Applying Emotional Intelligence: Exploring the Promoting Alternative Thinking Strategies curriculum

By B. Kelly, J. Longbottom, Fay Potts, J. Williamson. 2004

90 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/227fbe578991ae76374dff16f74381712dd4928c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Vorhaus
2. P. Farrell
3. R. Norgate
4. Steve Rooney
5. K. Woods
6. Sarah J. Lewis
7. M. Littledyke

In Social Psychology

1. J. Vorhaus
2. P. Farrell
3. A. Macgregor
4. K. Woods
5. K. Duckworth
6. M. Littledyke
7. R. Akerman
8. E. Salter

Citations in the corpus

• An Evaluation of the Promoting Alternative Thinking Strategies Curriculum at Key Stage 1 (2007, background): “One study by Kelly, Longbottom, Potts and Williamson ( 2004 ) explored the application of PATHS in a Scottish primary school.”
• A Review of the Functions and Contribution of Educational Psychologists in England and Wales in light of “Every Child Matters: Change for Children', (2006, background): “This work has a very wide variety of foci including direct work, training and research on SEN and behaviour policy review; developing teaching approaches; schools in ‘special measures’; the development of emotional intelligence within an organisation; improvement of learning support centres; dealing”
• Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Specific curricula have been designed to teach children about managing their emotions, selfawareness, taking responsibility, the development of empathy and co-operation, conflict resolution and negotiating compromise(9) (Greenberg et al., 1995; Kelly et al., 2004; Weare, 2004).”
• Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, background): “The affective domain in the curriculum is acknowledged to be an important aspect to learning (Gardner 1983, 1993; Goleman 1996; Morgan 1997; Kelly 2004; Lee 2005; Cree 2006), and there have been a number of studies concerning the affective domain in science education, mainly concerned with…”