Developing the Emotionally Literate School

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SAGE, Oct 23, 2003 - Education - 240 pages
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`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate

`This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - Special Children

`There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'- Emotional and Behavioural Difficulties

`The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - Times Educational Supplement, Teacher

`This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - Nurturing Potential

`This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community' - The Psychology of Education Review

'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children' - Young Minds Magazine

`Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches' - Journal of In-Service Education

Emotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education.

The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships.

Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.


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Chapter 1 What Is Emotional Literacy and Why Is It Important to Schools?
Chapter 2 What Are We Aiming At? What Competences Are We Trying to Develop? In What Key Ways Can Schools Help Develop These Compete...
Chapter 3 Some Key Principles for Developing Emotional Literacy in Schools
Chapter 4 Emotional Literacy and Learning
Chapter 5 What Kind of Schools Promote Emotional Literacy?
Chapter 6 Profiling Assessing and Evaluating Emotional Literacy
The Role of Local Education Authorities and of Healthy School Approaches
Key Steps in Becoming a More Emotionally Literate School
Contacts for Developing Emotional Literacy and Emotional Wellbeing in Schools

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Page 8 - Anybody can become angry . . . that is easy; but to be angry with the right person, and to the right degree and at the right time, and for the right purpose and in the right way — that is not within everybody's power and is not easy.
Page 4 - Social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development.
Page 3 - Emotional intelligence is the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey 1997).
Page 208 - School-age peer mediators transfer knowledge and skills to home setting'. Mediation Quarterly, 10, 101-9. Gettinger, M., Doll, B. and Salmon, D. (1994) 'Effects of social problem solving, goal setting, and parent training on children's peer relations'.
Page 206 - Social competence promotion with inner-city and suburban young adolescents: effects on social adjustment and alcohol use', Journal of Consulting and Clinical Psychology, 60: 56-63.
Page 213 - Weare, K. (2000) Promoting Mental, Emotional and Social Health: a whole school approach. London: Routledge.
Page 207 - Social decision-making and life skills development: A critical thinking approach to health promotion in the middle school.

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About the author (2003)

Katherine Weare is the one of the UK's leading experts on the emotions and education, and an international authority on the subject of emotional literacy. She is currently Professor of Education in the Research and Graduate School of Education at the University of Southampton.

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