Tag Archives: Emotional Intelligence

King’s College London study: Interpreting social cues in schizophrenia

3 Oct

Caralee J. Adams reported in the Education Week article, ‘Soft Skills’ Pushed as Part of College Readiness:

To make it in college, students need to be up for the academic rigor. But that’s not all. They also must be able to manage their own time, get along with roommates, and deal with setbacks. Resiliency and grit, along with the ability to communicate and advocate, are all crucial life skills. Yet, experts say, many teenagers lack them, and that’s hurting college-completion rates. http://www.edweek.org/ew/articles/2012/11/14/12softskills_ep.h32.html?tkn=WQRFgl%2Bkfw2CUbzDpa48iaX0xbRF0HCUXIpI&cmp=clp-edweek&intc=es

Soft skills are skills associated with “emotional intelligence.”

Jeanne Segal, Ph.D., and Melinda Smith, M.A. have wrote the excellent article, Emotional Intelligence (EQ) for HELPGUIDE.Org.

What is emotional intelligence?

Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.
If you have a high emotional intelligence you are able to recognize your own emotional state and the emotional states of others and engage with people in a way that draws them to you. You can use this understanding of emotions to relate better to other people, form healthier relationships, achieve greater success at work, and lead a more fulfilling life.

Emotional intelligence consists of four attributes:

• Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence.
• Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances.
• Social awareness – You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization.
• Relationship management – You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.
Why is emotional intelligence (EQ) so important?
• As we know, it’s not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence or IQ isn’t enough on its own to be successful in life. IQ can help you get into college but it’s EQ that will help you manage the stress and emotions of sitting your final exams…. http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the individual.

Science Daily reported in Why do people with schizophrenia misinterpret social cues?

A new study from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London sheds light on why people with schizophrenia misinterpret social cues in others, often leading to unpleasant paranoid and persecutory thoughts.

Insights from this research, published in Psychological Medicine, could help develop psychological interventions to assist people with schizophrenia to interpret social cues, which might also improve their symptoms.

The researchers studied the behaviour of 54 participants, including 29 people with schizophrenia, as they viewed the body position and gestures of an actor on a silent video clip. These included gestures such as putting a finger to the lips to indicate ‘be quiet’ or incidental movements such as scratching an eye.

They found that patients with schizophrenia are able to interpret meaningful gestures and incidental movements as accurately as healthy subjects. However, when the direction of the gestures was ambiguous (i.e. not obviously directed at or away from them), they were much more likely to misinterpret the gestures as being directed towards them.
According to the researchers, this could indicate an increased tendency to self-infer these ambiguous social cues or to ‘hyper-mentalise’, whereby intent is falsely inferred from the actions of others. Both of these misinterpretations could underpin the incidence of paranoid thought experienced by patients with schizophrenia, suggest the study authors. The patients’ confidence in their interpretation was found to be strongly associated with their propensity to experience hallucinatory symptoms….
http://www.sciencedaily.com/releases/2015/09/150930110445.htm

Citation:

Why do people with schizophrenia misinterpret social cues?
Date: September 30, 2015

Source: King’s College London

Summary:
A new study sheds light on why people with schizophrenia misinterpret social cues in others, often leading to unpleasant paranoid and persecutory thoughts. The study could help develop psychological interventions to assist people with schizophrenia to interpret social cues, which might also improve their symptoms.

Journal Reference:
1. T. P. White, F. Borgan, O. Ralley, S. S. Shergill. You looking at me?: Interpreting social cues in schizophrenia. Psychological Medicine, 2015; 1 DOI: 10.1017/S0033291715001622

Here is the press release from King’s College London:

Why do people with schizophrenia misinterpret social cues?

Posted on 30/09/2015

A new study from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London sheds light on why people with schizophrenia misinterpret social cues in others, often leading to unpleasant paranoid and persecutory thoughts.

Insights from this research, published in Psychological Medicine, could help develop psychological interventions to assist people with schizophrenia to interpret social cues, which might also improve their symptoms.

The researchers studied the behaviour of 54 participants, including 29 people with schizophrenia, as they viewed the body position and gestures of an actor on a silent video clip. These included gestures such as putting a finger to the lips to indicate ‘be quiet’ or incidental movements such as scratching an eye.

They found that patients with schizophrenia are able to interpret meaningful gestures and incidental movements as accurately as healthy subjects. However, when the direction of the gestures was ambiguous (i.e. not obviously directed at or away from them), they were much more likely to misinterpret the gestures as being directed towards them.

According to the researchers, this could indicate an increased tendency to self-infer these ambiguous social cues or to ‘hyper-mentalise’, whereby intent is falsely inferred from the actions of others. Both of these misinterpretations could underpin the incidence of paranoid thought experienced by patients with schizophrenia, suggest the study authors. The patients’ confidence in their interpretation was found to be strongly associated with their propensity to experience hallucinatory symptoms.

Professor Sukhi Shergill from the Department of Psychosis Studies, said: ‘Humans are social beings, often finding joy in interacting with others. While most attention is on talking with each other, non-verbal behaviour such as gestures, body movement and facial expression also play a very important role in conveying the message.
‘However, the message being conveyed is not always clear, or perceived as a positive one, and an extreme example is evident in patients suffering from schizophrenia who show a strong tendency to misinterpret the intentions of other people in a malevolent manner.

‘Our study offers a basis for psychological interventions aimed at improving gestural interpretation. It could also provide guidance for health professionals and carers on how to communicate with patients who have schizophrenia, in order to reduce misinterpretations of non-verbal behaviour.’

Professor Shergill added: ‘The recent advent of adaptable virtual-reality technology provides a means of investigating the psychological effects of gestural communication with greater flexibility, which may prove a boon for our future understanding of social deficits in schizophrenia.’

Example gestural video-clips in the left column and example incidental movements in the right column. Movements were performed towards (top row), ambiguously (middle row) or perpendicularly (away; bottom row) in relation to the viewer.

