Word from the editor
When we refer to emotional intelligence, socioaffective skills, social and emotional skills or others, what do we mean by that? The World Health Organization (WHO) defines these skills as "a set of capacities that enable everyone to adopt adaptable and positive behavior to effectively meet the demands of daily life". More specifically, we think of the development of empathy, respect for others, the ability to ask for or offer help, the ability to regulate one's own emotions and to discern those of others in different situations. .
Increasingly, education is concerned with this aspect of human development. It is a particularly large field of research that studies something infinitely complex: human emotions. Although we are now able to read emotions by measuring brain activity, there are no less than 27 emotional states in humans, each with subtle variations.
Appeared in the late 1990s, socioemotional learning (SEL, or SEL in English) immerses young people in an environment that promotes social interaction. Several methods can be implemented in this regard at school, such as role plays, artistic activities, sensory stimulation, etc. The use of digital tools also advantageously supports this learning.
As can be read in the article Advocacy for an education based on emotional intelligence, by Christophe Haag, professor and researcher in social psychology at EM Lyon, from kindergarten to higher education, no less than 213 scientific studies involving 270,034 children have shown that following a program focusing on the development of social and emotional skills ensures that young people "are able, much more than those who have followed a standard school course, to regulate their emotions, to know take their turn, manage their anxiety, their stress, and resolve conflicts by negotiating more subtly and skillfully ”. In addition, they would be less prone to depression and less aggressive, would commit less delinquency, have more self-confidence, assert their leadership better, make responsible decisions more easily without fear of failure and develop a strong taste. for social justice. They would also have better academic results than the average ... In short, the positive effects are there!
Good news: these skills can be acquired, taught and assessed. This is precisely what we explore in this thematic issue.
Editor in Chief
Sources: Haag, C. (2017, July 23). Advocacy for education based on emotional intelligence. The Conversation.
Labelle, A. (2019, June 18). No less than 27 human emotions. Radio-Canada.
Minichiello, F. (2017). Socio-emotional skills: research and initiatives International review of education of Sèvres, 76; DOI: https://doi.org/10.4000/ries.6008
December 2021 - Vol. 24 no 2
Cindy Anderson, Myra Auvergnat-Ringuette, Claire Beaumont, Jason Belzile, Nicolas Bressoud, George Couros, Laurie Couture, Natalie Garcia, Philippe Gay, Vanessa Hanin, Audrey Miller, Tina Montreuil, Alvinie Moodley, Jamie Nunez, Monica Praghamian, Martine Rioux, Daniel Vergas-Campos, Shawn Young.
Editor in Chief
Director of Development
Review of proofs
Jason Belzile, Laurie Couture
Marie-Michèle Bouchard-Roussin, Kate-Lyn Lapointe (EMBLÈME Communication)
Legal deposit 4th quarter 2021
National Library and Archives of Quebec Library and Archives Canada
ISSN 1706-0907 (Print)
ISSN 2369-1662 (Digital format)
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