presented by prof. con stough & justine lomas intro... · presented by prof. con stough &...

Presented by Prof. Con Stough & Justine Lomas Swinburne University of Technology

Emotional Intelligence Research Unit

Emotional Intelligence Research Unit Our team - 10 years

Staff/students Schools Prof Con Stough Justine Lomas Churchie (Anglican Church Grammar School) Dr Luke Downey PCW, Balwyn High, Camberwell Grammar Dr Karen Hansen Viewbank, Sherbourne, Hurstbridge and Camelot Rise Dr Ben Palmer St John’s, St. Peter’s & Masibambane (South Africa) Dr Lisa Gardner Girton Grammar (Bendigo) Marie Ryan Cardigan Mountain Dr Jenny Lloyd St. Paul’s Collegiate & Southwell School (New Zealand) Dr Steffan Luebbers Hale College (Western Australia) Emily Bunnett Chantelle Schockman William Buck Foundation

30 honours students Many other schools

Today

• Introduce the construct of EI • How do we conceptualise EI in Schools? • Our research • Case studies • Our EI Development Programs

It takes time and effort

• Developing EI in staff

• Developing EI in students

• Developing a whole school approach

What is Emotional Intelligence (EI)?

“… a set of abilities relating to emotions and the processing of emotional information”

• Perception and expression of emotions in self and others

• Regulation/Management of emotions in self and others

• Reason with Emotions

Has a brain basis!

Emotional Intelligence

• Offers genuine opportunity to link cognitive ability with emotions

• System is dynamic emotions impact on our ability to think

• Ability to think impacts on our emotional systems

What is Emotional Intelligence?

• 7 or 4 Dimensions of EI

• Slightly different for adults, adolescents and primary school children

• How we understand, express and manage emotions…

Branch Ability 1 Ability 2 Ability 3 Ability 4

Emotional Management and Control

Being able to stay open to pleasant and unpleasant emotions

Reflectively occupy or disengage an emotion

Reflectively monitor one’s own and others’ emotions

The capacity to manage one’s own and others’ emotions

Emotions Direct Cognition

Use of emotions to prioritise thoughts and cognition by directing attention to important information

To perceive emotions vividly and generate them as aids to memory and judgment

Employing mood swings to adapt one’s perspective and thus inspire multiple points of view

Understanding how one’s emotional states differentially encourage certain approaches to problems

Understanding Emotions of Others

Ability to label emotions and identify relationships among them

Interpret the meanings conveyed by emotions

The ability to understand simultaneous, complex and blended emotions

The ability to recognize foreseeable transitions between emotions

Emotional Recognition and Expression

Being able to identify emotion in one’s feelings, thoughts and physical states

The capacity to identify emotions in artwork, language, sounds and others’ appearance, actions and vocalizations

The ability to accurately express emotions and express needs relative to one’s feelings

Being able to distinguish between accurate and inaccurate, honest and dishonest emotional expressions

In children and adolescents…

4 dimensions

1. Emotional Recognition and Expression 2. Understanding emotions of others 3. Emotions Direct Cognition 4. Emotional Management and Control

How do we measure Emotional Intelligence?

7 dimensions (adults)

1. Emotional self awareness 2. Emotional expression 3. Understanding emotions of others 4. Emotions in decision making 5. Managing our emotions 6. Managing others emotions 7. Controlling emotions

Skill 1: emotional self-awareness

• The skill of perceiving and understanding one’s own emotions

Skill 2: Emotional Expression

• The skill of effectively expressing one’s own emotions

“You can’t copy anybody and end with anything. If you copy, it means you’re working without any real feeling.” – Billie Holiday

Skill 3: Emotional Awareness of Others

Skill 4: Emotional Reasoning

• The skill of utilising emotional information (from yourself and others) in reasoning,

planning and decision-making

Skill 5: Emotional Self-Management

• The skill of effectively managing your own emotions

Skill 6: Emotional Management of Others

• The skill of influencing the moods and emotions of others

Skill 7: Emotional Self-Control

• The skill of effectively controlling strong emotions that you experience

Are there differences in EI?

1. Emotional self awareness Gender? 2. Emotional expression Age? 3. Understanding emotions of others Culture? 4. Emotions in decision making 5. Managing our emotions 6. Managing others emotions 7. Controlling emotions

Daniel Goleman

33 foreign editions

Available in more than 50 countries

More than 5 million copies in print world wide

Most widely read social science book in the world

Why has EI become so popular in the corporate sector?

