Cowie, H. & Jennifer, D. (Co-ordinating team, UK), Chankova, D. & Poshtova, T. (Bulgaria), Deklerck, J. & Deboutte, G. (Belgium), Ertesvåg, S. K. & Samuelsen, A. S. (Norway), O'Moore, M. & Minton, S. J. (Ireland) and Ortega, R. & Sanchez, V. (Spain) © (2006)

School Bullying and Violence: Taking Action

Module E

Unit E3 - Emotional Literacy in Schools

Downloads:

PDF Unit E3 - Emotional Literacy in Schools

PDF Unit E3 - Second Step Lesson

Objectives:

To understand what is meant by emotional literacy and how its development can promote non-violence and the reduction of violence
To understand why curriculum time should be spent teaching emotional literacy
To become familiar with the skills involved in providing opportunities for the development of emotional literacy
To become aware of the types of materials that are available to support participants' work in delivering opportunities for young people to develop their emotional literacy
To be able to identify if the establishment in which participants work is conducive to developing young people's emotional literacy

Facilitation skills to be developed through this unit:

Knowledge and understanding of:

emotional literacy and how its development can promote non-violence
the operation of school systems relating to emotional literacy
the range of options available for young people to develop their ability to recognise, understand and appropriately express their emotions

Personal qualities and attributes include:

the ability to influence the ethos in a place of work and effect and sustain change there
the ability to co-ordinate a range of interventions to promote emotional literacy to support young people in the promotion of non-violence
the ability to model emotional literacy in all interactions