Emotional inteligence
These are the topics of gripping import in a child's life,which are aired on the periphery of school—at lunch, onthe bus to school, at a friend's house—if at all. More oftenthan not, these are the troubles that children keep tothemselves, obsessing about them alone at night, havingno one to mull them over with. In Self Science they canbecome topics of the day.Each of these discussions is potential grist for the explicitgoal of Self Science, which is illuminating thechild's sense of self and relationships with others. Whilethe course has a lesson plan, it is flexible so that whenmoments such as the conflict between Rahman andTucker occur they can be capitalized on. The issues thatstudents bring up provide the living examples to whichstudents and teachers alike can apply the skills they arelearning, such as the conflict-resolution methods thatcooled down the heat between the two boys.THE ABC'S OF EMOTIONALINTELLIGENCE510/661In use for close to twenty years, the Self Science curriculumstands as a model for the teaching of emotionalintelligence. The lessons sometimes are surprisinglysophisticated; as Nueva's director, Karen StoneMcCown, told me, "When we teach about anger, we helpkids understand that it is almost always a secondary
511/661reaction and to look for what's underneath—are youhurt? jealous? Our kids learn that you always havechoices about how you respond to emotion, and themore ways you know to respond to an emotion, the richeryour life can be."A list of the contents of Self Science is an almostpoint-for-point match with the ingredients of emotionalintelligence—and with the core skills recommended asprimary prevention for the range of pitfalls threateningchildren (see Appendix E for the full list). 2 The topicstaught include self-awareness, in the sense of recognizingfeelings and building a vocabulary for them, and seeingthe links between thoughts, feelings, and reactions;knowing if thoughts or feelings are ruling a decision;seeing the consequences of alternative choices; and applyingthese insights to decisions about such issues asdrugs, smoking, and sex. Self-awareness also takes theform of recognizing your strengths and weaknesses, andseeing yourself in a positive but realistic light (and soavoiding a common pitfall of the self-esteemmovement).Another emphasis is managing emotions: realizingwhat is behind a feeling (for example, the hurt that triggersanger), and learning ways to handle anxieties, anger,and sadness. Still another emphasis is on taking
- Page 460 and 461: 460/661worldwide. When I asked expe
- Page 462 and 463: 462/661more severe episodes later i
- Page 464 and 465: Indeed, when depressed children hav
- Page 466 and 467: 466/661when they get a worse grade
- Page 468 and 469: 468/661The good news: there is ever
- Page 470 and 471: Learning these emotional skills at
- Page 472 and 473: 472/661study allows a clean compari
- Page 474 and 475: 474/661observed that these girls "h
- Page 476 and 477: 476/661Ben then stalks off to his e
- Page 478 and 479: 478/661being sad, angry, or mischie
- Page 480 and 481: make the difference—even when all
- Page 482 and 483: 482/661the circle of friendship wit
- Page 484 and 485: 484/661One current scientific theor
- Page 486 and 487: 486/661helped ease their anxiety or
- Page 488 and 489: 488/661treated for addiction to her
- Page 490 and 491: 490/661core of resilience to surviv
- Page 492 and 493: ineffective. A few, to the chagrin
- Page 494 and 495: 494/661Those children who got the m
- Page 496 and 497: 496/661anxiety. A key ability in im
- Page 498 and 499: 16Schooling the EmotionsThe main ho
- Page 500 and 501: 500/661children who are faltering a
- Page 502 and 503: ingrained; as experiences are repea
- Page 504 and 505: A POINT OF CONTENTION504/661But as
- Page 506 and 507: 506/661could also be part of lighte
- Page 508 and 509: 508/661spiral into aggression. Whil
- Page 512 and 513: 512/661responsibility for decisions
- Page 514 and 515: 514/661twenty thousand people emplo
- Page 516 and 517: bring in pictures of a person's fac
- Page 518 and 519: 518/661from the basics for yet anot
- Page 520 and 521: negotiated. And since that is an ap
- Page 522 and 523: 522/661Such interventions work best
- Page 524 and 525: 524/661school, Hamburg notes, are a
- Page 526 and 527: 526/661By fourth and fifth grade, a
- Page 528 and 529: 528/661into incidents like the hall
- Page 530 and 531: 530/661I don't try to do the negati
- Page 532 and 533: 532/661important for those prone to
- Page 534 and 535: New Haven schools, when teachers fi
- Page 536 and 537: 536/661responsible adults volunteer
- Page 538 and 539: 538/661such as problems with girlfr
- Page 540 and 541: 540/661The story seems innocuous en
- Page 542 and 543: • Better able to express anger ap
- Page 544 and 545: 544/661becoming better friends, stu
- Page 546 and 547: 546/661happens as children build th
- Page 548 and 549: 548/661and given the quantum of hop
- Page 550 and 551: APPENDIX AWhat Is Emotion?A word ab
- Page 552 and 553: 552/661feelings such as doubt, comp
- Page 554 and 555: APPENDIX BHallmarks of the Emotiona
- Page 556 and 557: 556/661overall picture or the most
- Page 558 and 559: 558/661emotional mind, the "first i
511/661
reaction and to look for what's underneath—are you
hurt? jealous? Our kids learn that you always have
choices about how you respond to emotion, and the
more ways you know to respond to an emotion, the richer
your life can be."
A list of the contents of Self Science is an almost
point-for-point match with the ingredients of emotional
intelligence—and with the core skills recommended as
primary prevention for the range of pitfalls threatening
children (see Appendix E for the full list). 2 The topics
taught include self-awareness, in the sense of recognizing
feelings and building a vocabulary for them, and seeing
the links between thoughts, feelings, and reactions;
knowing if thoughts or feelings are ruling a decision;
seeing the consequences of alternative choices; and applying
these insights to decisions about such issues as
drugs, smoking, and sex. Self-awareness also takes the
form of recognizing your strengths and weaknesses, and
seeing yourself in a positive but realistic light (and so
avoiding a common pitfall of the self-esteem
movement).
Another emphasis is managing emotions: realizing
what is behind a feeling (for example, the hurt that triggers
anger), and learning ways to handle anxieties, anger,
and sadness. Still another emphasis is on taking