• It is thought to underlie various aspects of performance not accounted for by IQ or personality

• Traditional intelligence (IQ) and personality are relatively fixed throughout working life – cannot be taught

Why Introduce EI in schools? a) Emotions affect how and what we learn

b) Schools are social places - Relationships

provide foundation for learning-basic of success

c) Effective as classroom management strategy – discipline less of an issue

Why Introduce EI in schools?

d) Has a positive impact on academic performance

e) Linked to physical and psychological well-being

f) Can be developed - Can we develop IQ?

Our research

Our research has shown that EI is related to:

• Academic success • Well-being, depression, anxiety • Coping • Bullying, class room disturbances • Sporting performance • Leadership

EI and academic outcomes

• Our studies and other international studies have found that EI predicts scholastic performance independent of a child’s IQ

• Maximising a child or adolescent’s scholastic performance is about helping that child:

- Concentrate and pay attention - Manage anxiety - Develop effective relationships with teachers and peers - Maintain positive mood states during stressful times

Academic outcomes in Year 4 & 5 students

Ryan (2012) PhD thesis

• Melbourne University (Education) • 500 Final Year students from Geelong region

– (gifted and non-gifted students)

• Administered: Adolescent SUEIT Raven Progressive Matrices (RPM) Final Year ENTER marks

EI helps you make the most of your IQ

VCE 1=Gifted Achievers 2=Gifted Underachievers 3=Mainstream

Mainstream UnderachiMainstream Achievers

Gifted UnderachieverGifted Achievers

Mea

n of

Raw

Sco

re -

Und

erst

andi

ng E

mot

ions 70

69

68

67

66

65

64

Emotional Intelligence Means by OP Band Year 12 2011 ERE – Emotional Recognition and Expression UEO – Understanding the Emotions of Others EDC – Emotions Direct Cognition EMC – Emotional Management and Control

51

64

51

83

37

43

51

72

0

10

20

30

40

50

60

70

80

90

100

ERE UEO EDC EMC

OP 1 to 15

OP 16 to 25

How does EI enhance learning?

A greater awareness of EI enhances:

• Listening and oral communication skills

• Stress tolerance and adaptability

• Conflict management and team effectiveness

• Building healthy trusting relationships

• Skills at negotiating outcomes

• The ability to lead and motivate others

EI and problem behaviour Several of our other studies have shown that low levels of EI predict:

- poorer behaviours in the class-room - greater disruptive behaviours - increased bullying and victimisation

EI and problem behavior: Results

• Students who scored lower on emotional management and control

• reported engaging in more rule-breaking behaviours • reported engaging in more aggressive behaviours So… • Adolescents who report being less able to maintain positive

moods when faced with negative circumstances and are less able to inhibit strong emotions from “hijacking” their thoughts, actions and behaviours engage in more rule-breaking behaviour and more aggressive behaviour as rated by themselves and teachers.

Problem and Risky Behaviour • Emotional Awareness and Regulation appear to be key • Poorer Emotional Management and Control competencies

appear to be associated with many types of problem behaviour:

• Aggression • Delinquency • Risky behaviours • Illicit drug taking

Hessler, D. M., & Katz, L. F. (2010). Brief report: Associations between emotional competence and adolescent risky behavior. Journal of Adolescence, 33, 241-246. *

Peer Relations

• Peer Victimisation • Predicted by low EMC (managing emotions)

• Bullying Behaviours • Associated with low UEO (understanding others)

An opportunity for targeted pro-active intervention?

Bullying

Adolescents who have lower EI may be more likely to bully and are at risk of being targets of bullies…

If we do nothing about this?

In 2008, we showed that the same pattern of results were observed in the workplace…

Depression

• Participants 65 participants (58.5% female) Aged 21-83 years (M = 52.11, SD = 14.43) Met DSM-IV criteria for Major Depressive Episode (MDE) 30 were currently depressed (46.2%) 35 previously diagnosed (53.8%) 15 participants diagnosed with bipolar disorder (not experiencing

manic episode) Inpatients and outpatients recruited from The Melbourne Clinic – a

private psychiatric facility in Melbourne Psychiatrists provided information regarding each participants

diagnosis

Current Depression v Past Depression

0

20

40

60

80

100

Perc

entil

e sco

res

ERE UEE EDC EM EC TotalSUEIT facets

Current MDEPast MDE

Significant associations were observed between severity of depression and the EI dimensions of Emotional Management (r = -0.56) and Emotional Control (r = -0.62).

