SUMMARY
Emotional intelligence refers to the expansion of the conventional view of intelligence and IQ to include social and emotional aspects. In recent years, many school districts have attempted to incorporate emotional intelligence into the school curriculum with programs or teaching methods that focus on social and emotional learning (SEL). Although there are no specific state-level SEL guidelines, there are a number of these programs in Connecticut, with certain districts working to meaningfully incorporate SEL into the whole curriculum.
EMOTIONAL INTELLIGENCE DEFINED
The term “emotional intelligence” appears to have been coined in 1990 by psychologists John D. Mayer and Peter Salovey (current dean of Yale College). (However, there is earlier research that touches on the concept. ) They describe emotional intelligence as “a form of intelligence that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action. ” The psychologists have authored texts, conducted numerous studies, and, along with another psychologist, developed one of the more commonly used emotional intelligence assessments.
Psychologist Daniel Goleman built on their research and in 1995, published Emotional Intelligence, one of the most cited texts on the subject. Goleman's book was on the New York Times bestseller list for a year-and-a-half, with more than 5 million copies in print worldwide. Goleman later authored a book on emotional intelligence in the workplace, joining with other scholars that championed the importance of emotional intelligence in schools, the workplace, and interpersonal relationships in general.
Goleman co-founded the Collaborative for Academic, Social and Emotional Learning (CASEL), which was initially housed at the Yale University Child Studies Center and is now at the University of Illinois at Chicago, with a mission to help schools introduce emotional literacy courses. CASEL defines social and emotional learning as the process by which children and adults acquire knowledge, attitudes, and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively.
CASEL has conducted extensive research on the benefits of SEL programs and how they impact academic performance, including literature reviews, longitudinal studies, and program evaluations. The following are examples of research presented by the organization in their support of SEL programs:
• A meta-analysis of 165 studies of school-based prevention activities found interventions with SEL components significantly decreased rates of student drop out/non-attendance.
• Well-designed evaluations of several SEL programs have demonstrated that SEL instruction can produce significant improvements in school attitudes, school behavior, and school performance.
• Longitudinal studies of a preschool program designed to foster social-emotional competence documented numerous positive outcomes for program participants, including less time in special education programs, higher literacy and high school graduation rates, higher incomes and rates of homeownership, fewer arrests, and (for females) fewer children outside of marriage.
