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Developing Emotionally Literate Staff

Developing Emotionally Literate Staff
A Practical Guide

First Edition

November 2005 | 168 pages | SAGE Publications Ltd
`my feeling is that this is what some struggling institutions need' - TES Extra for Special Needs

Do you want to know how to put emotional literacy into practice in your school?

Emotionally literate schools show better learning outcomes for children, improved attendance, reduced behavioural challenges, good relationships, improved recruitment and retention and have a well-motivated, effective and less stressed workforce.

In this practical book, Elizabeth Morris and Julie Casey provide everything you need to begin to create an emotionally literate ethos within your school, and give you tools to develop emotionally literate staff and practices in your school over the course of a year.

It is packed with practical tools to help:

- you assess and measure the current `emotional temperature' of your setting, and evaluate progress

- all staff in your setting develop the knowledge, confidence and key skills necessary for supporting children's social, emotional and behavioural development.

It contains a range of flexible training modules for you to create a programme of CPD through staff meetings and INSET that exactly meet your school's needs.

School management teams, PHSE co-ordinators, SENCOs, class teachers, LEA behaviour service managers and consultants, and educational psychologists looking for practical ways to make schools more emotionally literate will find all the guidance they need in this book.

Establishing the Conditions for Success
A Framework for Implementation
Setting up the Staff Development Programme
The Mix and Match Modules
Module 1: Creating A Learning Environment
Feeling Valued, Included and Empowered

Module 2: Understanding Ourselves
Feelings, Thoughts, Behaviours

Module 3: Helping Pupils to Understand and Manage their Feelings
Module 4: Dealing with Anger and Resolving Conflict
Module 5: Working Together
Module 6: Motivation, Persistence and Resilience
Module 7: Supporting Pupils' Self-Esteem
Module 8: Handling Relationships
Module 9: Dealing with Difficult Feelings
Module 10: Change and Loss

`my feeling is that this is what some struggling institutions need' - TES Extra for Special Needs

Good background reading

Ms Yasmin Stefanov-King
Scarborough School of Education, Hull University
March 12, 2013

For instructors

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