The Development of Emotional Competence

By E. Cherland. 2004

968 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f0b4edfb3eaf83bc12571138c9719fecf5dbedb0

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Citations in the corpus

Educación emocional y competencias básicas para la vida (2003, background): “…específicamente a las competencias emocionales: Boyatzis, Goleman y Hay/McBer (1999), Boyatzis, Goleman y Rhee (2000), Greenberg et al. (1995), Saarni (1997, 1998, 1999, 2000), etc. En resumen, hay un convencimiento en la necesidad de desarrollar competencias que van más allá de las…”
Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers (2006, background): “Each facet develops at different rates for different children, via ongoing transactions with the individual’s environment, thus it is likely that the development of each facet has an impact on the development of the others (Saarni, 1999).”
Association Between Adolescent Suicide Ideation, Suicide Attempts and Emotional Self-Efficacy (2013, background): “capacity for empathy and sympathy involving the emotions of others; Skills in recognizing that inner emotional state does not need to translate to outer emotional expression; Developing a capacity for managing stress; and Developing the ability to recognize that the formation of relationships, to so”
Parental Effects on Children's Emotional Development Over Time and Across Generations (2010, background): “…emotional experiences; (3) understanding of the relations between emotions and behaviors; (4) selfregulation of emotion to cope adaptively with stress or challenge; and (5) awareness of the communicative and regulatory roles of emotions in the context of relationships with others (Saarni, 1999).”
Emotion-focused cognitive-behavioral therapy for anxious youth: A multiple-baseline evaluation (2006, background): “Such emotion-related deficits are pertinent given that a considerable body of research has identified emotional competence as a crucial component in children’s adaptive social functioning and psychological adjustment (e.g., Cicchetti, Ackerman, & Izard, 1995; Eisenberg & Fabes, 1992; Eisenberg, Fabe”
Emotion Dysregulation and Adolescent Psychopathology: A Prospective Study (2011, background): “It has been argued that emotional awareness is necessary to facilitate adaptive emotion regulation (Saarni, 1999), and poor awareness has been linked to a variety of poor mental health outcomes (Mennin, McLaughlin, & Flanagan, 2009; Novick-Kline, Turk, Mennin, Hoyt, & Gallagher, 2005; Southam-Gerow…”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “The selection of those terms was based on the work of distinguished academics and researchers in the field of children’s emotional development, such as: Izard (2001), Saarni (1999) and Garner (2010).”
Children's Emotional Regulation and Social Competence in Middle Childhood (2002, background): “Constructs such as emotional expression, understanding, and regulation in social relationships are purported by researchers in this area to be at the crux of competent social and emotional functioning (Denham, 1998; Saarni, 1999).”
When Intelligence is (Dys)Functional for Achieving Sales Performance (2008, unknown): “Emotional competence helps people be aware of, regulate, and use their (and others’) emotions successfully (Goleman 1998; Saarni 1999).”
Patterns of Attachment and Emotional Competence in Middle Childhood (2011, unknown): “Shaver and Mikulincer (2002) and Mikulincer, Shaver, & Pereg (2003) presented what is currently the most thoroughly articulated theoretical model of emotion regulation from an attachment perspective.”
Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, background): “Working as a counseling psychologist, Saarni (1999) identified eight cognitive skills that lead to emotional competence, such as the ability to use vocabulary of emotion and the ability to differentiate experiences, as well as the capacity for selfefficacy.”
Transforming Students’ Lives with Social and Emotional Learning (2014, methodology): “…empirical evidence shows that children and youth with more developed RULER skills have greater social competence, psychological well-being, and academic performance (Denham, 1998; Fine, Izard, Mostow, Trentacosta, & Ackerman, 2003; Rivers, Brackett, Reyes, Mayer, et al., 2012; Saarni, 1999).”
Towards a positive cross-cultural lexicography: Enriching our emotional landscape through 216 ‘untranslatable’ words pertaining to well-being (2016, background): “For instance, in the context of developmental psychology, interventions have been developed to enrich children’s emotional vocabulary, thereby helping them to develop ‘emotional competence’ (Saarni, 1999).”
The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology (2005, background): “Clinicians and researchers have long noted the difficulty that people have in assessing, discerning, and describing their own emotions (Saarni, 1999).”
Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. (2003, background): “Other studies have examined the development of emotional competence as reflected in the ability to discern emotions, to understand the social consequences of one’s emotionally expressive behavior, and to manage one’s emotional states (Mayer & Salovey, 1997; Saarni, 1999).”
Restricting the Use of Solitary Confinement (2018, background): “In addition, one of the ways that people determine the appropriateness of their feelings—indeed, how we establish the very nature and tenor of our emotions—is through contact with others (e.g., Fischer et al. 2003, Saarni 1999, Schachter & Singer 1962, Tiedens & Leach 2004, Truax 1984).”
Can Emotional Intelligence Be Schooled? A Critical Review (2002, background): “Efforts also have been directed toward determining the developmental trajectory of EI and related concepts (e.g., Denham, 1998; Saarni, 1999) and whether, in fact, it can be modified (e.”
Child Maltreatment, Emotion Regulation, and Posttraumatic Stress: The Impact of Emotional Abuse (2010, methodology): “This study utilized Gratz and Roemer’s (2004) conceptualization of emotion regulation, which involves (a) the awareness and understanding of a range of emotions, (b) the acceptance of emotions regardless of their association, (c) the ability to inhibit impulsive behaviors when experiencing negative ”