Devis-Rozental Developing Socio-Emotional Intelligence in Higher Education Scholars

1. Auflage 2018
ISBN: 978-3-319-94036-6
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 251 Seiten

Reihe: Progress in Mathematics

This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments. The author begins by analysing the concept of socio-emotional intelligence and its development, before confronting distinctive areas for improvement within the context of teaching and learning in higher education. 
The book explores the importance of understanding and labelling emotions, and how opportunities for self-reflection arise through an environment that meets practical needs. The author contends that support from other scholars is vital to the development of socio-emotional intelligence. The book concludes with a set of practical suggestions for promoting personal development. It will be a valuable resourse for anyone working in higher education who is interested in improving their own wellbeing and that of those around them. 


Camila Devis-Rozental is a senior lecturer and a teaching and learning fellow at Bournemouth University, UK. She is also a senior fellow of the Higher Education Academy and the UK representative for the education division of the International Positive Psychology Association. Her work, which she has presented both nationally and internationally, centres on socio-emotional intelligence within teaching and learning. She has been the recipient of multiple awards and grants. 

Autoren/Hrsg.

Devis-Rozental, Camila

Inhaltsverzeichnis

1;Foreword;6
2;Preface;8
2.1;Rationale for This Book;8
2.2;We Are All Scholars;9
2.3;Organisation of the Book;9
3;Acknowledgements;14
4;Contents;16
5;List of Figures;18
6;List of Tables;19
7;1: Introduction and Rationale;20
7.1;1.1 Introduction;20
7.2;1.2 My Story;22
7.3;1.3 Overview of Early Years Training and Practice in England;27
7.4;1.4 What We Already Know About Social and Emotional Intelligence, and Its Application in Early Years Education Policy and Practice;32
7.5;1.5 Case Study;37
7.6;1.6 Early Years Students and Their Development of Socio-Emotional Intelligence;38
7.7;1.7 Socio-Emotional Intelligence Within the Wider Construct of a Higher Education Environment;39
7.8;References;39
8;2: Socio-Emotional Intelligence: Background, Meaning and Understanding;44
8.1;2.1 Introduction;44
8.2;2.2 The Many Ways of Categorising Intelligence;45
8.3;2.3 Concluding Thoughts on Intelligence;50
8.4;2.4 Theoretical Underpinning of Emotional Intelligence and Social Intelligence;50
8.5;2.5 Emotional Intelligence;50
8.6;2.6 Social Intelligence;53
8.7;2.7 Linking Emotional Intelligence and Social Intelligence;56
8.8;2.8 “Understanding Me, Understanding You” Scholars’ View of Socio-Emotional Intelligence;60
8.9;2.9 Conclusion;64
8.10;References;64
9;3: Developing Socio-Emotional Intelligence;68
9.1;3.1 Introduction;68
9.2;3.2 The Importance of Social Interaction;70
9.3;3.3 Physiological Effects of Social Interactions;71
9.4;3.4 The Socio-Emotional Brain;72
9.5;3.5 The Nurturing Environment;73
9.6;3.6 Developing Socio-Emotional Intelligence: Gaining an Embodied Relational Understanding;78
9.7;3.7 Developing Socio-Emotional Intelligence in Higher Education;79
9.8;3.8 Socio-Emotional Intelligence Is Ingrained but Can Be Developed with Practice;80
9.9;3.9 “Plant a Seed”;85
9.10;3.10 Strategies to Develop Socio-Emotional Intelligence;87
9.11;3.11 Conclusion;88
9.12;References;88
10;4: Developing Our Socio-Emotional Intelligence by Understanding Our Emotions;92
10.1;4.1 Introduction;92
10.2;4.2 Emotions;93
10.3;4.3 The Study of Emotions;94
10.4;4.4 Emotions Within the Social Context;95
10.5;4.5 Behaviour and Emotions;97
