Relevance of Self at Work: Emotional Intelligence and Staff Training in After-School Environments

• NCJ Number: 198808
• Author(s): Michelle Seligson Ed.M.; Marybeth MacPhee Ph.D.
• Date Published: 2001
• Length: 18 pages
• Corporate Author: Wellesley Ctrs for Women
• Sale Source: Wellesley Ctrs for Women
• Publication Format: Document
• Publication Type: Research Paper
• Language: English
• Country: United States of America
• Note: Center for Research on Women at Wellesley Centers for Women, Working Paper No. 402.

Annotation

This paper examines how the emotional intelligence of adult educators in after-school programs can affect the social and emotional growth of the children they teach.

Abstract

The authors explain the importance of adult and peer relationships on a child’s sense of self. How adult educators relate to children in after-school programs is an important component of teaching children self-awareness and self-worth. This paper focuses on how adult educators can use their inner-resources and social-emotional strengths to forge positive relationships with their co-workers and with the children they teach. The authors review their findings of visits to six after-school programs during 1998 through 1999 in Massachusetts. The after-school programs that focused on the personal development of the teachers had a more positive social-emotional climate than programs that offered no adult educator development opportunities. This positive social-emotional climate had a direct impact on the social and emotional development of the children who participated in these after-school programs. The authors examine how emotional intelligence in adult educators is fostered and strengthened. In conclusion, the authors caution that the trend toward standardized achievement in schools pushes aside the importance and necessity of the positive social and emotional growth of youth. References, notes