2/29/20

P E R MI SS I O N
TO F E E L How are
you feeling?

ENERGY
Unlocking the Power of Emotions to Help W e a re a g ro u p o f p e o p le in N e w Y o rk , L o n d o n , B e rlin a n d

S in g a p o re . W e c re a te b ra n d s , p ro d u c ts a n d m a rk e tin g . A n d w e

our Kids, Ourselves, and our Society Thrive u s e s tra te g y , d e s ig n , c o n te n t a n d d e v e lo p m e n t to d o it.

Marc A. Brackett, Ph.D. @marcbrackett @marc.brackett

@RULERapproach
D ir e c t o r , Y a le C e n t e r fo r E m o t io n a l In t e llig e n c e
@YaleEmotion
P r o fe s s o r , Y a le C h ild S t u d y C e n t e r
marcbrackett.com
#PermissionToFeel
(info, book, blog)
PLEASANTNESS

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A Brief History
1990 First scholarly article on emotional intelligence (Salovey & Mayer)

1995 Emotional Intelligence (Goleman)

CASEL (Collaborative for Academic, Social & Emotional Learning)

1999 Positive psychology movement Why, then… .

2000- Emotional intelligence assessments, interventions, consulting
services, & coaching programs

2018 Aspen Institute’s National Commission on Social, Emotional,

Academic Development release ”report to the nation”.

2019 90% of educators believe SEL is important, many implementing

programs
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Why, then, is this the case? Reasons why we haven’t had impact

• A n x ie t y a n d ‘s t r e s s ’ a r e a t a ll t im e h ig h s
• D e p r e s s io n is t h e le a d in g c a u s e o f d is a b ilit y w o r ld w id e • T h e r e is a p r e v a ilin g m is u n d e r s t a n d in g t h a t e m o t io n s a r e

• B u lly in g r a t e s h a v e f la t lin e d ( a n d g o n e u p in s o m e c a s e s ) weak

• E n g a g e m e n t in s c h o o l a n d a t w o r k a r e v e r y lo w • T h e r e is a la c k o f “ r e a l” e m o t io n a l in t e llig e n c e ( E I) t r a in in g

• B u r n o u t a n d jo b d is s a t is f a c t io n a r e a t r e c o r d h ig h s • L e s s f a c e - t o - f a c e t im e t h a n e v e r b e f o r e

• P e o p le a r e a f r a id t o h a v e d if f ic u lt c o n v e r s a t io n s a n d b e t r u t h f u l • E I, w h e n im p le m e n t e d , is o ft e n d o n e in a fr a g m e n t e d ,

ab ou t how they feel at w ork p ie c e m e a l w a y

• L o n e lin e s s is a t a ll t im e h ig h s

P E R M I S S I O N T O F E E L P E R M I S S I O N T O F E E L

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What are your thoughts about Life is an

why SEL hasn’t had desired impact? emotional roller coaster

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How How
High School College
Students Students
Feel Feel

P E R M I S S I O N T O F E E L P E R M I S S I O N T O F E E L

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How
College
Students
Envious
Strongest correlate is
How
Educators
Feel
Actually LONELINESS
Feel
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School Climate and Teacher Outcomes

How
Greater:
People in the
Burnout
Stress-related Absences
Sleep Troubles Workplace
Mental Health Problems
Body Mass Index (BMI)
Feel
Unhealthy Greater
School Clim ate Negative Em otions

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H O W W E F E E L I S
stressed
Out of Balance
stressed

frustrated
frustrated
excited
e xcite d

anxious happy
happy

Our Vision
anxious

overwhelmed
overwhelmed joyful
jo yfu l
O u r stu d en ts, ed u cato rs, an d w o rkfo rce are
sp en d in g 70 -8 0 % o f th eir d ays in th e R E D an d

bored
bored B LU E . To use the power of emotions to create a
tired fulfilled
fulfilled

healthier and more equitable, innovative,

tired

exhausted
exhausted calm
calm
W h ile th e g o al is N O T to b e in th e Y E LLO W an d
lonely
lonely
satisfied
satisfied
G R E E N all o f th e tim e, w e n eed g reater b alan ce! and compassionate society
depressed
depressed

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Emotions Matter Emotion Scientist vs. Emotion Judge

• Attention, memory, and learning An Emotion Scientist… An Emotion Judge…

• Is open, curious, and reflective • Is critical, closed, and ignores emotion
• Decision making
• Views all emotions as information • Views emotions as “error”
• Relationship quality • Is in learner mode (investigates) • Is in knower mode (makes attributions)

• Physical and mental health • Wants to get “granular” • Clumps emotions as good or bad
• Has a “growth mindset” • Has a “fixed mindset”
• Performance and creativity

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The RULER Skills EI Among Youth

R ecognizing emotions in self and others Lower in EI:

• Conduct problems
Higher in EI:
• Empathy

U nderstanding causes and consequences of emotions • Aggressive behavior • Well-being

L abeling emotions accurately

• Hyperactivity/attention problems • Quality relationships
• Risky sexual behavior • Prosocial behavior

E xpressing emotions
• Substance abuse • Satisfaction with school
• Social deviance • Leadership skills

R egulating emotions effectively • Anxiety/depression • Academic achievement

P E R M I S S I O N T O F E E L P E R M I S S I O N T O F E E L

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EI Among Educators Leader EI Matters!

