation… Emotional Regulation with Dr. Emily McGlinchey, and Dr. Joseph Morning. ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12375.

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How does emotional regulation manifest in children and young people? What are the interventions? What can parents and schools do to assist? Plus what's does the latest research say? Includes transcription, and links.
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Implementing mental health support in schools faces many challenges. ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12518.

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Researchers identified 50 studies that reported barriers or facilitators to implementing interventions for adolescent emotional disorders delivered in educational settings. They found several important factors, including barriers of practical and logistical problems, and facilitators of quality training and supervision.
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