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Mental, emotional and spiritual health
Published in Sally Robinson, Priorities for Health Promotion and Public Health, 2021
Sally Robinson, Athene Lane-Martin
Akbağ and colleagues (2016) explain how low levels of emotional literacy are associated with internalising stress, depression, problems with friendships, poor coping, mental health problems, aggression and violence and, in turn, wider social problems. Opportunities to develop people’s emotional literacy, through practising emotional and social skills, is offered within education and counselling/psychotherapy (Liau et al., 2003; Weare and Gray, 2003; Sorin, 2009; Bayne and Thompson, 2018).
Emotional Literacy in the Education Context
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Emotional literacy is about learning to understand and talk about how we feel, to reflect on our emotions and how they are affecting our thinking and behaviour and to manage our emotions and those of other people in a productive way.
Toolkit
Published in Anna Branagan, Melanie Cross, Stephen Parsons, Language for Behaviour and Emotions, 2020
Anna Branagan, Melanie Cross, Stephen Parsons
Emotional literacy skills involve the ability to monitor one’s own and others’ emotions, to discriminate between them and to use this information to guide one’s thinking and actions. They are key to positive interactions and include:Self-perceptions, self-awareness and self-direction.Motivation.Self-control/self-regulation.Relationship skills.In LFBE we focus on:What’s that feeling called? (naming emotions). Dealing with feelings (emotional regulation). However, the scenarios and resources provided also offer opportunities to discuss a wide range of emotional literacy skills
Residential Immersive Life Skills Programs: A Catalyst for Facilitating Emotional Literacy Development for Youth with Disabilities
Published in Developmental Neurorehabilitation, 2020
Celeste Duff, Amy C McPherson, Gillian King
Life skills are defined as the adaptive and positive behaviors necessary to navigate demands and challenges of everyday life.8 Emotional wellbeing and particularly the domain of emotional literacy are argued to underpin the development of life skills.9–11 The intersection of emotion and cognition, that is the affective (emotional) and cognitive (intellectual) domains, and the interplay between these domains, are what constitutes emotional literacy.12 Emotional literacy is thus defined as the ability to understand, express and manage our own emotions productively, and respond empathetically to the emotions of others.13,14 Emotional literacy reflects components indicative of positive mental health and emotional wellbeing, such as the ability to regulate emotions so that potential negative outcomes are decreased.15 Life skills and emotional literacy skills are, therefore, essential skills particularly during the transition to adulthood.8–11
Applying Emotional Literacy in Comprehensive Sex Education for Young People
Published in American Journal of Sexuality Education, 2021
Radhika Seiler-Ramadas, Igor Grabovac, Roman Winkler, Thomas Ernst Dorner
Emotional literacy is about being aware of the range of emotions one feels within oneself or perceives in others, and about being able to consciously and eloquently respond to them (Steiner, 1984). For instance, while an emotionally non-literate individual may not know how to express or control their emotions, an emotionally literate person would be able to meaningfully engage in harmonious interactions or manage irrational behavior by gauging the effect of combining one’s emotions with another’s (Steiner, 1984). Emotional literacy unlike emotional intelligence is a skill that can be taught (Akbağ et al., 2016). Applying emotional literacy to sex education is highly relevant and necessary, as it is the key to an eloquent exchange of knowledge and perceptions of sexuality.