EUMOSCHOOL Newsletter #5
4th September 2018
EUMOSCHOOL – NEWSLETTER #5
Didactics of Emotions®: An effective tool to support teachers and students
Is the Didactics of Emotions® a very valuable method for the development of emotional, behavioural and relational competences of children and adolescents?
Experimental analysis conducted before and during the implementation of the EUMOSCHOOL project on a vast sample of students, prove that the answer to this question is unequivocally positive!
Didactics of Emotions® in a nutshell
A new generation educational format, orientated to both promoting wellness in class and preventing discomfort in children and teenagers, especially the ones characterized by pathologic addition. It’s part of of early preventions practices and it’s based on the scientific assumption which says that, a good mastery of one’s own emotional world constitutes an excellent protection factor. The format meets the guiding rules recommended by the Health World Organization and it has been tested on a very vast sample of students. It is composed by several techniques which can be implemented by teachers during their lessons at school, mainly with students from 4 to 16 years old
(Schiralli R., Mariani, U 2006)
From 2005 already, the methodology of Didactics of Emotions® has been tested on students from Viterbo (Italy) and its suburbs, on a total sample of 1231 students between 5 and 15 years old.
Thus, the method has been experimented using 3 kind of tests:
- SEDS: Social Emotional Dimension Scale – developed by J. B.Button and T.G.Roberts (1986);
- TMA: Multidimensional Self-Concept Test – by B.A.Bracken (1992);
- MRO: Object Relational Model – by M. Ardizzone and M. Grasso (1997).
These tests had the aims to:
1. verify if and how much Didactics of Emotions® techniques affects participants’ cognitive/emotional development, increasing his/her skill in recognizing, managing and regulating emotions.
2. identify age ranges within the application of this method, making it more effective.
3. highlight if Didactics of Emotion can affect participants’ psycho-affective development single dimensions (self, interpersonal, emotional one) or if its effect can be more general.
The evidence experimentation suggests that it is possible to state that Didactics of Emotions® positively affects participants’ development:
– As regards children, it strengthens process of attribution of meaning of emotional and cognitive experiences in a space-time continuum which favours the emerging of the self;
– As regards preadolescents, it has a high emotional impact which eases the relationship with group of peers as well as with adults, protecting subject from alternate and risky routes of development;
– As regards adolescents, Didactics of Emotions® allows to establish and consolidate identity of those subjects who, if left alone, could increase his/her frailty.
Therefore, Didactics of Emotions® turns out to be an important tool for recognizing, managing and regulating emotions with protective functions on personality development.
Thanks to EUMOSCHOOL, the experimentation on the effectiveness of this method and its positive impact on the wellbeing of students arrived in Europe.
In its two years of implementation, during the scholar years 2016/2017 and 2017/2018, the project has involved in total:
1200 students | 80 teachers | 56 schools | 5 European countries
By far overcoming the objectives foreseen by the project.
During the first year of testing, the experimentation has been repeated, using the SEDS test, in order to verify the effectivenes of the methodology over a such a diverse and big sample of students at European level.
The research has been conducted on 671 students, including experimental classes, who took part into the implementation of techniques and control classes, who didn’t.
The data collection has been carried out by teachers, through a period of observation on their students before and after the implementation of the techniques, using the range scale called “Social Emotional Dimension Scale” – SEDS.
The SEDS measures:
• Grade of avoidance with the schoolmates;
• Aggressive interactions;
• Grade of avoidance with the teachers;
• Inadequate conducts
• Depressive reactions;
• Fearful reactions.
The overall evaluation of those dimensions allows to obtain some raw scores and hence to convert their sum into a Behavioural Quotient (BQ) according to a reference range.
The measurements have been carried out by comparing each class BQ’s average value.
The hypothesis to be validated consists in verifying if the students and the classes, which were following the Didactics of Emotions® method between pre-test and post-test, have had a significant score increment compared to the control group’s classes.
The results of the analysis of the data collected in Austria, Hungary, Romania, Turkey and Italy have been as much positive as the ones obtained in the first experimentation carried out in Viterbo.
The average values increment, obtained for each class of the experimental group, is clear and remarkable, especially if compared to the results of the control group.
There are not significant differences neither in reference to the country where the program has been run nor about the age of students.
The initial hypothesis, which was however already verified in many other studies with some vastest samples, is therefore confirmed: the Didactics of Emotions® significantly increases emotional, relational and behavioural competencies.
EUMOSCHOOL- Emotional Education for Early School Leaving Prevention is funded by Erasmus+ programme KA2 – Cooperation for innovation and the exchange of good practices: Strategic Partnership SCHOOL.
Centro per lo Sviluppo Creativo Danilo Dolci
|Emotional Training Center
|Rogers Személyközpontú Oktatásért Alapítvány
|University of Gloucestershire
|Consortiul International Lectura Si Scrierea Pentru Dezvoltarea Gandirii Critice
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