Emotional Literacy and Self-Awareness in Adolescents: Exploring Brené Brown's Atlas of the Heart for Schools
Resumen
Adolescents must develop emotional literacy and self-awareness as they navigate the complexities of a world rife with environmental crises, political turmoil, and societal injustices. Emotional literacy involves the ability to recognize, understand, and manage one's emotions and the emotions of others, which is particularly important in a world where adolescents are exposed to a range of emotional stimuli, from the traumatic effects of climate change to the disorienting impact of political polarization and systemic inequalities. Correspondingly, self-awareness involves reflecting on thoughts, feelings, and behaviors to understand how they impact oneself and others, cultivating a sense of agency and purpose that enables positive contributions in different settings. The present analysis explores the possible use of Brené Brown's Atlas of the Heart to develop emotional literacy and self-awareness in students. Emotional maps are defined, and their importance in navigating emotions is discussed. The Atlas of the Heart book is introduced, and the various emotions and feelings are explained. The analysis also offers guidance on implementing the Atlas of the Heart to students, including those with exceptionalities, and provides examples of activities that can be used to develop emotional literacy and self-awareness. The benefits of developing emotional literacy and self-awareness in students are also discussed. Finally, potential challenges for implementing the Atlas of the Heart in classrooms and suggestions for overcoming them are presented. The analysis provides a comprehensive overview of using the Atlas of the Heart to develop emotional literacy and self-awareness in adolescents.
Descargas
Citas
Alemdar, M. (2018). Examining the emotional literacy skill levels of high school students. Educational
Policy Analysis and Strategic Research, 13(2), 69–86.
Alemdar, M., & Anılan, H. (2022). Reflection of social capital in educational processes: Emotional
literacy and emotional labor context. Asia Pacific Education Review, 23(1), 27–43.
Asenjo, J. T., Santaolalla, E., & Urosa, B. (2021). The impact of service learning in the development of
student teachers’ socio-educational commitment. Sustainability (2071-1050), 13(20), 11445.
Bellocchi, A. (2019). Early career science teacher experiences of social bonds and emotion
management. Journal of Research in Science Teaching, 56(3), 322–347.
Betters-Bubon, J., Pianta, R., Sweeney, D., & Goodman-Scott, E. (2022). Antiracism starts with us:
School counselor critical reflection within a multitiered systems of support framework. Professional School Counseling, 26(1A), 1–13.
Bezzina, A., & Camilleri, S. (2021). ’Happy Children’ A project that has the aim of developing emotional
literacy and conflict resolution skills. A Maltese case study. Pastoral Care in Education, 39(1), 48–66.
Bıdık, G., & Sisman, F. N. (2021). School-based mental health programs for improving psychosocial
well-being in children and adolescents: Systematic review. Journal of Psychiatric Nursing / Psikiyatri Hemsireleri Dernegi, 12(4), 350–361.
Birney, M. E. (2023). Self and identity: The basics. Taylor & Francis.
Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and
our society thrive. Celadon Books.
Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven,
systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161.
Brandt, W. C. (2020). Measuring student success skills: A review of the literature on self-directed
learning. 21st century success skills. National Center for the Improvement of Educational Assessment.
Brinkmann, J. L., Cash, C., & Price, T. (2021). Crisis leadership and coaching: A tool for building school
leaders’ self-efficacy through self-awareness and reflection. International Journal of Mentoring and Coaching in Education, 10(2), 234–246.
Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human
experience. Random House.
Coskun, K. (2019). Evaluation of the socio emotional learning (SEL) activities on self-regulation skills
among primary school children. The Qualitative Report, 24(4), 764–780.
Dusenbury, L., & Weissberg, R. P. (2017). Social emotional learning in elementary school: Preparation for success. Education Digest, 83(1), 36–43.
Duval, T. S., & Wicklund, R. A. (1972). A theory of objective self-awareness. Academic.
Farrell, B. (2022). Atlas of the heart: Mapping meaningful connection and the language of human
experience. Library Journal, 147(9), 81.
Fogel, Y. (2022). The discrepancy between actual performance and self-awareness among adolescents
with executive function deficits. Children (Basel, Switzerland), 9(5). 684.
Fomina, T., Burmistrova-Savenkova, A., & Morosanova, V. (2020). Self-regulation and psychological
well-being in early adolescence: A two-wave longitudinal study. Behavioral Sciences, 10(3), 67.
Forber-Pratt, A. J., Hanebutt, R., Minotti, B., Cobb, N. A., & Peagram, K. (2022). Social-emotional
learning and motivational interviews with middle school youth with disabilities or at-risk for disability identification. Education and Urban Society, 1.
Forman, S. R., Foster, J. L., & Rigby, J. G. (2022). School leaders’ use of social-emotional learning to
disrupt whiteness. Educational Administration Quarterly, 58(3), 351–385.
Geesa, R.L., Robbins, K. & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing
educators to design online environments for social-emotional learning. Journal of Online Learning Research, 8(1), 67–100.
Genovese, A. (2021). Exploring three core psychological elements when treating adolescents on the
autism spectrum: Self-awareness, gender identity, and sexuality. Cureus, 13(3), e14130.
Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and
lifelong achievement. Bantam Books.
HBO Max. (2022, February 22). Brené Brown: Atlas of the heart | Official Trailer | HBO Max [Video].
YouTube. Retrieved May 10, 2023, from https://www.youtube.com/watch?v=BaBbd_P--JM.