There seems to be some common underlying messages:

1. EI can be effective in the promotion of healthy and adaptive functioning

2. That there is great value in investing in the development of EI competencies in children and adolescents.

Our new challenge is to understand how to best foster the development of EI in a way that

best meets the needs of students

What does the research tell us?

Coping

Bullying and victimisation

Leadership

Problem Behaviours

Academic success

Pro-social behaviours

Mental Health

The suite of programs our research unit is developing with partner schools:

1. School entry (Prep/Year 1) EI development program engaging parents at the outset

2. Year 4 Building Blocks EI development program 3. Year 5 Building Blocks Booster development program

4. Year 8 Socialisation & Mental health EI development Program

5. Year 10 Stress, Resilience EI development Program

6. Year 12 Leadership EI program

7. Two EI based programs (junior school/senior school) tailored to help students deal with the specific challenges of boarding school.

8. Sporting excellence EI development program

How the programs work

• Evidence based design

• Ongoing research to assess efficacy

• Teachers responsible for implementation

• Provides flexible curriculum for SEL

• Ongoing testing, training and support

The Grade 4 Development Program

• 20 class activities of 30 minutes to 1 hour in length. • Completed over 2 or 3 school terms. • The activities are undertaken sequentially, and build upon one another from more

basic concepts to the more complex and are designed to begin to establish a common language for EI

Chapter 1: Perception, Appraisal and Expression of Emotion

Emotions and my body GOAL: Identify and label part of the body that respond to strong emotions. DISCUSSION: Students respond to the following question: “What does your body feel like when you are *emotion label*?” LEARNING OUTCOMES: • Students should begin to become more aware of

changes in their body in correspondence with various emotional states.

• Students should be able to match at least two typical changes within the body to a given emotion

Chapter 2: Emotional Facilitation of Thinking Meet the Thought Thug

GOAL: Define a character to represent negative self-talk. DISCUSSION: • Discuss with the class types of negative self-talk • Discuss with the class common situations and

emotional states where negative self-talk can occur. LEARNING OUTCOMES: • Students learn emotional states that are more likely

to elicit negative self-talk. • Students begin to identify likely activities/decisions

likely to be hindered by negative self talk. • Students begin to learn that emotions can prioritise

thinking by directing attention to important information.

Chapter 3: Understanding and Analysing Emotions Creative Writing

GOAL: To write a story depicting the transitions between emotions felt by one character. DISCUSSION: Discuss the possible causes emotional transitions on a day-to-day basis. LEARNING OUTCOMES: • Recognition that a range of emotions can be felt on

a daily basis. • Enhanced understanding of how emotional

transitions occur.

Chapter 4: Reflective Regulation of Emotion Cooling Down

GOAL: Devise a plan for transitioning out of unhelpful or negative emotions. DISCUSSION: Discuss as a class some activities, resources or techniques students can use to help them ‘cool down’ from one emotion to the one below. LEARNING OUTCOMES: • Students have a personalised resource to refer

to in circumstances where they wish to transition from one emotion to another.

Year 10 EI-Resilience Program

• 11 week program • 45 mins per lesson • Manuals for administrators/ powerpoint • Workbooks and feedback reports for

participants • Builds basic skills into more complex resilience

Resilience Program

• Module 1 – Introduction – Student buy-in, assessment and reporting

• Module 2 – Developing Emotional Intelligence

– Four branches

• Module 3 – Stress and Resilience – What is stress? – Using EI to become more resilient – Personal action plans

Our goal…

All children and adolescents have an opportunity to access evidence based emotional intelligence development

programs

International coalition of EI schools:

- Collaborative research led by our group - Continue to develop and improve/tailor EI programs - Partner schools share learnings in annual conferences

Partner schools will Form part of an international coalition of

schools Partner in developing evidence based new EI

programs Have access to existing programs Work deeply using a whole school approach Possibility of tailoring specific programs to suit

each school

Benefits Be part of large scale research Have access to world leaders to assist in

implementing EI throughout the school Assist in developing EI programs Gain deep knowledge about how to best use

EI within the entire school Promote well-being and improve performance Track student EI over time

Moving Forward with EI

• Identify children who are at risk (bottom 5-10 percentile)

• Train teachers to model EI and to incorporate wherever possible in classes with reflection

• Development programs

Understanding Adolescent EI

Measuring EI in Adolescents

• Based on the 4 branch model of EI • 57 item questionnaire measuring four factors

– Emotional Awareness and Expression – Understanding of Emotions of Others – Use of Emotions in Thought – Emotional Management and Control

