How is the teacher/student relationship effected with inclusion of emotional intelligence?

1. Teachers model the use of EI, Mindfulness & Benefit

1.1. Improves self-efficacy, lowers burnout, stress, improves emotional exhaustion, job performance, and retention (Domitrovich et al., 2016)

1.2. Temperament significant factor in relationship, behavior, and learning environment

1.2.1. Determines student outcomes

1.2.2. improved relationships student/teacher

1.2.2.1. Improves ability to identify, redirect, validate emotions, give consistent responses (Marlow, Garwood, & Van Loan, 2017)

1.2.2.1.1. Removes pressure towards academic performance with student improvement

2. Students benefit from addition of EI/Mindfulness/Relationship Focused Classroom

2.1. Improves academic performance, lowers aggressive behaviors and substance use (Domitrovich et al. 2016)

2.2. Teacher Perception of SEL - Develop healthy behaviors, emotion regulation, improved empathy, communication, motivation. problem-solving, relationships (in/out) of classroom, goal setting, cooperation, and positive long term effects 9 month follow up (Martinsone & Vilcina, 2017)

2.3. SEL - improve quality of life, SE, behavioral, attention, and functioning (Waldemar, Rigatti, et al., 2016)

2.4. Mindfulness - Improved self-concept, emotion-regulation, behavior, executive functioning, trust, relationships (Wisner & Starzec, 2016)

2.4.1. Students found Valuable & Beneficial

2.5. Student Perception ABL Relationship Skills - fun, beneficial, helpful in relationships, helps teach others Found --Builds leaders, self-awareness, self-management, SE awareness, relationship skills, trust, communication, active listening, conflict resolution. (Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, 2015)

2.6. Improvement in behavior, emotion responses, ability to identify defense mechanisms, negative behaviors, improve well-being and academic achievement -- improved relationship with teacher allows for ability to be easily redirected, encouraged to interact, encourages identification of emotions and validation also promotes consistent assertive responses with academic achievement (Marlow, Garwood, & Van Loan, 2017)

3. Overall Classroom/School Environment Improved

3.1. Improved classroom environment, well-being, supports learning, less class time spent on behavior management (Domitrovich et al., 2016)

3.2. Better performance thus lowering pressure to raise performance (Martinsone & Vilcina, 2017)

3.3. Enriched classroom & student growth in Alternative schools, creates learning atmosphere, appropriate, positive, calm, & encouraging healthy relationships (Wisner & Starzec, 2016)

3.4. ABL & IIRS creates community, encourages reflection, allows for a safe place to talk and reflect SE experiences -- through use of debriefing allowing deeper thinking, improved relationships and trust with group work (Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, 2015)

3.4.1. Requires consistent instructor & assertive communication

3.4.2. Positive classroom/school environment and in society

3.5. With an improved learning environment, positive relationships & interactions serving as prevention -- improves motivation and promotes sustained goal-oriented behavior.-- reinforces change through classical/operant conditioning, benefiting from humanistic approach with person centered focus promoting individual growth, self-efficacy, self-awareness -- Social cognitive theory suggests importance of social support, student focused needs, and promotion of learning by building a cohesive classroom environment (Schunk, 2015)

4. Discussion (Obstacles/Synthesis)

4.1. Pressure to maximize student academic performance

4.1.1. Increases teacher stress, influences relationships, effects student learning, lowers performance. (Domitrovich et al., 2016)

4.1.2. Thus, weakening relationships, increasing behavior issues, and lowering performance

4.1.3. School restricts programs to those focused on performance objective -- rejects those not focused on that objective

4.2. Synthesizing further EI, Mindfulness, SEL connections (Grewal & Salovey, 2005)

4.2.1. Expand on success of different programs still focused on common goal but different delivery

4.3. Would be interesting to compare outcomes of each type of program, age group, and delivery...does it matter? If it does, what works best for whom? why?

