The Science of Emotional Self-Control in Schools: Too Many Schools are Doing This Wrong (Volume 1, Episode 12)

Davey and Angela talk about the importance of teaching students how to control their emotions, and yet many schools are teaching these emotional self-control or self-regulation skills in ways that ignore the neurobehavioral and psychological research-to-practice. Their discussion is anchored by a Blog post by Dr. Howie Knoff on effective social-emotional learning (SEL) in schools. This post--and your Hosts' discussion-- details the correct science-to-practice blueprint needed to teach emotional self-control, describing (a) the four interdependent components needed; (b) the neuro-physiological and psychological science of self-control; (c) the components of the Emotional Control Paradigm; and (d) how to condition self-control through Dr. Knoff's evidence-based "Stop & Think Social Skills Program." Davey and Angela describe the science-based approach that emphasizes emotional awareness, control, communication, and coping; and the Stop & Think Social Skills Program's approach to helping students manage their emotional triggers, physiological cues, positive self-statements, and behavioral responses and interactions. The ultimate goal is to train students to control their emotions, think through the challenging situation, prepare a prosocial response, and enact that response. . . all in three to five seconds. All of this results in students who are able to control their emotional, impulsive reactions to highly charged situations.