Notes to editors

White, T. P. et al (2015) You looking at me?: Interpreting social cues in schizophrenia, Psychological Medicine, doi:10.1017/S0033291715001622
For further media information please contact Jack Stonebridge, Press Officer, Institute of Psychiatry, Psychology & Neuroscience, King’s College London on +44 (0) 20 7848 5377 or jack.stonebridge@kcl.ac.uk.
For further information about King’s visit our ‘King’s in Brief’ page.
http://www.kcl.ac.uk/ioppn/news/records/2015/September/Why-do-people-with-schizophrenia-misinterpret-social-cues-.aspx

If you or your child needs help for depression or another illness, then go to a reputable medical provider. There is nothing wrong with taking the steps necessary to get well.

Related:

Schools have to deal with depressed and troubled children
https://drwilda.wordpress.com/2011/11/15/schools-have-to-deal-with-depressed-and-troubled-children/

School psychologists are needed to treat troubled children
https://drwilda.wordpress.com/2012/02/27/school-psychologists-are-needed-to-treat-troubled-children/

Battling teen addiction: ‘Recovery high schools’
https://drwilda.wordpress.com/2012/07/08/battling-teen-addiction-recovery-high-schools/

Resources:

1. About.Com’s Depression In Young Children http://depression.about.com/od/child/Young_Children.htm

2. Psych Central’s Depression In Young Children http://depression.about.com/od/child/Young_Children.htm

3. Psychiatric News’ Study Helps Pinpoint Children With Depression http://psychnews.psychiatryonline.org/newsarticle.aspx?articleid=106034

4. Family Doctor’s What Is Depression? http://familydoctor.org/familydoctor/en/diseases-conditions/depression.html

5. WebMD’s Depression In Children http://www.webmd.com/depression/guide/depression-children

6. Healthline’s Is Your Child Depressed?
http://www.healthline.com/hlvideo-5min/how-to-help-your-child-through-depression-517095449

7. Medicine.Net’s Depression In Children http://www.onhealth.com/depression_in_children/article.htm

If you or your child needs help for depression or another illness, then go to a reputable medical provider. There is nothing wrong with taking the steps necessary to get well.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

King’s College London study: Education achievement reflects many genetically influenced traits

13 Oct

Talking about the influence of genetics and learning is a touchy subject. The 1994 Bell Curve by Herrnstein and Murray started a wild fire. http://www.princeton.edu/~achaney/tmve/wiki100k/docs/The_Bell_Curve.html The King’s College focused on:

The high heritability of exam grades reflects many genetically influenced traits such as personality, behavior problems, and self-efficacy and not just intelligence. http://www.sciencedaily.com/releases/2014/10/141006152151.htm

The study deals with the effect of genetics on emotional intelligence which is very important to achievement.

Jeanne Segal, Ph.D., and Melinda Smith, M.A. wrote the excellent article, Emotional Intelligence (EQ) for HELPGUIDE.Org.

What is emotional intelligence?
Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others…. http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

Education achievement requires not only intelligence, but motivation, resilience, and conflict resolution.

Science Daily reported in the article, Why is educational achievement heritable?

New research, led by King’s College London finds that the high heritability of exam grades reflects many genetically influenced traits such as personality, behaviour problems, and self-efficacy and not just intelligence.

The study, published in the Proceedings of the National Academy of Sciences (PNAS), looked at 13,306 twins at age 16 who were part of the Medical Research Council (MRC) funded UK Twins Early Development Study (TEDS). The twins were assessed on a range of cognitive and non-cognitive measures, and the researchers had access to their GCSE (General Certificate of Secondary Education) scores.

In total, 83 scales were condensed into nine domains: intelligence, self-efficacy (confidence in one’s own academic ability), personality, well-being, home environment, school environment, health, parent-reported behaviour problems and child reported behaviour problems.

Identical twins share 100% of their genes, and non-identical twins (just as any other siblings) share 50% of the genes that vary between people. Twin pairs share the same environment (family, schools, teachers etc). By comparing identical and non-identical twins, the researchers were able to estimate the relative contributions of genetic and environmental factors. So, if overall, identical twins are more similar on a particular trait than non-identical twins, the differences between the two groups are due to genetics, rather than environment.

Eva Krapohl, joint first author of the study, from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s, says: “Previous work has already established that educational achievement is heritable. In this study, we wanted to find out why that is. What our study shows is that the heritability of educational achievement is much more than just intelligence — it is the combination of many traits which are all heritable to different extents.

“It is important to point out that heritability does not mean that anything is set in stone. It simply means that children differ in how easy and enjoyable they find learning and that much of these differences are influenced by genetics.”

The researchers found that the heritability of GCSE scores was 62%. Individual traits were between 35% and 58% heritable, with intelligence being the most highly heritable. Together, the nine domains accounted for 75% of the heritability of GCSE scores.

Heritability is a population statistic which does not provide any information at an individual level. It describes the extent to which differences between children can be ascribed to DNA differences, on average, in a particular population at a particular time…. http://www.sciencedaily.com/releases/2014/10/141006152151.htm

Citation:

Why is educational achievement heritable?
Date: October 6, 2014

Source: King’s College London
Summary:
The high heritability of exam grades reflects many genetically influenced traits such as personality, behavior problems, and self-efficacy and not just intelligence. The study looked at 13,306 twins at age 16 . The twins were assessed on a range of cognitive and non-cognitive measures, and the researchers had access to their GCSE (General Certificate of Secondary Education) scores.
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
1. Eva Krapohla,1,
2. Kaili Rimfelda,1,
3. Nicholas G. Shakeshafta,
4. Maciej Trzaskowskia,
5. Andrew McMillana,
6. Jean-Baptiste Pingaulta,b,
7. Kathryn Asburyc,
8. Nicole Harlaard,
9. Yulia Kovasa,e,f,
10. Philip S. Daleg, and
11. Robert Plomina,2
Significance
Differences among children in educational achievement are highly heritable from the early school years until the end of compulsory education at age 16, when UK students are assessed nationwide with standard achievement tests [General Certificate of Secondary Education (GCSE)]. Genetic research has shown that intelligence makes a major contribution to the heritability of educational achievement. However, we show that other broad domains of behavior such as personality and psychopathology also account for genetic influence on GCSE scores beyond that predicted by intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE scores. These results underline the importance of genetics in educational achievement and its correlates. The results also support the trend in education toward personalized learning.
Abstract
Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35–58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence….

