Room to Read Life Skills Education Learning Outcomes

expressing & managing emotions

  • Girls name their feelings and use verbal and nonverbal means of communicating them.
  • Girls assertively express their feelings to their peers, family, and teachers.
  • Girls can manage their emotions and understand how their behavioral response (actions and words) can impact others.

Related Measures

Forthcoming

Related Programs & Strategies

Forthcoming

Related Resources

Forthcoming

Related Terms

Term

Framework

Relatedness

emotion regulation
Social Emotional Learning
emotion management
Preparing Youth to Thrive
identifying and understanding emotions
The Social, Emotional, and Intellectual Habits framework
social/emotional intelligence
Character Strengths
attending to our body and sensations
SEE Learning Framework
students demonstrate an awareness of their emotions
Social and Emotional Learning: Standards and Benchmarks
emotional understanding/regulation
Framwork for SEL in Haiti
perspective taking
ACT Holistic Framework for Enhancing Education and Workplace Success
child expresses a broad range of emotions and recognizes these emotions in self and others
Early Learning Outcomes
ability to identify emotion in one's physical states, feelings, and thoughts
Emotional Intelligence
ability to identify emotions in other people, designs, artwork, etc., through language, sound, appearance, and behavior
Emotional Intelligence
ability to express emotions accurately, and to express needs related to those feelings
Emotional Intelligence
ability to discriminate between accurate and inaccurate, or honest versus dishonest expressions of feeling
Emotional Intelligence
emotions prioritize thinking by directing attention to important information
Emotional Intelligence
ability to reflectively engage or detach from emotion depending upon ints judged informativeness or utility
Emotional Intelligence
ability to manage emotion in oneself and others by moderating negative emotions and enhancing pleasant ones, without repressing or exaggerating information they may convey
Emotional Intelligence
stress tolerance
ACT Holistic Framework for Enhancing Education and Workplace Success
patience
ACT Holistic Framework for Enhancing Education and Workplace Success
self-regulation
40 Developmental Assets for Children Grades K-3 (ages 5-9)
skills for managing feelings
Skills for Health
emotions are sufficiently vivid and available that they can be generated as aids to judgment and memory concerning feelings
Emotional Intelligence
neuroticism / emotional stability
Personality
resilience
Comprehensive Life Skills Framework
attending to emotions and feelings
SEE Learning Framework
student demonstrates awareness of other people's emotions and perspectives
Social and Emotional Learning: Standards and Benchmarks
emotional development and self-regulation
Sesame Workshop Global Framework for Learning
social intelligence
Character Strengths
emotional skills
Skills for Holistic Development
stress resistance
Social and Emotional Skills: Well-being, connectedness and success
students demonstrate ability to manage their emotions constructively
Social and Emotional Learning: Standards and Benchmarks
interpersonal communication skills
Skills for Health
pretend or symbolic play
The Social, Emotional, and Intellectual Habits framework
child expresses care and concern toward others
Early Learning Outcomes
emotional states differentially encourage specific problem approaches such as when happiness facilitates inductive reasoning and creativity
Emotional Intelligence
ability to label emotions and recognize relations among the words and the emotions themselves, such as the relation between liking and loving
Emotional Intelligence
ability to interpret the meanings that emotions convey regarding relationships, such as that sadness often accompanies a loss
Emotional Intelligence
ability to understand complex feelings; simultaneous feelings of love and hate, or blends such as awe as a combination of fear and surprise
Emotional Intelligence
ability to recognize likely transitions among emotions, such as the transition from anger to satisfaction, or from anger to shame
Emotional Intelligence
ability to stay open to feelings, both those that are pleasant and those that are unpleasant
Emotional Intelligence
emotional control
Social and Emotional Skills: Well-being, connectedness and success
caring
40 Developmental Assets for Early Childhood (ages 3 to 5)
empathy
Youthpower Action: Key Soft Skills for Cross-Sectoral Youth Outcomes
empathy
VaLi
stress management
VaLi
balancing the body
SEE Learning Framework
understanding others’ feelings and emotions in context
SEE Learning Framework
interpersonal competence
40 Developmental Assets for Middle Childhood (ages 8 to 12)
positive social skills
Social Emotional Learning
self-regulation
Building Blocks for Learning
understanding emotions in context
SEE Learning Framework
social cognition
MELQO Framework
child manages emotions with increasing independence
Early Learning Outcomes
emotional mood swings change the individual's perspective to pessimistic, encouraging consideration of multiple points of view
Emotional Intelligence
assertiveness
Social and Emotional Skills: Well-being, connectedness and success
self-regulation
MELQO Framework
self-awareness
Comprehensive Life Skills Framework
child manages emotions with increasing independence
Early Learning Outcomes
self-awareness
2014 Syllabus Charater and Citizenship Education Primary
personal expression
VaLi
empathy
The Social, Emotional, and Intellectual Habits framework
communication
Room to Read
self awareness
Pratham Life Skills framework
positive core self-evaluation
Clusters of 21st Century Competencies
self-management
2014 Syllabus Charater and Citizenship Education Primary

How is the relatedness between two terms calculated?

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