Topic: Emotional Skill Development

Introduction: Emotion and social processes

(2003)
Center Authors: Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/introduction-emotion-social-processes/

Emotions themselves are social processes and arise, in part, through interactions or anticipated interactions with others.

Salovey, P. (2003). Introduction: Emotion and social processes. In R. J. Davidson, K. R. Scherer & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 747-751). Oxford, UK: Oxford University Press.

Toward a broader education: Social, emotional and practical skills

(2003)
Center Authors: Salovey, P.
Topics:
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http://ei.yale.edu/publication/toward-broader-education-social-emotional-practical-skills/

In this chapter, we explore some of the theoretical and empirical underpinnings of social and emotional learning (SEL).

Lopes, P. N., & Salovey, P. (2003). Toward a broader education: Social, emotional and practical skills. In J.E. Zins, R. P. Weissberg & H. Walberg (Eds.), Social and emotional learning and school success. New York: Teachers College Press.

Epilogue: Educating people to be emotionally and socially intelligent

(2003)
Center Authors: Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/epilogue-educating-people-emotionally-socially-intelligent/

Educating people to be emotionally and socially intelligent.

Salovey, P. (2003). Epilogue: Educating people to be emotionally and socially intelligent. Perspectives in Education, 21, 95-97.

Feeling Smart: The science of emotional intelligence

(2005)
Center Authors: Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/feeling-smart-the-science-of-emotional-intelligence/

A new idea in psychology has matured and shows promise of explaining how attending to emotions can help us in everyday life.

Salovey, P., & Grewal, D. (2005). The science of emotional intelligence. Current directions in psychological science, 14, 281-285. doi: 10.1111/j.0963-7214.2005.00381.x

Assessing teachers’ beliefs about social and emotional learning

(2012)
Center Authors: Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/assessing-teachers-beliefs/

A tool for measuring teacher’s beliefs about SEL was developed and validated in a two-phase study. The measure can be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes.

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30, 219-236. doi:10.1177/0734282911424879

Improving classroom quality with The RULER Approach to social and emotional learning: Proximal and distal outcomes

(2013)
Center Authors: Hagelskamp, C., Brackett, M. A., Rivers, S. E., Salovey, P.
Topics: , ,
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http://ei.yale.edu/publication/improving-classroom-quality-with-the-ruler-approach/

The RULER Approach is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory.  Findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 1-14. doi: 10.1007/s10464-013-9570-x

Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing The RULER Approach

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A.
Topics: ,
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http://ei.yale.edu/publication/improving-the-social-and-emotional-climate-of-classrooms/

The RULER Approach is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging.  Results showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students’ interests and motivations.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14, 77-87. doi: 10.1007/s11121-012-0305-2

Emotional intelligence: Reconceptualizing the cognition-emotion link

(2013)
Center Authors: Brackett, M. A., Bertoli, M. C., Elbertson, N. A., Bausseron, E., Castillo-Gualda, R., Salovey, P.
Topics:
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http://ei.yale.edu/publication/emotional-intelligence-reconceptualizing-the-cognition-emotion-link/

This chapter focuses on the history of the concept of emotional intelligence and its roots in the idea that emotions may be used to facilitate cognitive processes. The role of EI in applied settings is also discussed in detail.

Brackett, M. A., Bertoli, M., Elbertson, N., Bausseron, E., Castillo, R., & Salovey, P. (2013). Emotional intelligence: Reconceptualizing the cognition-emotion link. In M. D. Robinson, E. R. Watkins, & E. Harmon-Jones (Eds.), Handbook of cognition and emotion (pp.365-379). New York, NY: Guilford Press