Center Announcements

Join us as a Preschool Research Partner

Join us as a Preschool Research Partner

We are excited to share an opportunity to become a Research Partner and bring Preschool RULER to your early childhood program at NO COST. Preschool RULER is a whole-school approach to integrating social and emotional development into early childhood settings to help preschool children and the key adults in their lives (educators and families) manage emotions in a way that promotes positive relationships as well as effective teaching and learning. The Preschool RULER team at the Yale Center for Emotional Intelligence is preparing a federal grant proposal to test the efficacy Preschool RULER in approximately 70 early childhood programs (Research Partners) in Connecticut. What does it mean to be a Research Partner? Research Partners will receive RULER professional development workshops and implementation support from the Yale Center for Emotional Intelligence. Research Partners will also participate in data collection (measures about the school, classrooms, teachers, and students) led by researchers from the Yale Center for Emotional Intelligence. The study will take 4 years to complete, and schools will be randomly assigned to either start training on RULER at the beginning or at the end of the study. All Research Partner schools will receive RULER by the end of the study period. What does it cost? RULER training (professional development, coaching, and materials) will be offered to all Research Partners at no cost. Schools will need to allocate time for professional development workshops during summers or the academic year. How do I become a Research Partner? Once you have decided to become a Research Partner, we ask that you sign a letter of support expressing your interest in the study. We submit these letters as an essential component of our grant proposal. To be considered, please send your letter to us no later than July 15th, 2015. When can we start? The US Department of Education will notify funded studies by April 2016. We will begin to work with our research partners in August 2016 for professional development planning for the following year. We anticipate starting leadership training for selected schools in Winter 2016 with the intention of rolling out RULER to the full staff and classrooms in Fall 2017. Towards the end of the grant period in 2018, all participating schools will receive RULER professional development. If you are interested in learning more about this opportunity or to obtain a sample letter of support as well as additional details, please contact Shauna Tominey at 203-432-7797 or shauna.tominey@yale.edu. We look forward to hearing from 

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Join us as a Research Partner

Join us as a Research Partner

We are excited to offer RULER to more schools as part of a new research study which continues to test its impacts. Join us as a Research Partner in our application for federal grant funding to collect more evidence on the impacts of RULER. The grant will provide RULER training for up to 70 elementary schools (Research Partners) as part of an efficacy study in Connecticut. What is RULER? The Yale Center for Emotional Intelligence developed RULER as a whole-school approach to integrating SEL practices into schools. RULER includes four primary tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. Each is based on scientific research and helps children and adults develop their emotional intelligence skills. What does it mean to be a Research Partner? Research Partners will receive RULER training and implementation support from the Yale Center for Emotional Intelligence. Research Partners will participate in data collection (measures about the school, classrooms, teachers, and students) led by researchers from the University of Virginia. The study will take 4 years to complete, and schools will be randomly assigned to either start training on RULER at the beginning or at the end of the study. All Research Partner schools will receive RULER by the end of the study period. What does it cost? RULER training (professional development, coaching, and materials) will be offered to all schools at no cost. Schools will need to allocate time for staff to attend trainings during summers or the academic year. How do I become a Research Partner? Once you have decided to become a Research Partner, we ask that you sign letter of support expressing your interest in the study. We submit these letters, both from district and school leaders, as an essential component of our grant proposal. To be considered, please send your letter to us no later than July 1, 2014. When can we start? The US Department of Education will notify funded studies by March 2015. We will begin to work with our research partners in August 2015 for baseline data collection and professional development planning in Fall 2015. We anticipate starting professional development for randomly selected schools in Winter 2015-2016 with the intention of rolling out RULER to students in Fall 2016. Towards the end of the grant period in 2018, all participating schools will receive RULER professional development. If you are interested in learning more about this or other RULER opportunities, please contact: info-ei@yale.edu We look forward to hearing from 

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The Mood Meter App is Here

The Mood Meter App is Here

How are you feeling, really…? Tell your Mood Meter mobile app exactly how you feel and build emotional intelligence that lasts a lifetime.   Expand your emotional vocabulary – Discover the nuances in your feelings. Gain insights about your inner life – Learn what’s causing your feelings over time. Regulate your feelings – Use effective strategies to help you regulate your feelings: enhance the way you manage your life each day. Remember to check in with yourself – Use reminders to check-in on your feelings throughout the day. View your report – Learn how your feelings are affecting your decisions, relationships, and performance. Learn 

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Preventing bullying with emotional intelligence, in Australia

Preventing bullying with emotional intelligence, in Australia

The Conversation– By Marc Brackett and Susan E. Rivers. In school, emotions matter. Not only do children with anxiety and aggression have difficulty focusing and learning, they also tend to be victims or perpetrators of bullying. Whether it’s old-fashioned physical or verbal aggression, ostracism, or online abuse, bullying is deeply rooted in a lack of emotional intelligence skills. These skills can and should be taught, though they seldom are. Read Full 

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Do Emotions Matter in Yale Hockey? You Bet.