• Have greater sensitivity and empathy

Low EI High EI
• Are rated as more effective

• Receive higher performance ratings

• Are less stressed and burnt out

• Have greater job satisfaction

• Build more positive classroom climates

• Have students who perform better

P E R M I S S I O N T O F E E L P E R M I S S I O N T O F E E L

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The Big 7 EI is not so soft!

R e su lts fro m th e stu d y Th e C la ss o f 20 30 a n d L ife -R e a d y L e a rn in g – co n d u cte d
• M in d f u l b r e a t h in g in c o lla b o ra tio n w ith M ic ro so ft a n d M c K in se y & C o m p a n y ’s E d u c a tio n P ra c tic e

• S le e p
• N u t r it io n

• E x e r c is e
30 - 40% o f jo b s re q u ire so ft sk ills

• B u ild in g a n d m a in t a in in g p o s it iv e r e la t io n s h ip s

• D o in g t h in g s t h a t a r e m e a n in g f u l t o y o u ( h o b b ie s / e n t e r t a in m e n t ) 42% o f e m p lo ye rs b e lie ve n e w g ra d u a te s a re

a d e q u a te ly p re p a re d fo r th e w o rk fo rce ,
• P o s it iv e s e lf - t a lk , in c lu d in g s e lf - a n d o t h e r - c o m p a s s io n ,
e sp e cia lly w ith so cia l a n d e m o tio n a l sk ills
a c c e p t a n c e , r e a p p r a is a l, v is u a liz a t io n , & p r o b le m - s o lv in g

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Social and Emotional Learning The RULER Approach

M o v in g f r o m a p ie c e m e a l a p p r o a c h …

• R u le s …to a systemic
•
•
A sse m b lie s
C la ssro o m k its
approach
• S im p le le sso n s
• F la vo r o f th e m o n th

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Anchors of Emotional Intelligence The Charter

To o M a n y R u l e s , N o t E n o u g h F e e l i n g s

Charter M ood M eter M eta-M om ent B lu e p rin t

P E R M I S S I O N T O F E E L P E R M I S S I O N T O F E E L

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The Mood Meter The Mood Meter

enraged ecstatic
worried Persuasive Creative
elated writing writing
anxious
cheerful Debating Brainstorming
annoyed joy
bored
Proofing/ Journal
content
disappointed editing writing
calm
hopeless Showing Building
peaceful empathy consensus
depressed serene

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The Mood Meter The Mood Meter App

w w w. m o o d m e t e r a p p . c o m

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The Meta-Moment The Blueprint

F r o m M e t o We

Sense Pause S e e Y o u r B est S elf S trateg ize

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RULER in Middle and High School RULER is Aligned with Standards

W h o am I?
( m in d s e t , p e r s o n a lit y , m o t iv a t io n ) Social and Emotional Learning
Example: Recognize and accurately label emotions and how they are linked to
behavior.
W here do I w ant to go?
Common Core
( v is io n in g , g o a l s e t t in g ) Example: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content.

W hat do I need to get there? Teaching Tolerance Social Justice

Example: I know everyone has feelings, and I want to get along with people who
( c r it ic a l t h in k in g , c r e a t iv it y , are similar to and different from me.
e m o t io n a l in t e llig e n c e , w e llb e in g )
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RULER Phases of Implementation Train-the-Trainer Model

• Two day institute at Yale or

at district if > 25 schools

Staff Student • Coaching support

Im plem entation Sustainability
R eadiness/ Personal and
P rofessional
and and
P lanning Fam ily Innovation
Learning Engagement • Online RULER community
with all staff resources and
curriculum

• Yearly conference
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RULER Makes a Difference! RULER (College) Makes a Difference!

Students
• Less anxious and depressed • B e tte r a ca d e m ic p e rfo rm a n ce ”I never thought a Yale class could make me feel an emotion
• G re a te r le a d e rsh ip sk ills other than inferiority. Glad I was wrong! J”
• More developed emotional skills
• Fewer attention problems “This course gave me a sense of waking up from a long dream.
I had this feeling of not actually being alive or ‘here’ for many
Teachers years and now I feel that I am out of my slumber. If I had to
• More engaging, supportive, and effective describe the way I saw my life in colors, before it would be a
• Less burnout and greater job satisfaction pale gray and now it would be a bright white. Almost as if I had
a new blank canvas to put vibrant colors on, this course taught
me that one can improve and detoxify through paying
Classrooms/Schools attention to one of the most basic principles of living.”
• More positive climates and less bullying
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Let’s Put It All Together! Book, Blog, M edia

m arcbrackett.com

• Acknowledge that all emotions are information RULER Training

• Give yourself & others the Permission To Feel rulerapproach.org

• Strive to become an emotion scientist, not an emotion judge Yale Center for EI

ei.yale.edu
• Learn and refine the skills of emotional intelligence (i.e., RULER)

• Appreciate that developing emotional intelligence is harder than Mood Meter App
learning traditional “hard” skills (it’s life’s work!) m oodm eterapp.com

• Focus on systemic change & embrace its complexity Contact inform ation

• Don’t give up building a healthier, & more equitable, innovative, &

compassionate society so all children (& adults) can achieve their dreams
m ichelle.lugo@ yale.edu
T H A N K Y O U!
P E R M I S S I O N T O F E E L

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