Skip to main content
SpringerLink
Log in

Qualities of Teacher Effectiveness in Delivering School-Based Mental Health Programs: The Relevance of Emotional Intelligence

  • Chapter
  • First Online:
Handbook of School-Based Mental Health Promotion

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

The promotion of school-based mental health is essential to the emotional and behavioral well-being of students, and student well-being has been strongly linked to academic success and has now become a significant focus of the current research movement in education. This chapter draws on the evidence of emotional intelligence (EI) programs that have been shown to be an effective method of building psychological strength and the capacity for teachers to effectively meet the demands of the classroom. The focus of developing EI is to promote the skills needed by teachers to both prevent and manage stressful issues as they arise. EI is viewed as a practical and “well-packaged” way of dealing with stress by providing teachers with the personal tools required to support themselves in a career that is characterized with high emotional effort.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Change history

  • 10 August 2019

    The book was inadvertently published with an incorrect spelling of the author’s name in Chapter 10 as Eveyln Vangelis whereas it should be Evelyn Vingilis.

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(1), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

    Article  Google Scholar 

  • Albayrak, S., Yıldız, A., & Erol, S. (2016). Assessing the effect of school bullying prevention programs on reducing bullying. Children and Youth Services Review, 63, 1–9.

    Article  Google Scholar 

  • Alessandri, G., Vecchione, M., & Caprara, G. V. (2015). Assessment of regulatory emotional self-efficacy beliefs: A review of the status of the art and some suggestions to move the field forward. Journal of Psychoeducational Assessment, 33, 24–32.

    Article  Google Scholar 

  • Astbury, B. (2013). Some reflections on Pawson’s science of evaluation: A realist manifesto. Evaluation, 19, 383–401.

    Article  Google Scholar 

  • Astbury, B., & Leeuw, F. L. (2010). Unpacking black boxes: Mechanisms and theory building in evaluation. American Journal of Evaluation, 31, 363–381. https://doi.org/10.1177/1098214010371972

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.

    Google Scholar 

  • Bennett-Levy, J., Thwaites, R., Chaddock, A., & Davis, M. (2009). Reflective practice in cognitive behavioural therapy: The engine of lifelong learning. In R. Dallos & J. Stedmon (Eds.), Reflection in psychotherapy and counselling. Maidenhead, UK: Open University Press.

    Google Scholar 

  • Bishop, J., & Vingilis, E. (2006). Development of a framework for comprehensive evaluation of client outcomes in community mental health services. Canadian Journal of Program Evaluation, 21(2), 133–180.

    Google Scholar 

  • Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion regulation ability, burnout, and job satisfaction among British secondary school teachers. Psychology in the Schools, 47, 406–417.

    Google Scholar 

  • Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications forpersonal, social, academic, and workplace success. Social and Personality Psychology Compass, 5, 88–103.

    Article  Google Scholar 

  • Chang, M. L. (2009). An appraisal perspective of teacherburnout: Examining the emotional work of teachers.Educational Psychology Review, 2, 193–218

    Article  Google Scholar 

  • Corbett, D., & Wilson, B. (2002). What urban students say about good teaching. Educational Leadership, 60, 18–22.

    Google Scholar 

  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). Retrieved from http://epaa.asu.edu/epaa/v8nl.

    Article  Google Scholar 

  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40, 1–19.

    Article  Google Scholar 

  • Dobson, D., & Dobson, K. S. (2009). Evidenced-based practice of cognitive-behavioral therapy. New York, NY: Guilford.

    Google Scholar 

  • Dobson, K., & Dozois, D. (2001). Historical and philosophical basis of cognitive-behavioral therapy. In K. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 3–39). New York, NY: Guilford.

    Google Scholar 

  • Fiori, M. (2009). A new look at emotional intelligence: A dual process framework. Personality and Social Psychology Review, 13, 21–44.

    Article  PubMed  Google Scholar 

  • Friedman, V. J. (2001). Designed blindness: An action science perspective on program theory evaluation. American Journal of Evaluation, 22(2), 161–181.

