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• The Wellbeing Stories, (Growing Great Schools, 2019) - six stories for 8-11-year-olds addressing emotional issues, each accompanied by guidebooks on the issue for families, and workbooks for teachers with activities for children to explore these. • The Secondary Behaviour Cookbook: Strategies at Your Fingertips, [11] (Routledge, 2018).
Laurel Mellin is an American author of nine books focusing on brain-based health, stress overload, and stress eating, including The New York Times Best Seller, The Pathway. She developed emotional brain training, a method of emotional regulation that rapidly reduces stress and promotes rewiring stress-induced problems.
Adolescent literacy refers to the ability of adolescents to read and write. Adolescence is a period of rapid psychological and neurological development, during which children develop morally (truly understanding the consequences of their actions), cognitively (problem-solving, reasoning, remembering), and socially (responding to feelings, interacting, cooperating).
The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994, and participants published Promoting Social and Emotional Learning: Guidelines for Educators in 1997. [8] In 2019, the concept of Transformative Social and Emotional Learning (Transformative SEL, TSEL or T-SEL) was developed. Transformative SEL aims to ...
The Yale Center for Emotional Intelligence is a unit within the Yale Child Study Center at the Yale School of Medicine’s Child Study Center that designs and researches evidence-based approaches for supporting school communities in understanding the value of emotions, teaching and practicing the skills of emotional intelligence, and building and sustaining positive emotional climates.
Psychological well-being can also be affected negatively, as is the case with a degrading and unrewarding work environment, unfulfilling obligations and unsatisfying relationships. Social interaction has a strong effect on well-being as negative social outcomes are more strongly related to well-being than are positive social outcomes. [9]
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The whole agenda of teaching emotional development can lead to pupils being seen as deficit in emotional control and so can depress their potential to have faith in future goals [21] Emotional intelligence courses have moral and ethical aspects that are not made explicit. [22] Matthews has tried to avoid some of the difficulties.