Branch Ability 1 Ability 2 Ability 3 Ability 4


Being able to stay open to pleasant and unpleasant emotions

Reflectively occupy or disengage an emotion

Reflectively monitor one’s own and others’ emotions

The capacity to manage one’s own and others’ emotions


Use of emotions to prioritise thoughts and cognition by directing attention to important information

To perceive emotions vividly and generate them as aids to memory and judgment

Employing mood swings to adapt one’s perspective and thus inspire multiple points of view

Understanding how one’s emotional states differentially encourage certain approaches to problems


Ability to label emotions and identify relationships among them

Interpret the meanings conveyed by emotions

The ability to understand simultaneous, complex and blended emotions

The ability to recognize foreseeable transitions between emotions


Being able to identify emotion in one’s feelings, thoughts and physical states

The capacity to identify emotions in artwork, language, sounds and others’ appearance, actions and vocalizations

The ability to accurately express emotions and express needs relative to one’s feelings

Being able to distinguish between accurate and inaccurate, honest and dishonest emotional expressions

Sample items from the online Adolescent SUEIT

Types of data that can be obtained from the Adolescent SUEIT

• Percentiles – normative sample (easiest for teachers to use)

• Self-ratings – the way you see yourself

• Peer rating version available – the way others see your behaviours

Example summary for a student report

Self-perception How others see your behaviours


Lower scores • May have difficulties

understanding or expressing emotion

• May not always understand why they feel certain ways in some situations

• Is the environment conducive to free emotional expression?

Higher scores • Highly perceptive and

expressive in daily life • Understand the causes of

their feelings • Understand the

appropriateness of their emotions and emotional responses relative to the situation


Lower scores • May show less awareness of

others emotions • Less insight into impact one

can have on others’ emotions • May find it hard to understand

the subtleties in emotions of others – Context – Strength of emotion – Emotional Blends

Higher scores • Highly empathic • Typically have many quality

relationships


Lower scores • Analytical decision making

or problem solving style • Tend to use non-emotional

information • Can take more time to make

decisions

Higher scores • Intuitive decision making or

problem solving style • Tend to rely on emotional

information • Can respond quickly • Can be related to

impulsivity


Lower scores • May find it hard to regulate

emotions depending on environment

• Difficulty inhibiting strong emotions (anger, anxiety, excitement)

• May get ‘stuck’ when negative emotions

Higher scores • Typically experiences mostly

positive emotions • Can easily transit between

emotions (adaptive) • Less likely to experience

emotional outbursts • Can help others to

experience more positive emotions

Case Studies

• What data do we already have on each child?

• Can we evaluate this data to check on Johnny’s progress? Is Johnny showing resilience?

• Need training to do this properly

JB

PE EN AH MA BS BC

B B- C C+ C B

CC

MH AH MA EN AG SR

C+ C+ D+ C C+ C+

RF

8

7

6

1

2

3

4

5

6

7

8

9

Aptitude

PAT Comp

PAT Listen

PAT Vocab

PAT Maths

88 87

58

94

0

20

40

60

80

100


ERE

UEO

EDC

EMC

Year 9 Entrance: English

61

Year 9 Entrance: Maths

25

Year 9 Entrance: Reasoning

38

Other: needs encouragement to get involved outdoors. Very able, fantastic writer

GH

7

5 5

9

1

2

3

4

5

6

7

8

9

Aptitude

PAT Comp

PAT Listen

PAT Vocab

PAT Maths

44

73

21

99

0

20

40

60

80

100


ERE

UEO

EDC

EMC


62


90


51

Strengths: above ave Is socially aware. Great sense of humour . Gifted program in sci. Really supportive parents. Needs to be in a top class.

SH

5 5

6

5

1

2

3

4

5

6

7

8

9

Aptitude

PAT Comp

PAT Listen

PAT Vocab

PAT Maths

7 10 10

71

0

20

40

60

80

100


ERE

UEO

EDC

EMC


24


34


29

SP

4

3 3

4

1

2

3

4

5

6

7

8

9

Aptitude

PAT Comp

PAT Listen

PAT Vocab

PAT Maths

36

2

49

7

0

20

40

60

80

100


ERE

UEO

EDC

EMC


30


56


30

Other: Recent stressful family dynamics

Consider how you might use data in your school

• What are your objectives? • Scholastic performance? • Wellbeing? • Coping, depression, anxiety? • Relationship building? • Any others?

• What data do you already have? • Who might be best placed to use the data?

presented by prof. con stough & justine lomas intro... · presented by prof. con stough &...

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