Here is the press release from King’s College:

News
Why is educational achievement heritable?
Posted on 06/10/2014
Exams
New research, led by King’s College London finds that the high heritability of exam grades reflects many genetically influenced traits such as personality, behaviour problems, and self-efficacy and not just intelligence.
The study, published today in the Proceedings of the National Academy of Sciences (PNAS), looked at 13,306 twins at age 16 who were part of the Medical Research Council (MRC) funded UK TEDS | The Twins Early Development Study (TEDS). The twins were assessed on a range of cognitive and non-cognitive measures, and the researchers had access to their GCSE (General Certificate of Secondary Education) scores.
In total, 83 scales were condensed into nine domains: intelligence, self-efficacy (confidence in one’s own academic ability), personality, well-being, home environment, school environment, health, parent-reported behaviour problems and child reported behaviour problems.
Identical twins share 100% of their genes, and non-identical twins (just as any other siblings) share 50% of the genes that vary between people. Twin pairs share the same environment (family, schools, teachers etc). By comparing identical and non-identical twins, the researchers were able to estimate the relative contributions of genetic and environmental factors. So, if overall, identical twins are more similar on a particular trait than non-identical twins, the differences between the two groups are due to genetics, rather than environment.
Eva Krapohl, joint first author of the study, from the MRC Social, Genetic and Developmental Psychiatry (SGDP) Centre at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s, says: “Previous work has already established that educational achievement is heritable. In this study, we wanted to find out why that is. What our study shows is that the heritability of educational achievement is much more than just intelligence – it is the combination of many traits which are all heritable to different extents.
“It is important to point out that heritability does not mean that anything is set in stone. It simply means that children differ in how easy and enjoyable they find learning and that much of these differences are influenced by genetics.”
The researchers found that the heritability of GCSE scores was 62%. Individual traits were between 35% and 58% heritable, with intelligence being the most highly heritable. Together, the nine domains accounted for 75% of the heritability of GCSE scores.
Heritability is a population statistic which does not provide any information at an individual level. It describes the extent to which differences between children can be ascribed to DNA differences, on average, in a particular population at a particular time.
Kaili Rimfeld, joint-lead author, also from the IoPPN at King’s says: “No policy implications necessarily follow from finding that genetics differences influence educational achievement, because policy depends on values and knowledge. However, our findings support the idea that a more personalized approach to learning may be more successful than a one size fits all approach. Finding that educational achievement is heritable certainly does not mean that teachers, parents or schools aren’t important. Education is more than what happens to a child passively; children are active participants in selecting, modifying, and creating their experiences – much of which is linked to their genetic propensities, known in genetics as genotype–environment correlation.”
TEDS is supported by the UK Medical Research Council with additional funding from the National Institutes of Health.
Paper reference: Krapohl, E. et al. “The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence” published in PNAS.
For further information, please contact Seil Collins, Press Officer, Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London seil.collins@kcl.ac.uk / (+44) 0207 848 5377

Teachers and schools have been made TOTALLY responsible for the education outcome of the children, many of whom come to school not ready to learn and who reside in families that for a variety of reasons cannot support their education. All children are capable of learning, but a one-size-fits-all approach does not serve all children well. Different populations of children will require different strategies and some children will require remedial help, early intervention, and family support to achieve their education goals. https://drwilda.com/2012/02/11/3rd-world-america-money-changes-everything/

ALL children have a right to a good basic education.

Resources:
The Global Creativity Index http://www.theatlanticcities.com/jobs-and-economy/2011/10/global-creativity-index/229/

The Rise of the Creative Class
http://www.washingtonmonthly.com/features/2001/0205.florida.html

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COMMENTS FROM AN OLD FART©
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http://drwildareviews.wordpress.com/

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Soft skills are crucial for college and life success

23 May

Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready? http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspxhttps://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Caralee J. Adams reports in the Education Week article, ‘Soft Skills’ Pushed as Part of College Readiness:

To make it in college, students need to be up for the academic rigor. But that’s not all. They also must be able to manage their own time, get along with roommates, and deal with setbacks. Resiliency and grit, along with the ability to communicate and advocate, are all crucial life skills. Yet, experts say, many teenagers lack them, and that’s hurting college-completion rates.
“Millennials have had helicopter parents who have protected them,” said Dan Jones, the president of the Association for University and College Counseling Center Directors and the director of counseling and psychological services at Appalachian State University in Boone, N.C. “They haven’t had the opportunity to struggle. When they come to college and bad things happen, they haven’t developed resiliency and self-soothing skills….”
“The expectations are not in alignment with reality,” said Harlan Cohen, the author of The Naked Roommate and 107 Other Issues You Might Run Into In College, published last year. “Students do not have the communication skills to navigate through adversity that is part of the normal transition to college….”
A holistic approach to college readiness that integrates academic content, college knowledge, and psychology may be what’s needed to help more students complete college, said Andrea Venezia, a project director at WestEd, a research organization based in San Francisco. Rather than compartmentalization of college-readiness efforts, she advocates early training that includes noncognitive strategies and habits of mind that give students internal strength to persist….http://www.edweek.org/ew/articles/2012/11/14/12softskills_ep.h32.html?tkn=WQRFgl%2Bkfw2CUbzDpa48iaX0xbRF0HCUXIpI&cmp=clp-edweek&intc=es

Soft skills are skills associated with “emotional intelligence.”

Jeanne Segal, Ph.D., and Melinda Smith, M.A. have written the excellent article, Emotional Intelligence (EQ) for HELPGUIDE.Org.

What is emotional intelligence?
Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.
If you have a high emotional intelligence you are able to recognize your own emotional state and the emotional states of others and engage with people in a way that draws them to you. You can use this understanding of emotions to relate better to other people, form healthier relationships, achieve greater success at work, and lead a more fulfilling life.
Emotional intelligence consists of four attributes:
• Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence.
• Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances.
• Social awareness – You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization.
• Relationship management – You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.
Why is emotional intelligence (EQ) so important?
As we know, it’s not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence or IQ isn’t enough on its own to be successful in life. IQ can help you get into college but it’s EQ that will help you manage the stress and emotions of sitting your final exams.
Emotional intelligence affects:
• Your performance at work. Emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging job candidates, many companies now view emotional intelligence as being as important as technical ability and require EQ testing before hiring.
• Your physical health. If you’re unable to manage your stress levels, it can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress.
• Your mental health. Uncontrolled stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand and manage your emotions, you’ll also be open to mood swings, while an inability to form strong relationships can leave you feeling lonely and isolated.
• Your relationships. By understanding your emotions and how to control them, you’re better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at work and in your personal life. http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the student.

