Emotional Intelligence is Founded on Emotional Knowledge

brain

An interesting piece in Nautilus makes the claim that cognition and emotions are not distinct functions of our brains (and challenges the concept of a “triune” brain), nor does associating physical sensations or signals confer a deeper read on emotions. Instead, understanding the emotions of others and ourselves stems from learning “emotion words” and making predictions based on the context of a situation and our past experiences.

The idea that you can increase your emotional intelligence by broadening your emotion vocabulary is solid neuroscience. Your brain is not static; it rewires itself with experience. When you force yourself to learn new words—emotion-related or otherwise—you sculpt your brain’s microwiring, giving it the means to construct those emotional experiences, as well as your perceptions of others’ emotions, more effortlessly in the future. In short, every emotion word you learn is a new tool for future emotional intelligence.

People who can construct finely grained emotional experiences have advantages beyond the expected social ones. Children who broaden their knowledge of emotion words improve their academic performance as well as their social behavior, according to studies by the Yale Center for Emotional Intelligence.

This is an interesting idea. It certainly lends itself to the idea that reading a wide range of literature can do much to build our students’ vocabulary of emotional words, and thus, of an understanding of the perspectives and feelings of others.

Though if this is true, then why is it that there are those who are widely read and yet are “bookish” and awkward in social situations? Perhaps it is because they are inundated with a much richer and denser swarm of emotional signals than the common nincompoop? Or perhaps it is that there needs to be some balance of immersion in translating the vocabulary and experiences one learns from books into real social situations in order to gain fluency with navigating that greater emotional granularity.

Emotional Intelligence Needs a Rewrite, Lisa Feldman Barrett / Nautilus

A Pigeon Tale and a Growth Mindset

“I asked Cher what had made her think that the Pigeon story could be a kids’ book. She paused, then said, of her work at the time, ‘There were two classrooms, the same size, the same kinds of kids in terms of age, background. Every day with their lunch, the children got a cookie that came in a cellophane wrapper. In one of the classrooms, the teacher would come around with scissors and snip the cellophane off each cookie wrapper. In the other classroom, the teacher said, ‘Absolutely do not touch those wrappers, do not help the children open them. These kids are motivated, they can open these cookies themselves.’ Sometimes there was a lot of struggle. The cookies might be pulverized by the time they were opened. But they were opened, each one of them. I knew kids could desire, fail, be angry, thrive. I knew that this was territory that made sense for them. Those Pigeon emotions made sense to them—that told me something.’ ”

—Rivka Galchen, “Fail Funnier” on children’s book author Mo Willems in The New Yorker

Therapeutic Learning Environments

At school, even a small reprimand from a teacher or perceived insult from a fellow student can trigger explosions of rage, expletives, and other inappropriate behavior.

. . . At Lincoln, the teachers and staff follow a few deceptively simple rules: Don’t take anything the student says personally and don’t mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principal’s office or a special “quiet room.” Later, they inquire about what might be bothering them and ask if they want to talk about it.

. . . As the Lincoln staff discovered, helping teachers de-escalate their reactions to student misbehavior is critical to building trusting relationships. “Things like language [and] tone of voice can really trigger or re-trigger some kids, especially kids who have known trauma.

–James Redford and Karen Pritzker, “Teaching Traumatized Kids” on The Atlantic

Social-Emotional Learning Starts with Adults

“Out of control” , by Erik Pevernagie, oil on canvas

A whole-school approach to [Social-Emotional Learning] means that all the adults in the building — not just teachers and principals, but lunchroom monitors, bus drivers, librarians, and specialists — have to be invested and on the same page with SEL. In their own interactions, as well as in their work with students, adults should model the type of behavior they want their students to exhibit . . .

So while regular professional development can teach adults the nuts and bolts of integrating SEL into the school day, one more step is crucial to a successful program: Ensuring that adults develop their own social-emotional capacities. “Our approach has shifted towards supporting the adults’ own social emotional needs, addressing the stressors they may be experiencing as professionals in education.

—Rebecca Bailey, as reported by Leah Shafer, “What makes SEL work?” on Usable Knowledge

More on the need for adults to have the capacity for modeling self-control: Learning and Teaching Self-Control

Early Conflicts with Teachers Can Lead to Special Education

“The relationships preschoolers form with their teachers can predict their school performance in early-elementary school, concludes a new study.

Through statistical analyses of data on nearly 1,000 preschoolers, researchers from the University of Virginia’s Curry School of Education find that students who experienced conflict with their teachers in preschool were likelier to be referred for special education later on in elementary school—especially for boys whose language skills were low for their age.”

—Carmen Constantinescu, “Children’s Preschool Classroom Experiences and Associations With Early Elementary Special Education Referral” in EdWeek