Do Emotions Matter in Yale Hockey? You Bet.

Emotional skills like RULER are invaluable in the classroom, boosting students’ psychological well-being and academic success. The Yale Center for Emotional Intelligence helps educators learn and teach kids to recognize, understand, label, express, and regulate emotions. But what about in sports? Do emotions matter for athletes? “Absolutely,” says Robert O’Gara, a 2013 National Ice Hockey Champion and a Yale University ice hockey player. In particular, he says, recognizing and regulating your own emotions as an athlete are key skills. On the ice, Rob says, he and his teammates constantly modulate and control their own emotions. Maintaining composure and mental clarity helps them strike the right balance between challenging their opponents and refraining from fouls and risky plays. Emotion regulation is particularly relevant to fast-paced, highly physical sports like ice hockey. To learn more about how emotional intelligence relates to athletic competition, I sat down with Rob to talk about it. Moment of realization As a younger player, Rob wasn’t good at modulating his own emotions. But he experienced a turning point during his senior year at Milton Academy, a preparatory school near Boston. “I made a bad mistake during one of my hockey games, letting the other team score a goal,” he recalls. “I could not stop beating myself up about this bad play. Eventually, I received a penalty and was sent to our locker room.” It was then that Rob realized he had to learn to manage his thoughts and feelings in an adaptive ways. And, with support from his parents and coaches, he did. How does he do it? Rob uses several strategies to regulate his emotions during a game. When he faces adversity in the rink—say, he’s made a mistake or his team has lost—he uses a personal trick to turn bench time to his advantage. “I might come off the ice, frustrated and disappointed by what happened out there,” he says. “Rather than beating myself up about it, I tap my hockey stick against the bench and move on.” With that brief action, Rob releases negative emotions and regains his composure, helping him focus on what comes next. Rob and the Meta-Moment The Meta-Moment is a RULER tool designed to help us handle strong emotions. It’s a way to step back from a situation, pause and think before acting, asking ourselves, How would my “best self” react in this situation? It sounds familiar to Rob. When an opponent has hit him hard on the ice, he maintains composure in the same way. “I take a moment to think about my teammates,” he says. By reminding himself of his team’s goals and principles, Rob avoids committing fouls and spending time in the penalty box. Teaching and Practicing RULER skills Research has found that emotional intelligence is a skill that can be taught, practiced and refined. In accordance with RULER principles, Yale’s hockey players actively work to build their repertoire of emotion-regulation skills. “Our coaches provide us with readings on breathing and visualization techniques,” Rob says. “The night before a game, for example, I picture myself on the ice, performing certain plays and reacting to certain situations. These strategies have helped me build my confidence and achieve the right pre-game mindset.” Rob thinks RULER tools like the Meta-Moment could be incorporated into an athlete’s training to support athletic success. We thank him for this interview and wish the Yale team good luck for the coming season. Virginia Peisch, Research 

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Mental Health and Wellness on Campus: A Town Hall Without Walls

Mental Health and Wellness on Campus: A Town Hall Without Walls

Marc Brackett presented at Mental Health and Wellness on Campus: A Town Hall Without Walls at Pace University in New York City  with the Clinton Foundation, Facebook, and The Jed Foundation. The event provided an open forum for students, professors, parents, and those in the health care industry to discuss mental health without shame or prejudice and a place to address the truth about prescription drug misuse. Watch 

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Our work is about preserving what it is to be human

“Our work is about preserving what it is to be human — experiencing emotions, being present, interacting socially.” ~ Marc Brackett, Yale Center for Emotional 

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Yale School of Management Education Leadership Conference