Bradford Holmes of Varsity Tutors wrote in the U.S. News article, Hone the Top 5 Soft Skills Every College Student Needs about soft skills a college ready individual should possess:

1. Collaboration: It is imperative for college-bound students to function efficiently and appropriately in groups, collaborate on projects and accept constructive criticism when working with others. People who succeed only when working alone will struggle in college and beyond, as the majority of careers require collaboration.
Students can develop the skills necessary to effectively work with others in numerous ways, including participating in athletics and extracurricular activities. They can also opt to complete team-based projects such as service activities during their later years in high school.
2. Communication and interpersonal skills: A common complaint among employers is that young people do not know how to effectively carry on a conversation and are unable to do things like ask questions, listen actively and maintain eye contact.
The current prevalence of electronic devices has connected young individuals to one another, but many argue it has also lessened their ability to communicate face-to-face or via telephone. These skills will again be important not only in college, where students must engage with professors to gain references and recommendations for future endeavors, but beyond as well.
An inability to employ these skills effectively translates poorly in college and job interviews, for instance. High school students can improve these traits by conversing with their teachers in one-to-one settings. This is also excellent training for speaking with college professors. Obtaining an internship in a professional setting is also a wonderful method to enhance communication and interpersonal skills.
3. Problem-solving: Students will be faced with a number of unexpected challenges in life and receive little or no aid in overcoming them. They must be able to solve problems in creative ways and to determine solutions to issues with no prescribed formula.
Students who are accustomed to learned processes, and who cannot occasionally veer off-course, will struggle to handle unanticipated setbacks. Students can improve problem-solving abilities by enrolling in classes that use experiential learning rather than rote memorization. Students should also try new pursuits that place them in unfamiliar and even uncomfortable situations, such as debate club or Science Olympiad.
4. Time management: Whatever structure students may have had in high school to organize their work and complete assignments in a timely manner will be largely absent in college. It is imperative that they be fully self-sufficient in managing their time and prioritizing actions.
The ability to track multiple projects in an organized and efficient manner, as well as intelligently prioritize tasks, is also extremely important for students long after graduation.
Students can improve this skill by assuming responsibility in multiple areas during high school – nothing develops an ability to prioritize faster than necessity – or gaining professional employment experience through internships, volunteer work or other opportunities.
5. Leadership: While it is important to be able to function in a group, it is also important to demonstrate leadership skills when necessary. Both in college and within the workforce, the ability to assume the lead when the situation calls for it is a necessity for anyone who hopes to draw upon their knowledge and “hard” skills in a position of influence.
Companies wish to hire leaders, not followers. The best way for students to develop this skill as they prepare for college is to search for leadership opportunities in high school. This could mean, among other things, acting as captain of an athletic team, becoming involved in student government or leading an extracurricular group. http://www.usnews.com/education/blogs/college-admissions-playbook/2014/05/12/hone-the-top-5-soft-skills-every-college-student-needs?src=usn_tw

Moi wrote in The ‘whole child’ approach to education: Many children do not have a positive education experience in the education system for a variety of reasons. Many educators are advocating for the “whole child” approach to increase the number of children who have a positive experience in the education process. https://drwilda.com/2012/02/10/the-whole-child-approach-to-education/

In order to ensure that ALL children have a basic education, we must take a comprehensive approach to learning.

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Resources:

Linking Social Development and Behavior to School Readiness http://childdevelopmentinfo.com/child-development/erickson/

Social and Emotional Learning
http://www.edutopia.org/social-emotional-learning

Related:
College readiness: What are ‘soft skills’ https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

Many NOT ready for higher education https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Study: What skills are needed for ’21st-century learning?’ https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

Social and emotional learning: What is ‘Open Circle.’

6 Dec

Moi wrote in College readiness: What are ‘soft skills’: Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the student.
Margaret Rouse defines “soft skills” in the post, Soft Skills:

Soft skills are personal attributes that enhance an individual’s interactions, job performance and career prospects. Unlike hard skills, which are about a person’s skill set and ability to perform a certain type of task or activity, soft skills are interpersonal and broadly applicable.
Soft skills are often described by using terms often associated with personality traits, such as:
o optimism
o common sense
o responsibility
o a sense of humor
o integrity
and abilities that can be practiced (but require the individual to genuinely like other people) such as:
o empathy
o teamwork
o leadership
o communication
o good manners
o negotiation
o sociability
o the ability to teach.
It’s often said that hard skills will get you an interview but you need soft skills to get (and keep) the job.
http://searchcio.techtarget.com/definition/soft-skills

https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Nicole Leonard reported in the Boston.com article, Boston schools open doors to ‘Open Circle’:

So far, there are indications that Open Circle is making an impact. A program description by the Massachusetts Department of Education shows that teachers report an improved ability to identify students’ social and emotional needs; that students demonstrate improved social skills; and that the program has engendered an improvement in overall school climate.
“The beauty of Open Circle is that there is a consistent program, curriculum and language. Students get consistent messages,” said Efrain Toledano, principal at Tobin. “I think it’s phenomenal. It’s exactly what the students need,” he said.
Toledano, who came to Tobin this year from Dever-McCormack K-8 School, said he’s handled very few disciplinary referrals from Tobin’s elementary classrooms.
“People forget that these are children who learn through observation,” Toledano said. Having a positive emotional climate at school can help students who may have tumultuous home lives, he said.
“(Open Circle) gets students comfortable in a low-stakes atmosphere,” he said. “It lets them think about the kind of person they want to be.”
That comfort and consistency is key for a school like Tobin, which has one of the highest rates (93 percent) of low-income students eligible for free or reduced lunches.
“Open Circle’s a safe place for dialogue,” said Fizer, whose third-glass class is designated as a Sheltered English Instruction classroom, which focuses on providing bilingual support for English language learners. “It lets students lower their affective filter and relax . . . Everyone is comfortable emotionally, which opens the door to academic (success).”
While building students’ social skills may seem like a secondary priority in an environment focused on academics, the two are tied closely together, said Miranda. “Without the social piece, our academics falter,” she said.
Research indicates that a focus on social and emotional learning leads to increased academic performance. In a 2011 study involving over 270,000 kindergarten through high school students, students who participated in social and emotional learning programs such as Open Circle showed an 11 percentile-point increase in academic achievement, as well as improved social and emotional skills.
Open Circle’s success in Tobin’s K-5 classrooms has educators hoping to move the program into middle-school grade levels.
“I want to see it go all the way through,” said Toledano. “They have math and ELA (English and Language Arts). I want Open Circle to be another subject . . . (so) that we not just teach academics, but teach the whole child.”
This article was reported and written under the supervision of Northeastern University journalism instructor Lisa Chedekel, as part of a collaboration with The Boston Globe.
http://www.boston.com/yourtown/news/roxbury/2013/12/boston_schools_open_doors_to_open_circle.html

