Improving Education Today: The Deep Dive

Davey and Angela talk about the importance of teaching students how to control their emotions, and yet many schools are teaching these emotional self-control or self-regulation skills in ways that ignore the neurobehavioral and psychological research-to-practice. Their discussion is anchored by a Blog post by Dr. Howie Knoff on effective social-emotional learning (SEL) in schools. This post--and your Hosts' discussion-- details the correct science-to-practice blueprint needed to teach emotional self-control, describing (a) the four interdependent components needed; (b) the neuro-physiological and psychological science of self-control; (c) the components of the Emotional Control Paradigm; and (d) how to condition self-control through Dr. Knoff's evidence-based "Stop & Think Social Skills Program." Davey and Angela describe the science-based approach that emphasizes emotional awareness, control, communication, and coping; and the Stop & Think Social Skills Program's approach to helping students manage their emotional triggers, physiological cues, positive self-statements, and behavioral responses and interactions. The ultimate goal is to train students to control their emotions, think through the challenging situation, prepare a prosocial response, and enact that response. . . all in three to five seconds. All of this results in students who are able to control their emotional, impulsive reactions to highly charged situations.