Preventative and Integrative Practice; Emotional Literacy in Schools

Alan Groocock

“VISTA School Bullying and Violence: Taking Action” project

Bulgarian

English

School violence, prevention, emotional literacy

training module

Parents, Policy Makers, Teachers, Researchers, Young People, School Directors.

21 - 100 pages

The contents of this unit are as follows:
- Description of the objectives of the document, which are to: understand what is meant by emotional literacy and how its
development can promote non-violence and the reduction of violence; understand why curriculum time should be spent teaching emotional literacy; become familiar with the skills involved in providing opportunities for the development of emotional literacy; become aware of the types of materials that are available to support participants’ work in delivering opportunities for young people to develop their emotional literacy; be able to identify if the establishment in which participants work is conducive to developing young people's emotional literacy.
- Presentation of the facilitation skills to be developed through this unit, which are (1) knowledge and understanding of emotional literacy and how its development can promote non-violence; the operation of school systems relating to emotional literacy; the range of options available for young people to develop their ability to recognise, understand and appropriately express their emotions (2) personal qualities and attributes include: the ability to influence the ethos in a place of work and effect and sustain change there; the ability to co-ordinate a range of interventions to promote emotional
literacy to support young people in the promotion of non-violence; the ability to model emotional literacy in all interactions.

There is a growing recognition that teaching emotional literacy is as equally important to pupil development as the academic curriculum. Increasing levels of dissatisfaction with school (both by pupils and teachers), rising levels of
interpersonal violence, a lowering of the age at which such violence is noted, and stagnation in the progress of academic improvement as measured by school based and external testing are cited as evidence for this.The document present steps of how to develop emotional literacy in schools.

http://www.vista-europe.org/downloads/Bulgarian/E3f.pdf
This document is also available in EN language at the following link:
http://www.vista-europe.org/downloads/English/E3f.pdf

20_emotional literacy at schools.pdf

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