Emotional Intelligence in School Based Violence Prevention Loretta C. Novince, Ph.D. University of Cincinnati novincLem

1. 1 Emotional Intelligence in School Based Violence Prevention Loretta C. Novince, Ph.D. University of Cincinnati novincL@email.uc.edu

2. 2 The 3 "R's" of Bullying Prevention Beyond the obvious reading, writing, and arithmetic, today's schools must adopt an additional set of 3 "R's." They are: RULES: Parents and educators must demonstrate that they are in charge and will not tolerate any student hurting another student either physically or psychologically. 2. RIGHTS: Every student has the right not to be hurt and the right to learn in a safe environment. 3. RESPONSIBILITIES: Educators must be responsible for better supervision and more active and observant monitoring of the schoolyard. By eliminating fear from the lives of students, the ability to teach is enhanced. Also, students must be responsible for respecting the rights of their classmates and themselves. -Source: National School Safety Center

3. 3 Importance of Peer Relationships Indicator and important influence of future psychological health Teaches the social competencies needed to reduce social isolation Contributes to the development of perspective taking of others and the reduction of egocentrism

4. 4 Emotional Competency Lack of produces: Poor self-control Mismanagement of feelings Deficits in empathy, perspective taking Character deficiencies Aggression/bulling/social cruelty Poor problem solving skills

5. 5 Bullies: Characteristics Difference between an aggressive child and a bully: The aggressive child acts without thinking and may feel bad The bully plans his/her attacks, uses intimidation, and experiences pleasure from his/her acts Are aggressive in unprovoked situations Use power imbalance to intimidate or hurt other students Use bullying to attain status in a group or to alienate a student from a group Repeatedly may target the same students

6. 6 Bullies: Characteristics(Continued) Believe that their victims deserve what they get Have trouble feeling other people�s pain Lack empathy, compassion, and perspective taking Rate high on self-esteem, may be popular, and have friends Are in charge, which makes them feel good about themselves Are unapologetic about the pain they inflict �in fun� Usually are not asked to correct inappropriate behaviors, which are perceived as acceptable, the norm (environmental influences)

7. 7 Bullies: Characteristics(Continued) Label others (prejudice/stereotypes) Find certain students annoying and intolerable Do not anticipate the consequences of their behavior toward others Dominate others Promote selective exclusion May misinterpret social cues Have a blind spot for their aggression May be impulsive, lack self control

8. 8 Bullies: Characteristics(Continued) May be defiant Think lying can keep them out of trouble See little need to follow rules or take blame Often have students who associate with them. However, these students seem to bully when the main bully is present May be involved with antisocial groups/friends May be in trouble with the law

9. 9 Factors Promoting Emotional Literacy Emotional Skills Identifying and labeling feelings Managing feelings Expressing feelings Delaying gratification Assessing the intensity of feelings Controlling impulses Reducing stress Understanding others feelings Developing empathy

10. 10 Factors Promoting Emotional Literacy Cognitive Skills Self-talk Reading and interpreting social cues Using steps for problem solving and decision making Controlling impulses Setting goals Identifying alternative actions Anticipating consequences Acting and evaluating consequences (taking responsibility) Understanding the perspective of others Resolving conflicts peacefully Having a positive attitude toward life Self-awareness, developing realistic expectations about oneself

11. 11 Factors Promoting Emotional Literacy BEHAVIORAL SKILLS Nonverbal (eye contact, facial expressiveness, tone of voice gestures, etc.) Verbal Making clear requests Responding effectively to criticism Resisting negative influences Expressing feelings clearly and directly Giving and receiving compliments Taking action Walking away from situations involving negative influences Helping others Participating in positive peer groups

12. 12 Emotion Coaching Requires Adults to: have emotional competency validate children�s feelings be empathic develop keen listening skills, which means hearing the feelings behind the words be willing to see things from their perspective be emotionally connected and responsive to children�s cues give guidance and set limits on unacceptable behavior and feelings teach rules for appropriate expression of emotions teach coping/ soothing strategies for self-regulation

13. 13 Teaching Children to Use Inner Speech to Control their BehaviorStrategies for teaching impulse control, self-control, and delay of gratification Speech has a regulatory function and can be very effective when used in problem solving. Private speech can have a direct bearing on helping impulsive children become more reflective. Impulse control is not always about anger. Children with poor impulse control tend to jump to conclusions, have trouble solving problems systematically, or blow things out of proportion, lack the ability to delay gratification.