Here is Open Circle’s description of their program:

What is Open Circle?
Open Circle is a leading provider of evidence-based curricula and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5. Open Circle’s programming focuses on two goals: strengthening students’ SEL skills related to self-awareness, self-management, social awareness, interpersonal relationships and problem-solving; and fostering safe, caring and highly-engaging classroom and school communities. Since its inception in 1987, Open Circle has reached over two million children and trained over 13,000 educators.
View the history of Open Circle here: Open Circle Milestones (PDF) http://www.open-circle.org/files/OC_Milestones.pdf
Also, you can download a printable version of Open Circle’s Fact Sheet (PDF) http://www.open-circle.org/files/OC_FactSheet.pdf and our Video List (PDF) for a sampling of our YouTube videos. http://www.open-circle.org/files/OC_VideoList.pdf
Mission
Our mission is to work with school communities to help children become ethical people, contributing citizens and successful learners. By helping schools implement Open Circle, we foster the development of relationships that support safe, caring and respectful learning communities of children and adults.
Vision
We envision a world where social and emotional learning is universally embraced and integrated into all educational communities serving youth.
Core Values
We are dedicated to the following values as cornerstones of our organization and we endeavor to exemplify and act in accordance with these values at all times.
Social and Emotional Learning and Development
Learning through Relationships
Identity and Inclusion
Safe and Caring Environments
Youth Leadership and Development
Growth and Innovation
Integration of Research, Theory and Practice
Collaboration and Shared Leadership
Benefits
Unites schools with a common vocabulary, strategies and expectations for student behavior
Improves school safety, school climate and student and family engagement
Increases students’ ability to listen, speak up, calm down, show empathy, express anger appropriately, cooperate and solve problems
Reduces students peer exclusion, teasing, bullying and fighting
Improves educators’ classroom management, dialogue facilitation and ability to address students’ social and emotional needs
Strengthens educators’ own SEL skills, collaboration and trust
Buys back time for academics by proactively addressing behavior problems
Evidence-Based and Nationally-Recognized
Research has shown that Open Circle increases students’ demonstration of pro-social skills, decreases violence and other problem behaviors, and supports an easier transition to middle school. Open Circle is listed in the U.S. Department of Education’s Exemplary and Promising Safe, Disciplined, and Drug-Free Schools Programs Guidebook; the U.S. Substance Abuse and Mental Services Administration’s National Registry of Evidence-based Programs and Practices; and the Collaborative for Academic, Social and Emotional Learning’s 2013 CASEL Guide to Effective Social and Emotional Learning Programs. http://www.open-circle.org/about_us/

Moi wrote in The ‘whole child’ approach to education: Many children do not have a positive education experience in the education system for a variety of reasons. Many educators are advocating for the “whole child” approach to increase the number of children who have a positive experience in the education process. https://drwilda.com/2012/02/10/the-whole-child-approach-to-education/

In order to ensure that ALL children have a basic education, we must take a comprehensive approach to learning.

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Resources:

Linking Social Development and Behavior to School Readiness
http://childdevelopmentinfo.com/child-development/erickson/

Social and Emotional Learning
http://www.edutopia.org/social-emotional-learning

Related:

College readiness: What are ‘soft skills’
https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

Many NOT ready for higher education
https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Study: What skills are needed for ’21st-century learning?’
https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

The socioemotional content of school is important

5 Oct

Moi wrote in College readiness: What are ‘soft skills’
Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the student.

Margaret Rouse defines “soft skills” in the post, Soft Skills:

Soft skills are personal attributes that enhance an individual’s interactions, job performance and career prospects. Unlike hard skills, which are about a person’s skill set and ability to perform a certain type of task or activity, soft skills are interpersonal and broadly applicable.
Soft skills are often described by using terms often associated with personality traits, such as:
o optimism
o common sense
o responsibility
o a sense of humor
o integrity
and abilities that can be practiced (but require the individual to genuinely like other people) such as:
o empathy
o teamwork
o leadership
o communication
o good manners
o negotiation
o sociability
o the ability to teach.
It’s often said that hard skills will get you an interview but you need soft skills to get (and keep) the job.
http://searchcio.techtarget.com/definition/soft-skills
https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Kathleen M. Cashin and Bruce S. Cooper commented in the Education Week opinion piece, Remaking Schools as Socioemotional Places:

