Literacy - Applied Psychology
The term emotional intelligence refers to the ability
to recognise, understand, handle and appropriately express
Also known as emotional literacy, it involves:
• How we feel
• How we think
• How we behave
Emotional intelligence is increasingly thought to be a key
ability that influences the success of all children, adults
and organisations. It can affect a wide variety of skills
including academic success and social interactions.
Over the years I have trained a number of schools, and other
people / groups, in emotional literacy.
Aims of sessions:
The sessions are part of a long-term strategy agreed by the
school to develop emotional literacy for all children and
adults. As emotional literacy is a process of developing skills
and attitudes, this is the first part of a number of activities
to be decided and undertaken by the school, over a period
of time. A key aspect of the process is to enable staff to
retain ownership of, and decide, the direction and rate of
change over time.
These initial sessions include:
• Introduction to emotional literacy.
• Developing this attribute in children.
• Examining and improving our own emotional literacy.
• Becoming an emotionally intelligent school.
The sessions include both presentations as well as interesting
and fun, practical activities.
Emotional intelligence is a key skill in coping with both
educational and personal needs. Other terms are also used,
usually interchangeably Personal and Emotional Learning. The
level of Emotional Literacy at an early age can be a far better
predictor of success in school and throughout life than early
literacy skills or general intelligence. Teaching Emotional
Literacy by parents/ carers from an early age enables young
children to enter school well prepared for the demands of
Emotional Literacy is a key skill for all children and can
be taught in schools as a specific subject, provided that
it is a regular part of the curriculum. However it is best
developed as a whole school approach both within the curriculum
and as a way in which the entire school functions generally.
Implications for schools and other organisations are that
individual adults and the organisation as a whole need to
reflect on and develop their own Emotional Intelligence in
order to best meet the emotional needs of young people.
Stephen Bayliss - Chartered Psychologist:
Foreman and Jones
Integrated Health Practice
112d High Street
Folkestone Complementary Health Centre
4 West Cliff Gardens
Kent CT20 1SP
For Both Hythe and Folkestone, Telephone:
(01303) 253 304
Mobile: 07749 233 262