    Article  Google Scholar 

  • Gardner, L. (2005). Emotional intelligence and occupational stress (Unpublished dissertation). Hawthorn, Australia: Swinburne University of Technology.

    Google Scholar 

  • Gardner, L., Stough, C., & Hansen, K. (2008). Managing occupational stress through the development of emotional intelligence, Professional Development Program for Teachers. Hawthorn, Australia: Swinburne.

    Google Scholar 

  • Government of Canada. (2012). Theory-based approaches to evaluation: Concepts and practices. https://www.canada.ca/en/treasury-board-secretariat/services/audit-evaluation/centre-excellence-evaluation/theory-based-approaches-evaluation-concepts-practices.html.

  • Grapin, S. L., Sulkowski, M. L., & Lazarus, P. J. (2016). A multilevel framework for increasing social support in schools. Contemporary School Psychology, 20(2), 93–106.

    Article  Google Scholar 

  • Grembowski, D. (2001). The practice of health program evaluation. Thousand Oaks, CA: Sage.

    Book  Google Scholar 

  • Hardeman, W., Griffin, S., Johnston, M., Kinmonth, A. L., & Wareham, N. J. (2000). Interventions to prevent weight gain: A systematic review of psychological models and behaviour change methods. International Journal of Obesity and Related Metabolic Disorders, 24, 131–143.

    Article  PubMed  Google Scholar 

  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835–854.

    Article  Google Scholar 

  • Hawkins, A. J. (2016). Realist evaluation and randomised controlled trials for testing program theory in complex social systems. Evaluation, 22(3), 270–285.

    Article  Google Scholar 

  • Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7, 399–420.

    Article  Google Scholar 

  • Howells, K., Day, A., Williamson, P., Bubner, S., Jauncey, S., Parker, A., & Heseltine, K. (2005). Brief anger management programs with offenders: Outcomes and predictors of change. The Journal of Forensic Psychiatry and Psychology, 16, 296–311.

    Article  Google Scholar 

  • Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264–274.

    Article  Google Scholar 

  • Ionita, G., & Fitzpatrick, M. (2014). Bringing science to clinical practice: A Canadian survey of psychological practice and usage of progress monitoring measures. Canadian Psychology/Psychologie Canadienne, 55(3), 187.

    Article  Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325693

    Article  Google Scholar 

  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.

    Google Scholar 

  • Keefer, K. V., Parker, J. D. A., & Saklofske, D. H. (Eds.). (2018). Handbook of emotional intelligence in education. New York, NY: Springer.

    Google Scholar 

  • Koerner, K. (2012). Doing dialectical behavior therapy: A practical guide. New York, NY: Guilford Press.

    Google Scholar 

  • Kong, S. C. (2010). Using a web-enabled video system to support student–teachers’ self reflection in teaching practice. Computers & Education, 55(4), 1772–1782.

    Article  Google Scholar 

  • Kristeller, J. L., & Hallett, C. B. (1999). An exploratory study of a meditation-based intervention for binge eating disorder. Journal of Health Psychology, 4, 357–363.

    Article  PubMed  Google Scholar 

  • Kutcher, S. (2013). Challenges in implementing school-based mental health programs in secondary schools: A case study. In A. W. Leschied (Ed.), Everybody’s children: Proceedings from the University of Western Ontario forum on school-based mental health. London, ON: Althouse Press.

    Google Scholar 

  • Laireiter, A.-R., & Willutzki, U. (2003). Self-reflection and self-practice in training of cognitive behaviour therapy: An overview. Clinical Psychology & Psychotherapy, 10(1), 19–30.

    Article  Google Scholar 

  • Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatik Medicine, 55, 234–247.

    Article  Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–170.

    Article  Google Scholar 

  • Leff, S. S., Power, T. J., Costigan, T. E., & Manz, P. H. (2003). Assessing the climate of the playground and lunchroom: Implications for bullying prevention programming. School Psychology Review, 32(3), 418–430.

    Google Scholar 

  • Leschied, A. W., Flett, G. L., & Saklofske, D. H. (2013). Renewing a vision: The criticalrole of schools in a new mental health strategy. Canadian Journal of School Psychology, 28, 5–11.

