Emotional Intelligence and Resilience in Gifted Learners

Challenge Round Table Susan Bliss, Ph.D., L.C.S.W.

Student Support CoordinatorFebruary 7, 2018

Susan Bliss, Ph.D.

Student Support Coordinator of NCPS

● Coordinator of District School Climate Initiatives● Instructional Leader of Social Emotional Learning

in the District● Coordinator of Student Support Professionals

○ (social workers, psychologists, counselors)

What is Emotional Intelligence?

The ability to:

Recognize

Understand

Label

Express

and Regulate ….. Emotion

Social Academic and Personal Learning (SEL)

Self-Awareness: What are my thoughts and feelings?

Self-Management: How can I manage thoughts, feelings and behavior constructively?

Social Awareness: How can I understand other people’s thoughts and feelings?

Relationship Skills: How can I communicate well and have positive relationships?

Responsible Decision Making: What consequences do my decisions have on myself and others?

SEL and Academic Success

● Children who engaged in Social Emotional Learning are 11-13% more academically successful ○ (Durlak et al., 2011; Taylor et al, 2017)

● Children with self-discipline have higher GPAs (a better predictor of academic success than IQ) ○ ( Duckworth & Seligman, 2005)

SEL and Well-Being

● SEL reduced problems at the age of 25 by 10% ○ Psychological○ Behavioral○ Substance abuse

(Dodge et al, 2014)

SEL and EmploymentTop three skills employers want:

1. Professionalism/work ethic2. Teamwork3. Oral communication

(Casner-Lotto & Benner, 2006)

SEL and EmploymentKindergarteners who were rated as socially competent -

Were 1.66 x more likely to have stable employment at age 25

(Jones, Crowley and Greenberg, 2015)

Emotional Intelligence in Bright Students

Intellectual Intensity/Emotional Intensity

Asynchronous Development

Anxiety

Perfectionism

Social Skills/ Teasing

Self-esteem

SEL and Neurobiology

SEL and Neurobiology

The Amygdala Hijack

Raising Self-Awareness in Your Children

ASK QUESTIONS about their feelings, conflicts and desires, without jumping in to fix or give advice

VALIDATE AND LABEL FEELINGS- be a mirror

SIFT: Sensations, Images, Feelings, Thoughts

PAY ATTENTION to what their unique skills and interests are- and share your observations

Helping Your Child to Manage Emotions ● The NUMBER ONE PROTECTIVE

FACTOR AGAINST STRESS IS….

YOU.

Helping your Child to Manage Emotions

● Harvard University- Grant Study- 75 year longitudinal study on happiness Findings: Positive relationships with parents correlated with-○ Lower rates of anxiety○ Lower rates of dementia○ Reduced emotional and physical pain ○ Higher earnings

(As cited in Stossel, 2013)

Still Face Experiment

Managing Emotions

● “Connect before Correct” ● Right brain before left- empathize● “Name it to Tame it!” ● “Minimize the Criticize, Increase

the Peace”● Work on the use of humor… and

enjoy them!

Teach Emotion Regulation Skills

Positive imagery

Five finger breathing

Positive self-talk

“Check the facts”

Q-TIP

Managing Emotions

● MODEL excellent self-management skills○ Breathe○ Practice self-compassion○ Use your words :) ○ Reduce stress inducing activities,

increase stress reduction activities

Social Awareness

Children learn empathy by feeling empathy from others ... Try to take their perspective

Talk about your own internal thoughts and feelings

Talk about and ask questions about the thoughts and feelings of others

Relationship Skills

● Model positive communication skills○ Use I statements○ Reinforce behaviors you

like to see○ Say you’re sorry!

● Teach relationship skills○ Teach assertiveness○ Teach kindness○ Role play

Problem Solving/Decision Making Skills

● Don’t do it for them! Let them make as many decisions on their own as you can possibly allow

● Scaffold! ● Help them to think through the problem-

and the possible solutions ● Pros and cons● Identify, Brainstorm, Explore, Choose● Controlled exposure to stress promotes

regulation of stress

School Based Initiatives

Emotional Intelligence (RULER)

Morning Meetings

Advisory/Connections

Stress-Less Workshops

Social Skills Workshops

Conclusion● Emotional Intelligence helps

students succeed academically, personally, and in their careers

● Teaching Emotional Intelligence gives our children the best chance for long term success and well-being

Resources Gottman, J. (1997). Raising an emotionally intelligent child: The heart of parenting. New York: Simon and Schuster.

Healy, E. D. (2009 ). EQ and your adolescent. Tres Pinos, CA: Familypedia Publishing.

Siegel, D. & Bryson, T. P. (2011). The whole-brain child. 12 revolutionary strategies to nurture your child’s developing mind. New York: Bantam Books.

References Belfield, C., Bowden, B., Klapp, A. L., Levin, H., Shand, R., & Zander, S. (2015). The Economy of Social and Emotional Learning. New York, NY. Center for Benefit-Cost Studies in Education.

Casner-Lotto, J. & Benner, M. W. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied knowledge of new entrants to the 21st century workforce. The Conference Board, partnership for the 21st Century Skills, Corporate Voices for Working America, and Society for Human Resource Management.

References Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2014). Impact of early intervention on psychopathology, crime, and well-being at 25. American Journal of Psychiatry, 172, 59-70.

Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944.

References Durlak, J. A., Kynmicki, A. B., Taylor, R. D. Weissberg, R.P., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

Jones, D.E., Greenberg, M., and Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283-2290.

References Stossel, S. (May, 2013). What makes us happy, revisited. The Atlantic Magazine.

Taylor, R. D., Oberle, E., Durlak, J. A., Weissberg, R. P. (2017). Promoting positive youth development through school based social and emotional learning interventions: A Meta-Analysis of follow-up effects. Child Development, 88, 1156-1171.

SENG

http://sengifted.org/emotional-intensity-in-gifted-children/