Emotional Literacy : To Be a Different Kind of Smart

by Rob Bocchino

• ISBN13: 9780803968240
• ISBN10: 0803968248
• Format: Paperback
• Copyright: 1999-07-02
• Publisher: Corwin Pr

Summary

"Timely and useful. Provides clear and practical strategies to help young people and adults achieve successful and satisfying lives by understanding and managing emotions." Robert Garmston, Professor Emeritus California State University, Sacramento "Emotional Literacy offers a concise and practical application of the social skills needed to be a productive, fulfilled member of society. This must-read is for everyone concerned about the development of the whole child." Pat Wolfe, Educational Consultant Napa, California You can teach skills for emotional literacy! To meet the complexities of todaya??s world, we need more than intelligencea??we need emotional literacy. Emotional literacy means having the skills to understand and manage emotions, to communicate effectively, and to be become an autonomous person. Unfortunately many of us are not emotionally literate enough to help others, let alone ourselves. This book combines strategies and skills with theory and research to identify some of the key skills, maps, and tools needed for emotional literacy. The author offers jargon-free language, sidebar notes, and handy chapter summaries to help teachers foster the development of emotional literacy. Hands-on classroom examples and strategies support the ideas, and templates illustrate application of the techniques in specific settings. Hints and tips from the field are interwoven in the text. This book focuses on: Background and research on emotional literacy Understanding and managing emotions Communication skills and rapport building Developing an internal coach Implications and next steps This book is an excellent introduction to emotional literacy for teachers, principals, and staff developers, as well as teacher preparation faculty.

Table of Contents

Acknowledgments	ix
About the Author	xi
Introduction	xii
Emotional Literacy: Foundations and Background	1	(9)
Summary	9	(1)
Defining Emotional Intelligence and Emotional Literacy	10	(8)
Summary	17	(1)
Understanding the Triune Brain	18	(10)
The Triune Brian	20	(1)
The Reptilian Brain	21	(2)
The Palemammalian Brain	23	(1)
The Neocortex	24	(1)
Downshifting	25	(1)
Implications	26	(1)
Summary	27	(1)
Managing Emotions: Self-Awareness and Anchoring	28	(14)
Learning to Anchor and Trigger Emotional Resource States	33	(2)
Activities and Strategies for Teaching Anchoring	35	(6)
Summary	41	(1)
Communicating Through Reframing and Positive Intentionality	42	(13)
Reframing Strategies	48	(6)
Summary	54	(1)
Reflective Listening and Overcoming Reactive Responses	55	(19)
Listening: The Foundation Communication Skill	56	(2)
Basic Distinctions	58	(1)
Definition and Skillful Listening	59	(3)
Reactive Responses and Questions: Roadblocks to Good Reflective Listening	62	(8)
Activities for Teaching Listening	70	(3)
Summary	73	(1)
Nonverbal Cues: The Dance of Silent Communication	74	(12)
Approaches to Developing Nonverbal Communication Skills	80	(5)
Summary	85	(1)
Maintaining Important Relationships: Assertion and Apology	86	(18)
Relationship-Task Grid	87	(7)
The Assertion Sequence	94	(7)
The Apology	101	(1)
The Attributes of a Meaningful Apology	101	(2)
Summary	103	(1)
Learning from Experience: Self-Coaching	104	(11)
Background	105	(5)
Introduction the Learning Cycle to Students	110	(4)
Summary	114	(1)
The Power of Vision: Identifying Outcomes	115	(16)
The Importance of Vision	116	(4)
Characteristics of a Well-Formed Vision	120	(5)
Strategies for Fostering Well-Formed Outcomes	125	(1)
Understanding the Nature of Problem Solving	126	(4)
Summary	130	(1)
Attribution Theory: Foundations of Self-Esteem	131	(8)
Psychological Foundations of Attribution Theory	133	(3)
Considerations for Teachers	136	(2)
Summary	138	(1)
Effects of Emotional Literacy	139	(3)
Some Final Thoughts	142	(3)
Resource A: Brain Structure and Emotion	145	(4)
The Brain's Structure	145	(3)
A Caution	148	(1)
Resource B: Recommended Reading	149	(1)
References	150	(3)
Index	153