10.6;4.6 The Biology of Emotions;98
10.7;4.7 Labelling Emotions: The Scholars’ Views of Emotions Within Their Social Construct;102
10.8;4.8 Labelling Emotions: “What You Say Affects Everybody”;109
10.9;4.9 Conclusion;117
10.10;References;117
11;5: Humanising Higher Education by Meeting Scholars’ Needs with Socio-Emotional Intelligence;122
11.1;5.1 Introduction;122
11.2;5.2 Fostering a Positive Culture;123
11.3;5.3 What Does a Positive Education University Look Like?;125
11.4;5.4 The Humanisation of Higher Education with Socio-Emotional Intelligence;127
11.5;5.5 Insiderness Versus Objectification;129
11.6;5.6 Agency Versus Passivity;130
11.7;5.7 Uniqueness Versus Homogenisation;131
11.8;5.8 Togetherness Versus Isolation;132
11.9;5.9 Sense-Making Versus Loss of Meaning;133
11.10;5.10 Personal Journey Versus Loss of Personal Journey;134
11.11;5.11 Sense of Place Versus Dislocation;135
11.12;5.12 Embodiment Versus Reductionist Body;136
11.13;5.13 Strategies to Provide an Environment That Positively Impacts on Students’ Socio-Emotional Intelligence: The Tourist Metaphor;137
11.14;5.14 Supporting Scholars to Integrate and Develop a Sense of Belonging;139
11.15;5.15 Conclusion;147
11.16;References;147
12;6: Developing Socio-Emotional Intelligence Through Self-Reflection;150
12.1;6.1 Introduction;150
12.2;6.2 Reflection;151
12.3;6.3 Case Study on Self-Reflection;153
12.4;6.4 “Reflection Is Almost Like a Token Statement”;161
12.5;6.5 Self-Awareness;166
12.6;6.6 Developing Self-Awareness Through Mindfulness;168
12.7;6.7 Developing Self-Awareness by Looking Through a Window;169
12.8;6.8 Developing Self-Awareness by Journaling;170
12.9;6.9 Conclusion;171
12.10;References;172
13;7: Developing Socio-Emotional Intelligence in Higher Education Academics: Benefits Beyond the Classroom;176
13.1;7.1 Introduction;176
13.2;7.2 What Is Socio-Emotional Intelligence to Academics?;177
13.3;7.3 The Role of the Academic;177
13.4;7.4 Teaching Socio-Emotional Intelligence;180
13.5;7.5 Enabling Social Learning to Enhance Scholars’ Socio-Emotional Intelligence;181
13.6;7.6 “We Are About Transforming People”;185
13.7;7.7 Positive Student-Lecturer Relationships Are Fundamental in Developing Scholars’ Socio-Emotional Intelligence;187
13.8;7.8 Teaching Is Like a Boomerang: What You Give You Get Back;190
13.9;7.9 Scholars as Peers;192
13.10;7.10 Forging Relationships for the Day-to-Day Role;194
13.11;7.11 Everyone Is Unique but We Are All Equal;197
13.12;7.12 Effective Strategies to Support Students in Developing Their Socio-Emotional Intelligence;199
13.13;7.13 Practical Ideas to Support Students in Developing Their Socio-Emotional Intelligence;202
13.14;7.14 Innovating Practice;203
13.15;7.15 Positive Didactics Model for Effective Teaching and Learning to Foster Socio-Emotional Intelligence;203
13.16;7.16 Areas Within the Positive Didactics Model;207
13.17;7.17 An Assumption That Academics Would Have Knowledge of Socio-Emotional Intelligence;211
13.18;7.18 Conclusion;213
13.19;References;214
14;8: Practising Socio-Emotional Intelligence;219
14.1;8.1 Introduction;219
14.2;8.2 “No” Is Not a Dirty Word, Assertiveness with Kindness;220
14.3;8.3 Practising Self-Care, We Deserve It;223
14.4;8.4 Nice to Meet You: Developing Our Self-Awareness;224
14.5;8.5 There Is No Need to Have a Mask: The Importance of Genuineness;226
14.6;8.6 Resilience: Becoming Wiser After Adversity;228
14.7;8.7 Humour and Laughter as a Healing Force;229
14.8;8.8 Conclusion;231
14.9;References;232
15;9: Conclusion;235
15.1;9.1 Limitations and Blind Spots;238
15.2;9.2 Looking to the Future, Recommendations for Further Research and Practice Development;239
15.3;References;241
16;Index;243