How can students engage in the learning process if they feel isolated, a condition that affects many students and teachers alike? For teachers are often working in isolation. And students, when they stare at computers all day, are hardly interacting with teachers or peers.
A homeless student, Marlene, a junior in a large urban public high school, told one of us (Kathleen) her feelings about online learning in her school: “I didn’t like it. All the kids weren’t really doing anything. It was all ‘read a passage and answer the questions.’ It was very boring, and I was very upset.” Marlene had been shifted to a classroom where instruction was computer-based because her regular classroom teacher felt Marlene was too disruptive in the traditional class. But Marlene found the experience isolating, “like being in a shelter. I missed interaction with my teachers.”
“Schools have lost much of their full, rich, active curriculum in their rush to teach basic English and math.”
Tragically, many schools are becoming test-preparation factories where the human, interpersonal side of learning gets lost in the urgent routine of identifying test needs, problems, and distractions from achievement, for the sole purpose of improving “test results.” Often, this tendency comes in tandem with computer-based learning rather than the more personal pupil-teacher relationship.
The joy, love, caring, and fun of being a child in a classroom have been diminished by the need to raise test scores, at all costs.
We argue for the reinstatement of the socioemotional dimensions of education—what was once called, in the educational psychologist Benjamin Bloom’s words, “the affective domain,” where teachers built into a lesson and the curriculum the human feelings, needs, and aspirations of their students, along with the cognitive demands of the learning experience.
Children should be asked what their point of view is and what it could be—how they would feel if, for example, they adopted the perspective of a struggling heroine in a story. Kids must also be encouraged to connect with one another—and the text—to start determining what’s true and real. This process of identifying and understanding is sometimes called critical thinking.
Thus, cognitive learning must be coupled with human, social, and emotional experiences, as they all go together. And schools must link the socioemotional with the cognitive by making these two changes:
1. Reinstate teaching and learning as the primary activity in schools. Children in such an environment would be encouraged to communicate, take challenges, and even learn to take risks without fear of failure and humiliation. In Ellen Galinsky’s 2010 book Mind in the Making, she writes that “Sad + Mad = You Can’t Add” is just another way of saying that children’s emotional status greatly affects their ability to learn….
Dropped or diminished in these program are classes in the arts, physical education, vocational-technical education, and some hands-on sciences and social studies. These courses are disappearing because they are not included in testing and, consequently, have become less valued.
2. Ensure that online learning does not supplant teacher and student interactions in the classroom. Online learning is here to stay, as it allows students to move at their own pace and drill down in areas of interest.
Online learning is everywhere and can reach even those students who cannot or will not come to school. However, it has several potential disadvantages, including: removing or minimizing the human interactions that are important to real learning; taking the joy and camaraderie out of education; isolating and limiting students’ voices and involvement; and making education lifeless and dull.
We believe that cutting costs, constricting classroom life to memorization and test preparation, and replacing human contact with online interaction hurt the growth and learning of the whole child, turning education into a “bucket to be filled” and not “a fire to be kindled,” to paraphrase a famous saying.
We must take the steps above to stop the decline of real education and to build the ability of schools to meet the socioemotional needs of our children and their teachers once again. And when cost-cutting policies are being implemented, programs for the neediest children cannot be first on the chopping block.
The key is to bring school leaders and the staff together, in an exciting, focused way….
http://www.edweek.org/ew/articles/2013/10/02/06cashin.h33.html?tkn=YUCCmOYaREWJwyDohNbI9M2DnLCeBLLJXpdH&cmp=clp-sb-ascd

The Child Development Institute describes the stages of Stages of Social-Emotional Development by Erik Erikson:

Erikson’s Eight Stages of Development
1. Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well – handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.
2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The “well – parented” child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self – possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self – will, tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of “NO” rings through the house or the grocery store.
3. Learning Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the “play age,” or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the “school age,” presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame – and guilt-filled child will experience defeat and inferiority.
5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of “Who am I?” But even the best – adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self – doubts flood the youngster, and so on.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different – usually constructive – roles rather than adopting a “negative identity” (such as delinquency). He actually anticipates achievement, and achieves, rather than being “paralyzed” by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity – manhood or womanhood – is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a “psychosocial moratorium,” particularly for middle – and upper-class American children. They do not yet have to “play for keeps,” but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
6. Learning Intimacy Versus Isolation (Love)
The successful young adult, for the first time, can experience true intimacy – the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.
7. Learning Generativity Versus Self-Absorption (Care)
In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.
8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a well – defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates – his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.
These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how personality develops but at present they are descriptions only. We possess at best rudimentary and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Helping the child through the various stages and the positive learning that should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for the best ways of accomplishing this task accounts for much of the research in the field of child development. http://childdevelopmentinfo.com/child-development/erickson/

Moi wrote in The ‘whole child’ approach to education: Many children do not have a positive education experience in the education system for a variety of reasons. Many educators are advocating for the “whole child” approach to increase the number of children who have a positive experience in the education process. https://drwilda.com/2012/02/10/the-whole-child-approach-to-education/
In order to ensure that ALL children have a basic education, we must take a comprehensive approach to learning.

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Resources:

Linking Social Development and Behavior to School Readiness
http://childdevelopmentinfo.com/child-development/erickson/

Social and Emotional Learning
http://www.edutopia.org/social-emotional-learning

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Education is getting on the ‘emotional intelligence’ bandwagon

16 Sep

Moi wrote about emotional intelligence in Study: Kindness helps students become more popular and improves school culture: Whenever there is a mass murder like happened at Virginia Tech or Sandy Hook Elementary School in Newton, the focus turns to the killer. Often,these killers are loners with few social skills. More and more researchers are beginning to study the concept of emotional intelligence. ttp://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm

Business Balls.Com has a concise summary of emotional intelligence:

Emotional Intelligence – EQ – is a relatively recent behavioural model, rising to prominence with Daniel Goleman’s 1995 Book called ‘Emotional Intelligence’. The early Emotional Intelligence theory was originally developed during the 1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John ‘Jack’ Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people’s behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more.
Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to ‘Multiple Intelligence’ theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value.
The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the traditional measure of intelligence, ignoring eseential behavioural and character elements. We’ve all met people who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing a high IQ rating, success does not automatically follow. http://www.businessballs.com/eq.htm
Researchers are studying social interactions among students and how these interactions affect the climate of a school.
Mathew Tabor wrote in the Education News article, Research: For Students, Kindness to Others Boosts Popularity, which describes a study about kindness behavior among adolescents. http://www.educationnews.org/k-12-schools/research-for-students-kindness-to-others-boosts-popularity/

https://drwilda.com/2012/12/30/study-kindness-helps-students-become-more-popular-and-improves-school-culture/

Jennifer Kahn wrote the intriguing New York Times piece, Can Emotional Intelligence Be Taught?

Kahn writes about a number of schools exploring teaching emotional intelligence.