Herman, J. (2022). Parents' guide to Brené Brown: Atlas of the heart. Retrieved May 1, 2023, from,
https://www.commonsensemedia.org/tv-reviews/brene-brown-atlas-of-the-heart
Huggins, C. F., Donnan, G., Cameron, I. M., & Williams, J. H. (2021). Emotional self-awareness in
autism: A meta-analysis of group differences and developmental effects. Autism: The International Journal of Research & Practice, 25(2), 307–321.
Kara, F. İ., & Yüksel, G. (2022). Focusing on adolescents’ emotional awareness: Instrument validation
and evaluation of a training program. Participatory Educational Research, 9(4), 289–306.
Kim, D. & Hong, C. E. (2019). Social and emotional learning in a classroom: Language arts and literacy
teachers’ perceptions and practices in South Korea and the United States. Inquiry in Education, 11(2), 27–44.
Klim-Conforti, P., Levitt, A. J., Cheung, A. H., Loureiro, R., Fefergrad, M., Schaffer, A.,
Niederkrotenthaler, T., Sinyor, M., & Zaheer, J. (2022). Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation. BMC public health, 22(1), 1–14.
Kroeze Visser, A. (2022). How do I feel?: A review of atlas of the heart. Retrieved May 1, 2023, from
https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1112&context=staff_work
Lomas, T., Garraway, E., Stanton, C., & Ivtzan, I. (2020). Masculinity in the midst of mindfulness:
Exploring the gendered experiences of at-risk adolescent boys. Men & Masculinities, 23(1), 127–149.
London, M., Sessa, V. I. & Shelley, L. A. (2023). Developing self-awareness: Learning processes for self-
and interpersonal growth. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 261–288.
Loyens, S. M., Van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating higher-order, critical, and
critical-analytic thinking in problem-and project-based learning environments: A systematic review. Educational Psychology Review, 35(2), 39.
Majolo, M., Gomes. W. B., & DeCastro, T. G. (2023). Self-consciousness and self-awareness:
Associations between stable and transitory levels of evidence. Behavioral Sciences, 13(2), 117.
McDonald, A. (2021). The importance of cultivating emotional intelligence in schools. National
Association of Independent Schools. Retrieved May 1, 2023, from https://www.nais.org/magazine/independent-teacher/spring-2021/the-importance-of-cultivating-emotional-intelligence-in-schools/
Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive-behavioral therapy for management of mental
health and stress-related disorders: Recent advances in techniques and technologies. BioPsychoSocial medicine, 15(1), 16.
O’Donnell-Allen, C., & Robbins, M. (2022). “This Time, It’s Urgent”: Becoming skillful in sustainable
teaching. Voices from the Middle, 30(2), 31–34.
Özkan, P. (2022). School principal as an environmentally sustainable leader. Journal of Educational
Leadership and Policy Studies, 6(1), 1–15.
Pagliarella, A. (2022). Atlas of the heart. The Presbyterian Outlook, 204(4), 8.
Parinussa, J. D., Taryana, T., Ningtyas, A. A., Rachman, R. S., & Tannady, H. (2023). Developing
student emotional intelligence by involving the active role of teacher. Journal on Education, 5(3), 8528–8533.
Pelin, R. Ș. (2021). The impact of English language learning on the acquisition of soft skills such as
critical thinking and emotional literacy skills. Agronomy Series of Scientific Research / Lucrări Științifice Seria Agronomie, 64(1), 41–46.
Peseyie, N., & Rao, P. S. S. (2020). Impact of emotional intelligence on academic achievement among
high school students in Nagaland. Journal of North East India Studies, 10(1), 16–42.
Rajakumar, M. (2022). Atlas of the heart: Mapping meaningful connection and the language of human
experience. AudioFile Magazine, 30(6), 59.
Rollins-Koons, A., & Rauh, C. (2022). A review of permission to feel: The power of emotional
intelligence to achieve well-being and success. Journal of Financial Therapy, 13(1), 6.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3),
–211.
Sevilla, L. A. (2021). Mori Akira’s education for self‐awareness: Lessons from the Kyoto school for
mindful education. Journal of Philosophy of Education, 55(1), 243–262.
Silvia, P. J., & Duval, T. S. (2001). Objective self-awareness theory: Recent progress and enduring
problems. Personality and Social Psychology Review, 5(3), 230–241.
Soutter, M. (2019). Unintended lessons of SEL programs. Phi Delta Kappan, 100(5), 59–62.
Steiner, C. with Perry, P. (1997) Achieving emotional literacy. Bloomsbury.
Tagata, W. M. (2022). In my shoes: Empathy and critical emotional literacy in EFL lessons. Revista
Brasileira de Linguística Aplicada, 22, 17–36.
Thaintheerasombat, S., & Chookhampaeng, C. (2022). The development of a self-awareness skill for high
school students with the process of social and emotional learning. Journal of Educational Issues, 8(2), 741–754.
Trentini, C., Tambelli, R., Maiorani, S., & Lauriola, M. (2022). Gender differences in empathy during
adolescence: Does emotional self-awareness matter? Psychological Reports, 125(2), 913–936.
Van Damme, N., & Ramaekers, S. (2022). Toddlers as soul workers: A critical take on emotions and
well‐being in early childhood education. Journal of Philosophy of Education, 56(1), 55–66.
Derechos de autor 2023 Dianala M. Bernard
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.jpg)