    Article  Google Scholar 

  • Li, Y., Chen, P. Y., Chen, F. L., & Chen, Y. L. (2017). Preventing school bullying: Investigation of the link between anti-bullying strategies, prevention ownership, prevention climate, and prevention leadership. Applied Psychology: An International Review, 66(4), 577–598.

    Article  Google Scholar 

  • Linehan, M., Bohus, M., & Lynch, T. R. (2007). Dialectical behavior therapy for pervasive emotion dysregulation. In J. Gross (Ed.), Handbook of emotion regulation (pp. 581–605). New York, NY: Guilford Press.

    Google Scholar 

  • Linehan, M. S. (2014). DBT skills training manual. New York, NY: Guilford Press.

    Google Scholar 

  • Lipnevich, A. A., Preckel, F., & Roberts, R. D. (Eds.). (2016). Psychosocial skills and school systems in the 21st century: Theory, research, and practice. New York, NY: Springer.

    Google Scholar 

  • Lipsy, M. W. (1993). Theory as method: Small theories of treatments. New Direction in Program Evaluation, 57, 5–38.

    Article  Google Scholar 

  • Mikolajczak, M. (2015). On the efficacy of emotional intelligence training in adulthood. Emotion Researcher, Andrea Scarantino (Ed.), http://emotionresearcher.com/on-the-efficiency-of-emotional-intelligence-training-in-adulthood/. Accessed 21 Jul 2017.

  • Mikolajczak, M. (2017). Trait emotional intelligence and health: Correlates, pathways and interventions. Talk presented at the international society for the study of individual differences (ISSID). Warsaw, Poland.

    Google Scholar 

  • Millet, W. R., & Rollnick, S. (1991). Motivational interviewing. New York, NY: The Guilford Press.

    Google Scholar 

  • Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. Journal of Experimental Education, 72, 69–92.

    Article  Google Scholar 

  • Parker, J. D. A., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual Differences, 41, 1329–1336.

    Article  Google Scholar 

  • Pawson, R. (2006). Evidence-based policy: A realist perspective. London, UK: Sage Publications.

    Book  Google Scholar 

  • Pawson, R. (2013). The science of evaluation. London, UK: Sage Publications.

    Google Scholar 

  • Pawson, R., Greenhalgh, T., Harvey, G., & Walshe, K. (2005). Realist review – A new method of systematic review designed for complex policy interventions. Journal of Health Services Research & Policy, 10, 21–34.

    Article  Google Scholar 

  • Poole, J., & Saklofske, D. H. (2009). Increasing teacher efficacy and coping: An emotionally intelligent approach. Paper presented at the Canadian Psychological Association conference. Montreal, Canada.

    Google Scholar 

  • Prochaska, J. O., & DiClemente, C. C. (1984). The transtheoretical approach: Crossing the traditional boundaries of therapy. Melbourne, FL: Krieger Publishing Company.

    Google Scholar 

  • Prochaska, J. O., & Norcross, J. C. (2006). Systems of psychotherapy: A transtheoretical analysis (6th ed.). Pacific Grove, CA: Brooks-Cole.

    Google Scholar 

  • Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1994). Changing for good. New York, NY: Morrow.

    Google Scholar 

  • Qualter, P., & Dacre Pool, L. (Eds.). (2018). An introduction to emotional intelligence. Oxford, UK: Wiley-Blackwell.

    Google Scholar 

  • Qualter, P., Davis, S. K., Keefer, K. V., Parker, J. D. A., Saklofske, D. H., Wigelsworth, M., … Stough, C. (2017). Emotional competency in education: Core concepts and applications. British Journal of Educational Psychology Monograph Series, 11(12), 51–69.

    Google Scholar 

  • Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jaccobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning. School Psychology Review, 38, 510–532.

    Google Scholar 

  • Rosenbaum, D. A., Carlson, R. A., & Gilmore, R. O. (2001). Acquisition of intellectual and perceptual-motor skills. Annual Review of Psychology, 52(1), 453–470.

    Article  PubMed  Google Scholar 

  • Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21, 581–599.