There is growing acceptance among educators that social emotional learning plays a critical role in childhood development. Emotions drive how and what children learn, the decisions they make, and the quality of their relationships. What does successful social emotional integration looks like in a school setting? What is limiting the widespread adoption of effective SEL programming? What roles do academics, practitioners, policy makers and funders play? The following experts will  address these questions and more at The Yale School of Management Education Leadership Conference during the session, Emotional Intelligence: From theory to practice: Marc Brackett, Director, Yale Center for Emotional Intelligence, Yale University, Moderator Nick Ehrmann, Founder & CEO, Blue Engine Jennifer Hoos Rothberg, Executive Director, Einhorn Foundation Fran Rabinowitz, Superintendent, Bridgeport Public Schools Elaine Zimmerman, Connecticut Commission on Children Please use this link for more details and registration information: http://ei.yale.edu/event/yale-som-education-leadership-conference 

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Yale Center for Emotional Intelligence Awarded Grant from the NoVo Foundation

Yale Center for Emotional Intelligence Awarded Grant from the NoVo Foundation

The Yale Center for Emotional Intelligence has been awarded a generous three-year, $600,000 grant from the NoVo Foundation to support the growth of RULER. In recent years, Novo has been a driving force behind the social and emotional learning movement. This grant, the second from the Foundation in support of expansion efforts, will help the Center to build capacity and implement a strategy for scaling RULER, especially in large, high-need school districts (defined as serving over 30,000 

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“If you can name it, you can tame it”

“Labeling your emotions is key. If you can name it, you can tame it.” ~ Marc Brackett, Yale Center for Emotional 

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Preventing Bullying using Emotional Intelligence Training

Preventing Bullying using Emotional Intelligence Training

Every day in America, at least one child in 10 is teased, pushed, hit or otherwise tormented by other kids at school. Over one-quarter of all kids say it has happened to them. Cyberbullying affected 6% of students aged 12-18 in the 2008-2009 school year, with high schoolers at highest risk. Children who are bullied are liable to experience depression, anxiety, and other psychological issues that can last into adulthood. They also do worse in school. So do the bullies themselves, who in addition to their academic and social problems are likelier to abuse substances, commit crimes and become abusers. Some bullied children become bullies, and a few choose deadly means of retaliation; the shooters in 12 of 15 school shooting cases in the 1990s had been bullied. Even children who are bystanders are traumatized, experiencing worse mental health, lower school attendance, and more substance abuse. There are effective and not so effective ways to deal with bullying. Not so effective: Reporting it, telling children and youth to stop doing it, and least of all funneling bullies into the legal system. Anti-bullying legislation may be well-intended, but it’s short-sighted at best and destructive at worst. There is a better way, and it starts by recognizing why kids bully. Kids bully when they haven’t learned to effectively regulate their emotions, and when they haven’t learned how to create and maintain supportive relationships. They are frequently overwhelmed by feelings like jealousy, anger, excitement, curiosity, loneliness, disappointment, boredom, and fear. And they don’t know how to empathize with peers who look, act, or feel differently. They grow distracted, and they act out, often cruelly. But they can learn otherwise–if we help them develop their emotional intelligence. Emotional intelligence is the ability to recognize, understand, label, express, and regulate emotions, both one’s own emotions and those of others. It means effective strategies for managing feelings, expressing even negative emotions in appropriate ways, and behaving compassionately. These skills can be taught, just like math or reading. Teachers can learn how to impart these crucial skills to students through school-wide approaches that simultaneously create supportive and caring climates for learning and focus on emotional skill development. Emotional intelligence. Emotional intelligence training is appropriate for all ages, from preschoolers to high schoolers. In schools that teach emotional intelligence, the results speak for themselves. These schools tend to report an increase in academic success, better teacher-student relationships, and a decrease in problem behavior, including bullying. In classrooms that use the emotional intelligence approach RULER, students become more likely to show empathy to others, to choose kind actions instead of cruel ones, and to acknowledge their emotions. These students also ask teachers for help when emotions are overwhelming. In short, students with emotional intelligence training learn to navigate their complex social and emotional worlds with insight, empathy, and kindness. One RULER-trained student named Garreth shows what emotional intelligence looks like. He was bullied for “being ugly,” “looking like an alien,” and “being stupid.” Yet, as RULER started to be used in his school, he developed skills that helped him to respond to his bullies with self-confidence and reflectiveness. A RULER lesson helped him develop his voice and communicate his experience in a way that created empathy in his classmates. Watch Garreth read the poem he wrote to share his experience with his classmates. After listening to his poem, several classmates reached out to Garreth to start friendships. Critics dismiss emotional intelligence and even the general idea of social and emotional learning, saying emotions have no place in the classroom. But like it or not, emotions pervade the classroom, not to 

