The purpose of this study was to investigate whether a social skills program. Connecting with Other: LessonsJorTeaching Social and Emotional Competence, would enable students with disabilities in inclusive classrooms to develop skills to facilitate socialization with peers with and without disabilities. Students' growth was measured only in terms of teacher perceptions, because of the absence of preprogram assessments of the targeted students' social skills. The results of the study indicate reasonable assurance that the students did grow in the skill areas and were able to interact positively with their peers.

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Character Education: Lessons for Teaching Social and Emotional Competence

We measure and predict states of Activation and Happiness using a body sensing application connected to smartwatches. Through the sensors of commercially available smartwatches we collect individual mood states and correlate them with body sensing data such as acceleration, heart rate, light level data, and location, through the GPS sensor built into the smartphone connected to the smartwatch. We polled users on the smartwatch for seven weeks four times per day asking for their mood state. We found that both Happiness and Activation are negatively correlated with heart beats and with the levels of light. People tend to be happier when they are moving more intensely and are feeling less activated during weekends. We also found that people with a lower Conscientiousness and Neuroticism and higher Agreeableness tend to be happy more frequently. In addition, more Activation can be predicted by lower Openness to experience and higher Agreeableness and Conscientiousness. Lastly, we find that tracking people’s geographical coordinates might play an important role in predicting Happiness and Activation. The methodology we propose is a first step towards building an automated mood tracking system, to be used for better teamwork and in combination with social network analysis studies.

Aristotle Said “Happiness is a State of Activity” — Predicting Mood Through Body Sensing with Smartwatches

The role of emotion regulation in the characterization, development and treatment of psychopathology

Effective communication has been shown to play a role in the quality of patient care. The approach to providing care may differ among healthcare professionals, therefore requiring an increase in communication to create continuity between healthcare providers. If a unified way to effectively communicate cannot be established, then the quality of care in the organization may be jeopardized. Communication skills training programs can be created to remedy this issue, but limited research has explored the effectiveness of communication skills training, employing coaching methodologies, and the influence on organizational results in a healthcare system. This study explored the effectiveness of a coaching communication skills training (CCST) program and its influence on organizational results when trained facility-wide in a long-term healthcare organization. A qualitative exploratory case study approach with a focus group design was employed and consisted of four groups of eight employees each, for total of 32 participants. The four focus groups were separated by nursing, administration, community services (homecare, adult daycare), and support services departments within the long-term healthcare facility. The purposive samples were employees who have successfully completed CCST. The data collected provided insight to understand the effectiveness of a CCST program and its influence on organizational results. The major findings of the study indicated the CCST program was able to increase employees’ retention and influence positive behavior on the job. Employees found the CCST enjoyable and that it influenced positive organizational outcomes.

Communication skills training with a coaching approach: Influencing organizational results in a long-term healthcare organization

Explicit Inclusion of Fun in Instruction as a Catalyst for Academic Success

Defining emotional competence as the demonstration of self-efficacy in emotion-eliciting social transactions, this paper presents a model of emotional competence that explores the factors and skills contributing to the development of a mature emotional response that supports an individual's social goals. The paper first describes the primary contributors to emotional competence, including the self or ego identity, moral sense, and developmental history. The paper then details eight skills that constitute emotional competence: (1) awareness of one's emotional state; (2) ability to discern others' emotions; (3) ability to describe emotions; (4) capacity to empathize with other's emotional experiences; (5) ability to realize the difference between inner emotional states and outward expression; (6) capacity for adaptive coping with aversive emotions; (7) awareness of the role of emotions in the structure of relationships; and (8) the capacity for emotional self-efficacy. Next, the paper distinguishes between theories of emotional competence and emotional intelligence. The paper concludes by discussing one of the consequences of emotional competence, the effective skill in managing one's emotions, which is considered critical to negotiating interpersonal exchanges. (JPB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) YLThis document has been reproduced as received from the person or organization originating it. 00 0 Minor changes have been made to 1/40 improve reproduction quality. 71Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. NA Skill-Based Model of Emotional Competence: A Developmental Perspective Carolyn Saarni, Ph.D. Department of Counseling, Sonoma State University Rohnert Park, CA 94928 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Paper presented as part of the symposium, Emotion Management in Interpersonal Relationships: Converging Evidence and Theoretical Models, at the biennial meeting of the Society for Research in Child Development, Albuquerque, New Mexico, April 1999.

Carolyn Saarni

Papers

A Skill-Based Model of Emotional Competence: A Developmental Perspective.