This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, ...commitment and moral purpose. It identifies the dynamic influences of individual, school environment, relational, leadership and external personal and policy contexts. The findings show that the capacity for ‘emotional resilience’ is essential for teachers who constantly “live on the edge,” as they seek to manage everyday, intensive pupil motivational and behavioral challenges whilst responding to demands for raising standards of teaching, learning and attainment.
•Emotional resilience is more important for teachers in schools located in areas of socio-economic disadvantage than others.•Resilience is not an innate attribute. It fluctuates according to personal as well as professional circumstances.•Teachers’ capacities for emotional resilience are influenced by combinations of internal, professional and external support.•Building and sustaining the capacity for resilience is an individual, relational and collective process.•The emotional support of the head teacher is a key factor.
This paper presents a case study example of supporting students that fail social work placements in England. The author argues that struggling on a social work placement is associated with lack of ...emotional resilience. Secondly, a case for an emotional resilience or emotional intelligence curriculum is made. There is evidence that current social work educators and education policymakers are vaguely aware of how to develop an emotional resilience curriculum that is relevant to social work practice. This paper aims to stimulate and inform debate about the role of emotional resilience in the training of social workers and the challenges of implementing a curriculum with professional attributes of emotional intelligence.
This paper presents a case study example of supporting students that fail social work placements in England. The author argues that struggling on a social work placement is associated with lack of ...emotional resilience. Secondly, a case for an emotional resilience or emotional intelligence curriculum is made. There is evidence that current social work educators and education policymakers are vaguely aware of how to develop an emotional resilience curriculum that is relevant to social work practice. This paper aims to stimulate and inform debate about the role of emotional resilience in the training of social workers and the challenges of implementing a curriculum with professional attributes of emotional intelligence.
Coronavirus disease 2019 (COVID-19) has not only resulted in immeasurable life and property losses worldwide but has also impacted individuals' development, especially teenagers. After the COVID-19 ...pandemic, individual rumination as an important cognitive process should be given more attention because of its close associations with physical and mental health. Previous studies have shown that creativity as an antecedent variable can predict people's mental health or adaptation. However, few studies have focused on the relationship between creativity and individual cognitive rumination after traumatic events, and the mechanism underlying this relationship remains unclear. By using the Runco Ideational Behavior Scale (RIBS), the Event Related Rumination Inventory, and the Questionnaire of Adolescent Emotional Resilience, the current study explored the relationship between creativity and intrusive rumination among 1488 Chinese teenagers during the COVID-19 pandemic and analyzed the moderating effect of emotional resilience on the relationship. The results showed that creativity, as assessed by the RIBS, was positively related to teenagers' intrusive rumination, which implied that a higher level of creative performance could predict more intrusive rumination. Moreover, emotional resilience acted as a moderator in the relationship between creativity and intrusive rumination; the correlation was stronger when emotional resilience was low. These findings provide more evidence of the relationship between creativity and mental health and show the effect of this traumatic event on teenagers.
Whether athletes' self-compassion predicts their emotional resilience to failure has yet to be empirically tested. Moreover, as an important physiological process of stress regulation, vagal ...reactivity is a plausible physiological mechanism for this relationship. Through a laboratory-based observational study of 90 college athletes, this research explores the influence of athletes' trait self-compassion on their emotional resilience when recalling failure, and examines whether vagal reactivity plays a mediating role. The results show that self-compassion did not significantly predict athletes' positive emotions but did significantly predict better recovery from negative emotions after recalling failure events. Furthermore, vagal reactivity was a significant mediator between self-compassion and recovery from negative emotions.
Introduction
Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online ...training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience.
Methods
After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (
n
= 168) or a matched placebo control training program (
n
= 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (
n
= 175) or 3-week (
n
= 151) period.
Results
Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging.
Discussion
Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.
The present study mainly focused on college students during the COVID-19 outbreak and aimed to develop and examine a moderated mediation model between perceived stress and life satisfaction, with ...social adaptation during COVID-19 as a mediator, and emotional resilience as a moderator. A sample of 1032 college students participated in this study and completed questionnaires regarding perceived stress, social adaptation during COVID-19, emotional resilience, and life satisfaction. Findings indicated that 1) social adaptation during COVID-19 partially mediated the association between perceived stress and life satisfaction; and 2) emotional resilience moderated the relationship between perceived stress and social adaptation during COVID-19 as well as perceived stress and life satisfaction. These two relationships became stronger for college students with lower levels of emotional resilience. The results were discussed to illuminate the mechanism in relation to theoretical and practical implication for improving college students' life satisfaction during the period of the COVID-19 outbreak.
•Teachers meet with emotional tensions related to teaching, role, and relation.•Personal, interpersonal, and political factors jointly shape emotional resilience.•Emotional resilience development ...follows three discernible patterns.
Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.
The continuing attention of scholars and practitioners to the teaching profession, teachers and teaching is based above all on the fact that societal progress is impossible without an effective ...education system. Teachers are the "soft" dynamic, and at the same time, a driving force in this constantly changing system, and research into the prerequisites for their effective performance requires constant attention. In this study, the main phenomenon under analysis is the emotional resilience of teachers-the internal capacity to adapt, manage or cope with emotionally demanding situations. The purpose was to investigate work-related and personal resources that contribute to teachers' emotional resilience and its role in the links between resources, teacher well-being, and the intention to leave. Data were collected using convenience sampling and included 522 teachers working in Lithuanian primary and secondary schools. An online self-administered questionnaire consisted of scales that assessed teachers' job resources, self-efficacy, well-being, and intention to leave. The research revealed that perceived workplace characteristics - performance feedback, autonomy, social support, and opportunities for professional growth-along with self-efficacy were positively related and predicted teacher emotional resilience. Emotional resilience was found to be a direct positive predictor of teacher well-being along with job resources and self-efficacy and have a mediating effect on the relationships between work-related resources and self-efficacy as independent variables and teacher wellbeing as a dependent variable. Contrary to well-being is teachers' intention to leave a school, which is usually an undesirable outcome for an organization. The study revealed that this intention is negatively affected by job resources and self-efficacy, however emotional resilience did not impact teachers' intention to quit. Based on the results, the article outlines avenues for further research and provides implications for strengthening teachers' emotional resilience.
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