Developing Socio-Emotional Intelligence in Higher Education Scholars

ISBN-13: 9783319940359 / Angielski / Twarda / 2018 / 233 str.

Camila Devis-Rozental

Opis

This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments.

Spis treści

Foreword; Stephen Heppell.- 1. Chapter 1 Introduction and rationale.- 2. Chapter 2 Socio-emotional intelligence: Background, meaning and understanding.- 3. Chapter 3 Developing socio-emotional intelligence.- Chapter 4 Developing socio-emotional intelligence by understanding our emotions.- Chapter 5  Humanising higher education by meeting scholars’ needs with socio-emotional intelligence .- 6 Chapter 6 Developing socio-emotional intelligence through self-reflection.- 7 Chapter 7 Developing socio-emotional intelligence in Higher education academics: Benefits beyond the classroom.- 8 Chapter 8 Practicing socio-emotional intelligence.

O autorze

Camila Devis-Rozental is a senior lecturer and a teaching and learning fellow at Bournemouth University, UK. She is also a senior fellow of the Higher Education Academy and the UK representative for the education division of the International Positive Psychology Association. Her work, which she has presented both nationally and internationally, centres on socio-emotional intelligence within teaching and learning. She has been the recipient of multiple awards and grants. 

Blurb

This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments. The author begins by analysing the concept of socio-emotional intelligence and its development, before confronting distinctive areas for improvement within the context of teaching and learning in higher education. The book explores the importance of understanding and labelling emotions, and how opportunities for self-reflection arise through an environment that meets practical needs.  The author contends that support from other scholars is vital to the development of socio-emotional intelligence. The book concludes with a set of practical suggestions for promoting personal development. It will be a valuable resourse for anyone working in higher education who is interested in improving their own wellbeing and that of those around them.