14. 14 Teaching Children to Use Inner Speech to Control Their BehaviorStrategies for teaching impulse control, self-control, and delay of gratification How to teach children to develop emotional competence: Provide them with external structure (give explanations, directions) Teach them to develop internal structure and to make effective use of self-talk. Show children how to think and process. Walk them through an example. Model the behavior. Ask them to talk out loud as they practice the skill. Establish and enforce rules. Be consistent.

15. 15 Enhancing a Child�s Problem Solving Capabilities

16. 16 Enhancing a Child�s Problem Solving Capabilities Teach brainstorming techniques Narrow the Choices. Think through all the possible consequences that might result. Decide on the best choice and do it. Recognize that every decision has a consequence. Evaluate the implemented plan. If an effective strategy was not chosen, review the problem solving process. Use guided practice/coaching

17. 17 Teach Friendship Making Skills Identify a skill the student(s) lacks. Coach the student(s) in the skill. Provide opportunities to practice the skill. Review the practice and offer feedback. Teach the student(s) to give compliments.

18. 18 Foster the Development of Empathy Point out other people�s feelings. Encourage children to talk to the person to see if he or she is ok. Switch places and take the other person�s side. Imagine how someone is feeling. Help children understand the feelings and needs of others. Call attention to the uncaring behavior.

19. 19 Foster the Development of Empathy(Continued) Express and explain your disapproval of the uncaring behavior. Help the student to understand why the behavior was unacceptable. Help the child brainstorm appropriate behavior. Encourage the child to do good deeds-- to be caring.

20. 20 Emotional Literacy Programs Optimal design Begin early Be age appropriate Implement K-12 Intertwine efforts at school, home, and in the community Improve social/emotional competencies Improve academic achievement scores and school achievement

21. 21 Creating a Caring School Community Create a district wide school climate committee. Assess the school climate. Evaluate the strategies you are currently implementing. Identify strategies that have proven effectiveness. Work collaboratively to develop a comprehensive K-12 plan, which will promote a consistent message about the roles of all school personnel, students, and parents in fostering a caring school community. Establish district-wide goals and guidelines for developing a school climate characterized by a warm, positive, supportive school atmosphere in which adults set clear and firm limits on social cruelty/bullying.

22. 22 Creating a Caring School Community(Continued) Educate all school personnel, students, and parents about the myths/characteristics of social cruelty/bullying and prevention/intervention strategies. Conduct staff, parent, and class meetings to discuss goals/objectives and responsibilities of students, school personnel, and parents. Establish ongoing goals/guidelines.

23. 23 Creating a Caring School Community(Continued) Establish clear behavior expectations, a code of conduct, and specific strategies and sanctions, which foster the moral/emotional/social growth of students. Integrate a social/emotional competence program into the curriculum. Provide opportunities for cooperative learning/team building/leadership development/character development. Teach skills in managing feelings, thinking, and behavior.

24. 24 Creating a Caring School Community(Continued) Involve and educate staff and parents in the promotion of social/emotional competence. Develop individualized interventions in teaching social/emotional competence skills. Create a behavior assessment Work with the student and the parents to develop specific goals. Provide the aggressor with skills to correct the inappropriate behavior, which leads to aggression and violating the rights of others. Implement, monitor, and adjust the plan.

25. 25 Creating a Caring School Community(Continued) Emphasize student responsibility and parent accountability. Encourage students to report acts of social cruelty/bullying. Influence and support the silent majority (85%) to take responsibility for creating and maintaining a positive school climate. Develop peer to peer projects. Develop a mentor/mentee program with contingent reinforcement

26. 26 Creating a Caring School Community(Continued) Build connectedness within the school and the community. Involve all sectors of the community in working collaboratively with the school to: provide support, expectations and boundaries for appropriate behavior and the social competencies and positive values to promote positive youth development. Monitor and evaluate the progress of the program.