Building Resilient Students by Thomsen Katherine;

Author:Thomsen, Katherine; [Thomsen, Kate]
Language: eng
Format: epub
ISBN: 1994870
Publisher: Corwin Press
Published: 2002-08-15T00:00:00+00:00

Knowing one’s emotions: self-awareness, recognizing a feeling as it happens

Managing one’s emotions: handling feelings in an appropriate way

Motivating oneself: marshaling emotions in the service of a goal, emotional self-control, delaying gratification

Recognizing emotions in others: empathy

Handling relationships: managing emotions in others

Emotional Intelligence Is Also the Core of Character Education

This approach may remind you of Lickona’s (1991) character education model in Chapter 2. Lickona speaks of moral knowing, moral feeling, and moral action, and specifies within each of the three areas the actions and knowledge necessary for building character. In essence, educating for character is the same as educating for emotional literacy. This seems a bit like a proof from geometry class: If educating for character is the same as educating for emotional literacy, and educating for character is also the same as educating for resiliency, then educating for emotional literacy is the same as educating for resiliency. In other words, these megatrends are all related. Lickona has said, “We need to be in control of ourselves—our appetites, our passions—to do right by others. It takes will to keep emotion under the control of reason” (cited in Goleman, 1995, p. 285).

In light of school shootings, e-mail threats, bomb scares, adolescent suicides, teen pregnancy, drug addiction, and gang violence, to name a few examples, it is clear that our young people are in need of assistance when it comes to handling emotions. In fact, when one reflects on the growing problems of road rage and addiction in the adult segment of our society, it is clear that the apples have not fallen far from the trees, as my dad used to say. Again, some people do not develop certain intelligences because instruction through role models and opportunities to practice do not exist. We are a society that appears to be losing ground in the area of emotional intelligence. The development of the two intelligences that make up emotional intelligence, interpersonal and intrapersonal, are critical. Students need to have the opportunity to develop the set of skills that they can use to put their intelligence into action in order to be considered emotionally literate.

Bocchino (1999) defines emotional literacy this way:

It is, in part, the ability to decode cues, whether they are printed cues on a page of text or the subtle cues of interpersonal communication. Moreover, literacy includes skills for creating meaning and the ability to apply that understanding to our own lives. Also, literacy is the ability to communicate fluently. And, ultimately, being literate must include a constellation of cultural and personal maps that help us to understand not only the world around us but also ourselves. (p. xiii)

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