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2013 Top Stories about the Yale Center for Emotional Intelligence

2013 Top Stories about the Yale Center for Emotional Intelligence

Can Emotional Intelligence Be Taught? New York Times–  One day last spring, James Wade sat cross-legged on the carpet and called his kindergarten class to order. Lanky and soft-spoken, Wade has a gentle charisma well suited to his role as a teacher of small children: steady, rather than exuberant. When a child performs a requested task, like closing the door after recess, he will often acknowledge the moment by murmuring, “Thank you, sweet pea,” in a mild Texas drawl. As the children formed a circle, Wade asked the 5-year-olds to think about “anything happening at home, or at school, that’s a problem, that you want to share.” He repeated his invitation twice, in a lulling voice, until a small, round-faced boy in a white shirt and blue cardigan raised his hand. Blinking back tears, he whispered, “My mom does not like me.” The problem, he said, was that he played too much on his mother’s iPhone. “She screams me out every day,” he added, sounding wretched. Read Full Article School Anti-Bullying Programs Ineffective (Op-Ed by Marc Brackett and Diana Divecha) Hartford Courant– The school year has hardly started, and the first bullying-related fatality has made headlines. On Aug. 27, 15-year-old Bart Palosz of Greenwich took his life, apparently after unrelenting bullying made the thought of another school year unbearable. Bart was reportedly gentle and kind, an immigrant from Poland with a soft accent and a little bit of acne who didn’t push back — just “different enough” to be the target that youths in many studies say is a main reason for bullying. How can such traumatizing, systematic peer abuse happen when 49 states have anti-bullying legislation intended to prohibit it? Because, quite simply, most anti-bullying efforts are not working. Large-scale analyses show that the effect of bullying prevention programs is modest to none. Read Full Article Yale Expert Says Teaching About Emotions Reduces Bullying Hartford Courant – At a symposium Friday on reducing bullying and improving school climate, Marc Brackett, director of the Yale Center for Emotional Intelligence, told a crowd of about 200 educators that bullying prevention programs “are mostly ineffective.” Read Full Article Yale center highlights emotional intelligence New Haven Register– NEW HAVEN–Emotional intelligence is in the ascendancy at Yale University. The concept, which holds that learning to identify and understand our emotions is as important as other forms of learning, has never been more popular. Later this fall, Yale officially opens its Center for Emotional Intelligence on Edwards Street, which grew out of its former Health, Emotion and Behavior Laboratory. The center, already operational, recently held its biggest training session to date, with educators from more than 50 schools across the country. They join 75,000 school leaders from more than 500 schools worldwide who also have had the training. Read Full Article Botín Foundation partners with Yale to examine creativity, emotion Yale News– Yale University has announced an agreement with the Botín Foundation to advance research in the area of emotional intelligence. The collaboration, which brings new funding for the Yale Center for Emotional Intelligence, supports a scientific investigation of the links between creativity and emotion. A March 13 signing ceremony on the Yale campus was attended by foundation staff members and executives of Banco Santander, the international bank chaired by Botín Foundation head Emilio Botín. Read Full Article Two decades of work at Yale prove emotions matter in the classroom Yale News– In August, leaders from more than 50 schools from around the country will gather at Yale to hear a simple but profound message — emotions matter in the classroom. The training session will be the largest ever held 

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Marc Brackett shares latest research on bullying on The Talk of Connecticut

Marc Brackett shares latest research on bullying on The Talk of Connecticut

Marc Brackett shares latest research on bullying on the Mary Jones Show, The Talk of Connecticut, following the Governor’s Prevention Partnership symposium on emotional intelligence at Yale. Listen 

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Bullying: New lessons from teenagers and new conversations for everyone

Bullying: New lessons from teenagers and new conversations for everyone

A new reporting system has been deployed on Facebook for 13 to 16 year olds to manage bullying. A Bullying Prevention Hub also has been launched to help educate teachers, students, and families on how to prevent and manage bullying both on and off Facebook. Marc Brackett, Robin Stern, Arturo Bejar, and Mrinalini Rao share data on what was learned about these tools, including next steps on their journey to building a more compassionate place for teens to navigate their social lives. Watch 

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Fewer Rules, More Feelings

“Fewer Rules, More Feelings is RULER’s approach to bullying prevention and building safe, caring, and productive schools.” ~ Marc Brackett, Yale Center for Emotional 

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