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Emotional Literacy
In my recent studies into emotional literacy it struck me that if as parents, partners, co workers, leaders, we are aware of the benefits of embracing a programme of emotional literacy and the costs of not then perhaps as individuals we might make better choices and the world would thus be a healthier place to be, where children and adults can thrive and achieve their full and true potential.
What is Emotional Literacy?
Why does it matter?
Emotional Literacy is our ability to recognise, understand, handle and appropriately express our emotions. Weare (2003) defines emotional literacy as ‘the ability to understand ourselves and other people; and in particular to be aware of, understand and use information about emotional states of ourselves and others with skill and competence. It includes the ability to understand, express and manage our own emotions and respond to the emotions of others in ways that are helpful to ourselves and others.’ Antidote (2003) provides another similar definition in saying that emotional literacy is the practice of interacting with others in a way that builds understanding of our own emotions, then using this understanding to shape our actions.
Emotions are an integral part of human nature. Through emotions we respond to life in many different ways -- with anger, happiness, fear, love and loneliness. Emotions influence our thoughts and actions; they inspire our needs; they affect our bodies and impact on our relationships.
Many of the problems in modern society are due, at least in part, to people being unable to understand and appropriately express emotion. Emotional Literacy is a preventive tool, which properly understood, can help solve many social ills -- violence, illness, drug abuse, dysfunctional relationships, and global societal conflicts.
On the other hand, people who deal with emotions in a positive way find tremendous benefit. Emotional Literacy can contribute to health, to positive relationships, to success, and to quality of life.
Emotional Literacy is a key to living a full rich life. It is basic to joy and enthusiasm for living and fundamental to you ability to love and be loved.
Understanding emotional literacy is key to helping young people develop self-esteem, self-control and so become socially and educationally successful.
Claude Steiner defines the distinction between emotional intelligence and emotional literacy: emotional literacy is emotional intelligence with a heart.
Goleman (1995) states that emotional intelligence, "can matter as much as IQ" in determining a person well-being and effectiveness in life. In 1994 he wrote about the current state of emotional literacy in the U.S;
"...in navigating our lives, it is our fears and envies, our rages and depressions, our worries and anxieties that steer us day to day. Even the most academically brilliant among us are vulnerable to being undone by unruly emotions. The price we pay for emotional literacy is in failed marriages and troubled families, in stunted social and work lives, in deteriorating physical health and mental anguish and, as a society, in tragedies such as killings..."
The point here is that emotions matter and in effect do determine the quality of relationships and our lives.
In terms of the classroom and learning, relationships and emotional health and wellbeing are paramount.
The impact of Emotional Literacy on Learning.
Our emotions impact our readiness and ability to learn, feeling safe is vital in within the school environment. A child who does not feel emotionally safe, valued or listened to, may enter the classroom feeling frustrated, angry, distracted or withdrawn, particularly when attempting to learn a new concept.
Equally a child who has too much on their mind, perhaps they are worried about the argument they saw their Mum and Dad have that morning; or they fell out with a friend yesterday and are anxious they may not have anyone to play with at playtime; these worries, stressors, or anxieties contribute to children’s inability to engage in their learning.
If this is the case then they are in danger of not reaching their academic potential.
When working around the country running circle times I am regularly aware of children’s reluctance to put their hand up and answer questions, particularly after the age of eight. Many have learnt that the classroom is a dangerous and unsafe place and that if they were to risk answering a question they might open themselves to sniggers, putdowns and laughter and perhaps jibes later from their peers or even sarcasm from the teacher, if the answer was wrong.
The following quotation by a student clearly describes some of the factors that contribute to emotional safety.
‘Emotional safety means seeing a smile on my teacher’s face the first
day of school instead of a list of rules that is taller than by arm is long. It
means being able to use the word “Neanderthal” instead of “caveman” and
not be made fun of because my vocabulary is too big. It means being able to
go through the lunch line without fear of somebody grabbing my money or
my cupcake. It means having a teacher who hands back papers privately
instead of reading grades out loud as I pick up my test. Emotional safety is
unconditional acceptance of me. Emotional safety, first and foremost, allows
me to wear my natural face instead of a fake one ……’ (Bluestein, 2001, p.8)
A safe learning environment is thus crucial to students achieving their full potential. Taking risks in their learning, asking questions even if they think they might be silly ones, going to see a teacher if they are unsure of something or want to change subjects or classes, having someone to listen to their worries, fears and concerns is all essential to a student’s success.
Emotional Literacy Programmes in Schools
Emotional Literacy programmes enable children to learn the skills and abilities that give them greater emotional awareness, more emotional control and strong relationship building skills. Nemec and Roffey state ‘An emotionally literate learning environment impacts on classroom climate and builds a sense of connectedness. This has a positive effect on student’s wellbeing, which includes the ability to engage in learning and raise levels of attainment.’
Everyone is born with emotional intelligence and we now know this is not fixed, but flexible and adaptive unlike IQ. How this capacity develops is a person's emotional literacy, and this depends on the kind of relationships they have, initially with the adults caring for them. Emotional literacy leads to emotional health; emotional health helps us fulfil our potential in every aspect of life.
Why do we need a programme of emotional literacy in our homes and schools?
The mental health statistics prove a worrying indicator of the need for greater investment in child and adult emotional literacy programmes and mental health and wellbeing.
Mental Health Statistics
• Depression No.1 health issue in the USA today
• 1 in 5 children with a mental health problem (Mental Health Foundation UK)
• Studies suggest that one in four New Zealand children are likely to experience some kind of significant mental health problem before they reach adolescence”, Ministry of Health (1998)
• Mental Health is a global problem. The WHO predicts that by 2020 depression will have become the second highest cause of death and disability in the world”
• 19 million people take anti depressants
• 40,000 children take anti depressants
• 50,000 children take Ritalin
• 170,000 attend hospital with self harm injuries
• There is increasing concern about binge drinking and an increasing concern about the suicide rate in young men.
The benefits of developing an emotional literacy curriculum are
that children develop as resilient and optimistic learners who are able to recognise how their emotions impact on themselves and others. This leads the development of Goleman’s five 'domains' of EQ:
1. Knowing your emotions.
2. Managing your own emotions.
3. Motivating yourself.
4. Recognizing and understanding other people's emotions.
5. Managing relationships, ie., managing the emotions of others.
The influence of Goleman’s work is seen in the government’s primary national strategy, Social and Emotional Aspects of Learning, whose core concepts are:
• Self- awareness
• Empathy
• Managing feelings
• Self- motivation
• Social skills
Many UK and New Zealand schools are now seeing the value of and developing emotional literacy programmes.
Remember ‘We learn who we are in the context of relationship’ and the relationships you build with children do have an indelible and lifelong effect.
If you are interested in further training please see contact us at therese@successpartnerrship.co.uk
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