    Article  PubMed  Google Scholar 

  • Slaski, M., & Cartwright, S. (2003). Emotional intelligence training and its implications forstress, health and performance. Stress and Health, 19(4), 233–239.

    Article  Google Scholar 

  • Sun, R., Peterson, T., & Merrill, E. (1996). Bottom-up skill learning in reactive sequential decision tasks, Proceedings of the 18th Cognitive Science Society Conference (pp. 684–690). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). The Guilford practical intervention in the schools series. Bullying prevention & intervention: Realistic strategies for schools. New York, NY: Guilford Press.

    Google Scholar 

  • Tang, S. Y. F., Wong, A. K. Y., & Cheng, M. M. H. (2016). Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching: Theory and Practice, 22(1), 54–69.

    Article  Google Scholar 

  • Teasdale, J. D., Segal, Z., & Williams, J. M. G. (1995). How does cognitive therapy prevent depressive-relapse and why should attentional control (mindfulness) training help? Behaviour Research and Therapy, 33, 25–39.

    Article  PubMed  Google Scholar 

  • Tomkins, M. A. (2002). Guidelines for enhancing homework compliance. Journal of Clinical Psychology, 58(5), 565–576.

    Article  Google Scholar 

  • Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65(0), 81–85. https://doi.org/10.1016/j.paid.2014.01.052

    Article  Google Scholar 

  • Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2017, July). Investigating porssible mechanisms of emotional intelligence training in pre-service teachers. Symposium presented at the international society for the study of individual differences annual convention. Warsaw, Poland.

    Google Scholar 

  • Vesely, A. V., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers—the vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28, 71–89.

    Article  Google Scholar 

  • Vesely-Maillefer, A. K. (2015). Striving for teaching success: Enhancing emotional intelligence in pre-service teachers. Electronic thesis and dissertation repository. Paper 3371.

    Google Scholar 

  • Vingilis, E. (2011). Issues and challenges in community mental health services program and policy evaluation. In E. Vingilis & S. State (Eds.), Applied research and evaluation in community mental health services: A research update. Montreal, Canada: McGill-Queens Press.

    Google Scholar 

  • Weiss, C. H. (1972). Evaluation. Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Weiss, C. H. (1997). Theory-based evaluation: Past, present, and future, New directions for evaluation. (No. 76). San Francisco: Jossey-Bass.

    Google Scholar 

  • Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: à stress, negative affect, and self-efficacy. Social Behavior and Personality, 30, 485–494.

    Article  Google Scholar 

  • Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-being, 4, 1–30.

    Google Scholar 

  • Zeidner, M., Roberts, R. D., & Matthews, G. (2008). The science of emotional intelligence: Current consensus and controversies. European Psychologist, 13(1), 64–78.

    Article  Google Scholar 

  • Weiss, C.H. (1998). Evlauation: Methods for studying programs and policies. Prentice Hall Publ, Upper Saddle River NJ.

    Google Scholar 

  • Keefer, K.V. (2015). Self report assessments of emotional competencies: A critical look at methods and meanings. Jorunal of Psychoeducatioanl Assessment, 33, 3–23.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Western University, London, Canada

    Ashley Vesely

  2. University of Lausanne, Lausanne, Switzerland

    Ashley Vesely

  3. Western University, London, ON, Canada

    Evelyn Vingilis, Donald H. Saklofske & Alan W. Leschied

Authors
  1. Ashley Vesely
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Evelyn Vingilis
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Donald H. Saklofske
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Alan W. Leschied
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Althouse College, Western University, London, ON, Canada

    Alan W. Leschied

  2. Department of Psychology, Western University, London, ON, Canada

    Donald H. Saklofske

  3. Department of Psychology, York University, Toronto, ON, Canada

    Gordon L. Flett

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Vesely, A., Vingilis, E., Saklofske, D.H., Leschied, A.W. (2018). Qualities of Teacher Effectiveness in Delivering School-Based Mental Health Programs: The Relevance of Emotional Intelligence. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_10

Download citation

Publish with us

Policies and ethics

Search

Navigation