Includes CD-Rom `This book and CD-ROM offers a creative and open-minded resource for helping children develop their coping and social skills' - Youth in Mind Young people's healthy emotional development is based on affirming relationships and positive experiences and for some young people the lack of these encouragements leads to personal, social, emotional and behavioural difficulties. This pack provides teachers, mentors, assistants and others with all they need to support these young people through an 'emotional coaching' programme. This supportive and innovative programme includes seven different workbooks and nine therapeutic board games giving young people the opportunity to practise problem solving and goal setting. Topics covered include: o anger o anxiety o teasing o friendship o happiness o self-confidence. Facilitators' notes and comprehensive guidance on how to deliver emotional coaching, structure and rationale are all provided, giving the adults who support these challenging young people the skills and confidence to engage them in the programme. The strategies are all designed to be brief and solution focused.
"The Oxford Handbook of Emotion Dysregulation is the first to consider the ED construct as distinct from what is known as emotion regulation (ER; a variety of automatic and volitional strategies, behaviors, and skills that are used to modulate emotional experiences and expressions), featuring chapters by scholars whose work is on the cutting edge of basic and clinical understanding of ED. This Handbook examines the ED construct from multiple viewpoints across levels of analysis and considers the role that ED plays in the expression of various forms of psychopathology. Chapters explore basic understanding of emotions and ED as transdiagnostic constructs (Part I); cognitive, behavioral, and social approaches to evaluating ED (Part II); neurobiological advances in our understanding of ED (Part III); associations between ED and psychopathology (Part IV); and assessment and treatment of ED (Part V). Part VI includes chapters on Conclusions and Future Directions. The Handbook can serve as a primary or complementary text for advanced undergraduate and graduate-level seminars/courses on emotion dysregulation and psychopathology more broadly"--
Adolescent substance abuse is the nation's #1 public health problem. It originates out of a developmental era where experimentation with the world is increasingly taking place, and where major changes in physical self and social relationships are taking place. These changes cannot be understood by any one discipline nor can they be described by focusing only on the behavioral and social problems of this age period, the characteristics of normal development, or the pharmacology and addictive potential of specific drugs. They require knowledge of the brain's systems of reward and control, genetics, psychopharmacology, personality, child development, psychopathology, family dynamics, peer group relationships, culture, social policy, and more. Drawing on the expertise of the leading researchers in this field, this Handbook provides the most comprehensive summarization of current knowledge about adolescent substance abuse. The Handbook is organized into eight sections covering the literature on the developmental context of this life period, the epidemiology of adolescent use and abuse, similarities and differences in use, addictive potential, and consequences of use for different drugs; etiology and course as characterized at different levels of mechanistic analysis ranging from the genetic and neural to the behavioural and social. Two sections cover the clinical ramifications of abuse, and prevention and intervention strategies to most effectively deal with these problems. The Handbook's last section addresses the role of social policy in framing the problem, in addressing it, and explores its potential role in alleviating it.
Emotional Intelligence Coaching examines the vital role emotions and habits play in performance. Emotional intelligence can help leaders and coaches recognize how attitudes - both their own and those of the people they coach - prevent individuals from reaching their potential. Replacing these with more useful feelings and thoughts can provide a powerful means of improving performance. This book explains the principles of emotional intelligence and how these relate to coaching for performance. It includes practical activities for those seeking to identify and adapt their behaviour in order to achieve more. Never before have emotional intelligence and coaching been brought together in this way to help you develop your own and other people's performance.
Coaching Emotional Intelligence A foundation for HR Professionals Internal Coaches Consultants and Trainers
Teacher-educators and policy-makers recognize that ongoing training and support for high quality implementation of curricula can be a vital component of systems that ensure the value of education experiences, particularly for students at-risk of school failure (Meisels, 2007; Pew Charitable Trusts, 2007; Pianta, 2005). In particular, there is growing consensus that one-on-one consultation approaches (also referred to as coaching, mentoring, staff development) that provide ongoing support and feedback may be the most direct, effective path to producing high quality implementation of curricula (Ingersoll & Kralik, 2004; Landry et al., 2006; Pianta & Allen, 2009). However, there is as much potential for variability in the quality of coaching as there is in a teacher's fidelity to a curriculum, which raises several questions about how these different levels of intervention fidelity are related to one another. The current study is embedded within the evaluation of an integrated SEL and literacy program in third through fifth grade classrooms called the 4Rs (Reading, Writing, Respect, and Resolution; Morningside Center for Teaching Social Responsibility, 2001). A recent randomized controlled evaluation of 4Rs indicated moderate to large, positive impacts on teacher practices and small, positive impacts on student outcomes (Brown, Jones, LaRusso & Aber, 2010; Jones, Brown & Aber, 2011). Despite the promise of these findings, there was considerable variability during implementation of the 4Rs Program in curriculum delivery, which may have attenuated intervention effects. Therefore, in the current study teachers using the 4Rs curriculum are supported with a standardized, video-based coaching program called MyTeachingPartner (MTP; Pianta et al., 2008). In past trials with a variety of curricula across prek and secondary classrooms, MTP yielded improvements on teacher implementation and teaching practices that were moderate to large (Pianta et al., 2008). As part of this evaluation of 4Rs+MTP, authors monitored the quality with which coaches implement the 2 main components of MTP: (1) on-line written prompts that ask teachers to analyze key interactions from their own videotaped 4Rs lessons, and (2) in-person conferences that deepen teachers analysis of their 4Rs practice and result in actionable improvement plans. In addition, videotaped footage of teachers' implementation of 4Rs are coded by independent observers for fidelity to the curriculum protocol. These data allow researchers to explore the following questions about patterns of variability in these 2 levels of implementation and how they relate to one another: (1) To what extent are the two measures of coaches' quality of implementation (prompt-writing, conferences) related to one another? (2) To what extent is there variability on these two measures within coaches, across their caseload of teachers? (3) To what extent does quality of coaching predict variation in teachers' implementation of the 4Rs curriculum, above and beyond a global measure of teaching quality (CLASS)? Researchers expect to learn how different measures of coaching implementation are associated with one another and to identify elements of coaching that may be particularly challenging to standardize. Implications will be drawn about how best to provide support to coaches in the field to maintain their fidelity to the coaching model and ensure a high quality coaching experience for teachers.
This book is a comprehensive guide for coaches on how to use rational-emotive and cognitive behaviour therapy to help coachees with their emotional problems within a coaching context. In this fully updated new edition, Windy Dryden: discusses the eight major emotions that feature in coachees’ emotional problems and their healthy alternatives outlines a step-by-step guide to the use of RECBT in the coaching context illustrates these points with a case of a coachee whose progress towards a personal development objective was hampered by an emotional problem and how the coach implemented RECBT to help her deal with the obstacle and resume development-based coaching. Dealing with Emotional Problems in Coaching will be a valuable resource for all those involved in coaching.
Emotional Intelligence in Action shows how to tap the power of EI through forty-six exercises that can be used to build effective emotional skills and create real change. The workouts are designed to align with the four leading emotional intelligence measures—EQ-I or EQ-360, ECI 360, MSCEIT, and EQ Map, —or can be used independently or as part of a wider leadership and management development program. All of the book's forty-six exercises offer experiential learning scenarios that have been proven to enhance emotional intelligence competencies.