4.4. Suggests students more motivated to engage in these programs -- perhaps universal interventions integrated to provide intensive intervention w/individual support for high need students/teachers/schools, or smaller groups with specific difficulties (Waldemar, Rigatti, et al., 2016)

4.4.1. Child/adolescence foundational stages for development of well-being & mental health -- stressing importance of the need for these programs

4.4.2. Provides several studies suggesting similar positive results and continued improvement at long term follow ups

4.5. Alternative program adjusted due to student journals and feedback, suggestion, and need (Wisner & Starzec, 2016)

4.5.1. Obstacles - familial stressors, lack of emotional support, environmental issues, substance use, & emotional dysregulation

4.5.2. program adjustment may have influenced positive outcome due to positive regard for students, validating needs and emotions, and listening to them (connect with proof of what was found previously)

4.5.2.1. Research needed to indicate connection to self-efficacy and confidence -- to find influence of adjustments

4.6. Encourages reflection & promotes long-term benefit for students when processing journals and experiences working in skills group. Two didn't engage but they were not sure why. Takes a long time to prep for classes but they provide tips to help. Does prove alternative ways of delivering SEL work. (Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, 2015)

4.7. Creates purposeful careers, stronger bonds/relationships, emphasizing validation, emotion identification, compassion, patience, and works to explain behavior for awareness. Shows the influence on emotional-behavioral disorder but not on ADD & ODD -- Interesting for thought (Marlow, Garwood, & Van Loan, 2017)

4.8. Environmental factors influence learning. Most essential learning takes place in childhood. Obstacles are possible issues with mindfulness & religion (Buddhism) MRI & EEG results show neurological improvement on left side anterior of the brain, enhance immune functioning, significant increase in antibodies with the blood (LaRock, 2014)

4.9. Maslows Hierarchy of Needs explains the drive focus and may help individualize for students to increase learning -- familial influences (Attachment theory) and feedback important to increase drive, motivation and self-concept -- goal orientations, self-efficacy, self-regulation, perceived progress, achievement perception, teacher encouragement, and social comparisons influence learning -- (Schunk, 2015)

4.9.1. Attachment theory, goal orientations, Mindfulness, and SEL all influence all factors of internal and external needs of teachers, students, and environment to promote continued self-growth, setting the stage for appropriate communication (giving and receiving of all information, emotions, and needs) while encouraging students to work with each other and perhaps the ability to allow them to help each other learn information that the educator may not have thought of.

5. Intro

5.1. Grewal & Salovey (2005)

5.1.1. History of Emotional Intelligence

5.2. LaRock (2014)

5.2.1. Essential learning takes place during early childhood and adolescence development

5.2.2. Mindfulness - focus on conscious experience, self/others, attention to detail, calm, sound mind/judgment - paying close attention to current space in time, ully engaged in the moment, not distracted or disconnected from the experience, and w/o judgment

5.2.2.1. Linking EI & Mindfulness/Awareness & SEL

5.2.2.2. relationships rely on four parts of emotional intelligence

5.2.2.3. Social Emotional Learning

5.2.2.4. Proven to regulate emotion, improve social skills, executive functioning, regulat attention, lessen negative emotions (LaRock, 2014)

5.3. Relationship Driven classroom

5.3.1. Students

5.3.1.1. INcreased Learning

5.3.1.2. Improved behavior

5.3.1.3. Increased SE skills

5.3.1.4. Increased Academic Performance

5.3.2. Teachers

5.3.2.1. Increased self-effiacy

5.3.2.1.1. Directly correlated to student behavior problems

5.3.2.2. Improved Emotional Exhaustion

5.3.2.2.1. Directly correlated to student behavior problems

5.3.2.3. Increased Job performance

5.3.2.3.1. Directly correlated to improved student behaviors

5.3.2.4. Lowered burnout

5.3.2.4.1. Directly correlated to improved student behaviors

5.3.3. Six area rankings of 21 nations evaluated on child-well being -- US ranked 2nd to last on the overall average and the bottom 3rd within five areas (one of which had insufficient data) (LaRock, 2014)

5.3.4. Classroom-School Environment

5.3.4.1. Improved environment & Well-being of self/others, improving interactions

5.3.4.2. Encourages reflection, social connections, sense of community, & trust

5.3.4.3. More class time spent on learning rather than behavior management

5.4. Why is it important to the reader?

5.4.1. Above trends in school violence and socio-economic conditions, increased emotional distress, loneliness, anxiety, depression, declining academic performance, attendance, self-confidence, self-concept, and social marginalization

5.4.2. 1.. Material well-being 2. health & safety 3. educational well-being 4. Family & peer relationships 5. behaviors & risks 6. subjective well-being for which there was insufficient data.