Wade’s approach — used schoolwide at Garfield Elementary, in Oakland, Calif. — is part of a strategy known as social-emotional learning, which is based on the idea that emotional skills are crucial to academic performance.
“Something we now know, from doing dozens of studies, is that emotions can either enhance or hinder your ability to learn,” Marc Brackett, a senior research scientist in psychology at Yale University, told a crowd of educators at a conference last June. “They affect our attention and our memory. If you’re very anxious about something, or agitated, how well can you focus on what’s being taught?”
Once a small corner of education theory, S.E.L. has gained traction in recent years, driven in part by concerns over school violence, bullying and teen suicide. But while prevention programs tend to focus on a single problem, the goal of social-emotional learning is grander: to instill a deep psychological intelligence that will help children regulate their emotions….
For children, Brackett notes, school is an emotional caldron: a constant stream of academic and social challenges that can generate feelings ranging from loneliness to euphoria. Educators and parents have long assumed that a child’s ability to cope with such stresses is either innate — a matter of temperament — or else acquired “along the way,” in the rough and tumble of ordinary interaction. But in practice, Brackett says, many children never develop those crucial skills. “It’s like saying that a child doesn’t need to study English because she talks with her parents at home,” Brackett told me last spring. “Emotional skills are the same. A teacher might say, ‘Calm down!’ — but how exactly do you calm down when you’re feeling anxious? Where do you learn the skills to manage those feelings?”
A growing number of educators and psychologists now believe that the answer to that question is in school. George Lucas’s Edutopia foundation has lobbied for the teaching of social and emotional skills for the past decade; the State of Illinois passed a bill in 2003 making “social and emotional learning” a part of school curriculums. Thousands of schools now use one of the several dozen programs, including Brackett’s own, that have been approved as “evidence-based” by the Collaborative for Academic, Social and Emotional Learning, a Chicago-based nonprofit. All told, there are now tens of thousands of emotional-literacy programs running in cities nationwide.
The theory that kids need to learn to manage their emotions in order to reach their potential grew out of the research of a pair of psychology professors — John Mayer, at the University of New Hampshire, and Peter Salovey, at Yale. In the 1980s, Mayer and Salovey became curious about the ways in which emotions communicate information, and why some people seem more able to take advantage of those messages than others. While outlining the set of skills that defined this “emotional intelligence,” Salovey realized that it might be even more influential than he had originally suspected, affecting everything from problem solving to job satisfaction: “It was like, this is predictive!” http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?ref=education&_r=0

A 2010 Education Week article by Sarah D. Sparks examined the skills necessary to succeed in school.

In Experts Begin to Identify Nonacademic Skills Key to Success, Sparks wrote:

More and more, research shows young people need the same cognitive and social-emotional skills to complete school and progress in the workplace, and, moreover, that those skills can be taught and tested like any other subject in school.
“The problem is college eligibility was what we focused on previously, not readiness; we haven’t really defined what ‘readiness’ means,” said Elena Silva, a senior policy analyst with Education Sector, a Washington think tank, at the Building a Better Student research seminar held here Dec. 8-10. “We focused on whether they have the course credits, the time spent … and that’s important, but we haven’t figured out if they have what they need to be really college-ready,” she said. Students are “getting through high school graduation and even then, they’re not ready.”
While 43 states, Washington and the U.S. Virgin Islands have adopted the common-core academic standards as a benchmark for helping students to be considered ready for college or work, research also points to five key noncognitive indicators that a student will need to be able to complete college and become successfully employed, according to Paul R. Sackett, a psychology professor at the University of Minnesota in Minneapolis. He was one of 21 researchers discussing the issue at the seminar, held by the Washington-based American Educational Research Association, the Princeton, N.J.-based Educational Testing Service, and the New York City-based College Board, which administers the SAT college-entrance exam.
Dispositions for Success
Across education and industry, research by Mr. Sackett; Neal Schmitt, a psychology professor at Michigan State University in East Lansing; and others shows the biggest predictor of success is a student’s conscientiousness, as measured by such traits as dependability, perseverance through tasks, and work ethic. Agreeableness, including teamwork, and emotional stability were the next-best predictors of college achievement, followed by variations on extroversion and openness to new experiences, Mr. Sackett found.
“If you take a close look at these commercial tests [given during job interviews], they are compound traits of the top three traits” predicting post-high school success, he said, and the top three traits are also closely associated with a student’s ability to perform well on a task and avoid bad work behavior, such as theft or absenteeism.
Each student’s personality is different, of course, Mr. Sackett said, but, “we have to differentiate between that and behavior.”
“You can learn to behave contrary to your disposition,” he added. “You can learn to behave in dependable ways. For some people, it’s second nature, for others, it’s a real struggle.” Either way, he said, schools can teach and measure noncognitive, college-readiness skills just as they do reading or mathematics—and they may be just as important.
Most schools do not teach or measure nonacademic readiness indicators directly, though they do pop up through conduct reports, attendance, team-project evaluations, and other areas. However, several groups are developing more-comprehensive assessments they hope will help school administrators predict a student’s academic and social-emotional readiness trajectory. http://www.edweek.org/ew/articles/2010/12/23/15aera.h30.html?tkn=MSMF39tcQfiHMOukF6dwvGXGLdcwAX4+3++y&intc=es

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Resources:

Creating a Culture of Respect and Kindness
http://www.growingseeds.net/respect.php

Prevent Bullying, Promote Kindness: 20 Things All Schools Can Do
http://www2.cortland.edu/dotAsset/340b8b7f-e067-4231-9dd8-1eaed2a8962e.pdf

Related:

College readiness: What are ‘soft skills’
https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

Many NOT ready for higher education
https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

What the ACT college readiness assessment means
https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’
https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades
https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Study: Wealthier students are more connected on Facebook

30 Jun

 

Moi wrote in The role economic class plays in college success:

 

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

 

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Classhttps://drwilda.com/2011/11/07/race-class-and-education-in-america/

 

Jason DeParle reports in the New York Times article, For Poor Strivers, Leap to College Often Ends in a Hard Fall:

 

Everyone wants to think of education as an equalizer — the place where upward mobility gets started,” said Greg J. Duncan, an economist at the University of California, Irvine. “But on virtually every measure we have, the gaps between high- and low-income kids are widening. It’s very disheartening.”

 

The growing role of class in academic success has taken experts by surprise since it follows decades of equal opportunity efforts and counters racial trends, where differences have narrowed. It adds to fears over recent evidence suggesting that low-income Americans have lower chances of upward mobility than counterparts in Canada and Western Europe.

 

Thirty years ago, there was a 31 percentage point difference between the share of prosperous and poor Americans who earned bachelor’s degrees, according to Martha J. Bailey and Susan M. Dynarski of the University of Michigan. Now the gap is 45 points.

 

While both groups improved their odds of finishing college, the affluent improved much more, widening their sizable lead.

 

Likely reasons include soaring incomes at the top and changes in family structure, which have left fewer low-income students with the support of two-parent homes. Neighborhoods have grown more segregated by class, leaving lower-income students increasingly concentrated in lower-quality schools. And even after accounting for financial aid, the costs of attending a public university have risen 60 percent in the past two decades. Many low-income students, feeling the need to help out at home, are deterred by the thought of years of lost wages and piles of debt….

 

Income has always shaped academic success, but its importance is growing. Professor Reardon, the Stanford sociologist, examined a dozen reading and math tests dating back 25 years and found that the gap in scores of high- and low-income students has grown by 40 percent, even as the difference between blacks and whites has narrowed.

 

While race once predicted scores more than class, the opposite now holds. By eighth grade, white students surpass blacks by an average of three grade levels, while upper-income students are four grades ahead of low-income counterparts.

 

The racial gaps are quite big, but the income gaps are bigger,” Professor Reardon said.

 

One explanation is simply that the rich have clearly gotten richer. A generation ago, families at the 90th percentile had five times the income of those at the 10th percentile. Now they have 10 times as much.

 

But as shop class gave way to computer labs, schools may have also changed in ways that make parental income and education more important. SAT coaches were once rare, even for families that could afford them. Now they are part of a vast college preparation industry. http://www.nytimes.com/2012/12/23/education/poor-students-struggle-as-class-plays-a-greater-role-in-success.html?hpw&_r=0

 

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.” A study by Purdue University Libraries Associate Professor Reynol Junco shows the class differences in the soft social skill of networking.

 

Bianca Bosker writes in the Huffington Post article, Wealthier College Students Share, Connect More On Facebook: Study:

 

Social media may have to reconsider its reputation as the great equalizer: according to a new study, college students from lower socioeconomic backgrounds are less likely than their wealthier peers to communicate and share on Facebook, behavior the study’s author argues could in turn be detrimental to academic performance and social life.

Purdue University Libraries Associate Professor Reynol Junco surveyed 2,359 college students with an average age of 22 years old to understand how gender, ethnicity and socioeconomic status affected their time spent on and usage of the social networking site. The survey participants were asked to estimate how much time they spent on Facebook and what they did during that time. (However, a previous study by Junco showed self-reporting to be an inaccurate representation of the time students actually spent browsing the site.)

facebook usage
The table above lists the frequency with which all the students surveyed said they engaged in different activities on Facebook.

Junco found that students used the site with equal frequency, irrespective of their backgrounds, spending an average of 101 minutes a day on Facebook.

But those whose parents completed a lower level of education — a proxy for socioeconomic status — were less inclined to engage in seven of 14 of core social activities on Facebook, including tagging photos, messaging privately, chatting on the site and creating or RSVPing to events, according to the study.

While the study did not determine if there were any activities that students from lower socioeconomic backgrounds were more likely to engage in, what those students are less likely to do on the site is notable, Junco wrote. http://www.huffingtonpost.com/2013/06/25/college-students-facebook-study_n_3497733.html

Citation:

 

 

Computers in Human Behavior

 

Volume 29, Issue 6, November 2013, Pages 2328–2336

 

Inequalities in Facebook use

 

 

  • Library Science, Purdue University Libraries, West Lafayette, IN 47907, United States

 

 

 

 

Highlights

 

Little research has examined digital inequalities in social networking website use.
This study used a large sample to examine digital inequalities in Facebook usage.
Women were more likely to use Facebook for communication.
African Americans were less likely to use Facebook to check up on friends.
Those from lower SES were less likely to use Facebook for communication and sharing.

 

Abstract

 

While research has examined digital inequalities in general Internet use, little research has examined inequalities in social networking website use. This study extends previous research by examining how Facebook use is related to student background characteristics. Analyses were conducted to assess differences in time spent and activities performed on Facebook using a large sample (N = 2359) of college students. Results showed that women were more likely to use Facebook for communication, African Americans were less likely to use Facebook to check up on their friends, and students from lower socioeconomic levels were less likely to use Facebook for communication and sharing. Implications for education, communication, and student outcomes are presented.

 

These networking skills often aid in success later.

 

 

In College readiness: What are ‘soft skills’ moi wrote:

 

 

Soft skills are skills associated with “emotional intelligence.”

 

Jeanne Segal, Ph.D., and Melinda Smith, M.A. have written the excellent article, Emotional Intelligence (EQ) for HELPGUIDE.Org.

 

What is emotional intelligence?

 

Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.

 

If you have a high emotional intelligence you are able to recognize your own emotional state and the emotional states of others and engage with people in a way that draws them to you. You can use this understanding of emotions to relate better to other people, form healthier relationships, achieve greater success at work, and lead a more fulfilling life.

 

Emotional intelligence consists of four attributes:

 

  • Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence.

  • Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances.

  • Social awareness – You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization.

  • Relationship management – You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.

 

Why is emotional intelligence (EQ) so important?

 

As we know, it’s not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence or IQ isn’t enough on its own to be successful in life. IQ can help you get into college but it’s EQ that will help you manage the stress and emotions of sitting your final exams.

 

Emotional intelligence affects:

 

  • Your performance at work. Emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging job candidates, many companies now view emotional intelligence as being as important as technical ability and require EQ testing before hiring.

  • Your physical health. If you’re unable to manage your stress levels, it can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress.

  • Your mental health. Uncontrolled stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand and manage your emotions, you’ll also be open to mood swings, while an inability to form strong relationships can leave you feeling lonely and isolated.

  • Your relationships. By understanding your emotions and how to control them, you’re better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at work and in your personal life. http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

 

Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the student.

 

Margaret Rouse defines “soft skills” in the post, Soft Skills. http://searchcio.techtarget.com/definition/soft-skills

 

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”   https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

 

 

Related:

 

Helping community college students to graduate                     https://drwilda.com/2012/02/08/helping-community-college-students-to-graduate/

 

The digital divide affects the college application process https://drwilda.com/2012/12/08/the-digital-divide-affects-the-college-application-process/

 

College readiness: What are ‘soft skills’                                   https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

 

Colleges rethinking who may need remedial education https://drwilda.com/2012/10/24/colleges-rethinking-who-may-need-remedial-education/

 

 

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