Nurturing Emotional Literacy: A Practical Guide for Teachers, Parents and Those in the Caring Professions

Interest in mental, emotional and social health is growing rapidly in health education and health promotion. For example, the World Health Organisation’s “European Network of Health Promoting Schools” has put mental, emotional and social health at the heart of the health education in schools, while the European Union is prioritising mental health, with the catchy slogan “no health without mental health”. Meanwhile, in Australia, the excellent “Mind Matters” curriculum materials which form a comprehensive mental health programme for older students are being used throughout the country.

However those who work on mental health may not be sufficiently aware of developments under the heading of “emotional intelligence” and/or “emotional literacy” (EL) which can help them put their ideals into practice. The terms can be offputting for some, and there is much debate about what exactly each of them means, but at root they are similar and quite straightforward. EL refers to our ability to understand ourselves and other people, and in particular to be aware of, understand and use information about the emotional states of ourselves and others with skill and competence. In his best‐selling book Emotional Intelligence, Howard Goleman suggested that it is probably the most important determinant of personal success, happiness, and even health status, and far more significant in these respects than conventional academic intelligence.

To date there have been few books which apply EL in practice in social contexts, and even fewer to be written outside the USA. This self‐styled “handbook” attempts to fill that gap, and provides a practical account of how EL can be fostered in schools, families and communities. Its holistic framework is unusual in an area often characterised by a rather reductionist focus on the individual, and will be very comfortable for those who work in health promoting schools. Peter Sharp is Principal Educational Psychologist in the city of Southampton, in the UK: he has championed the cause of EL in his local area, and implemented a range of initiatives in schools in his patch. The applied nature of his work provides a realistic base for this book, and forms a refreshing addition to the amount of theory and rhetoric that often abound in this area.

The book begins with an overview of what is meant by EL, and a brisk and clear exposition of some key theories in the field. It then moves on to look at the practice of EL, and is structured as a series of concentric circles, starting from the individual and moving to the community, a progression that those involved in the health promoting school movement will again find familiar and helpful. Chapters 2 and 3 make for a splendid basis for what follows, as they begin from the logical premise that we cannot teach what we do not practise. They invite the reader first to examine their own levels of emotional literacy through some practical self‐reflection exercises and then to work on ways to “nurture” it for themselves. With the current emphasis on the need to “care for the carers” this reflexive approach is extremely helpful. Chapter 4 embeds the concept of EL in the everyday world of the school, including the curriculum and school management. Chapter 5 explores some of the parallel developments in “emotionally literate families”, and examines the relevance of EL in the home. Chapter 6 is particularly unusual and welcome, exploring how local authorities can support this work in schools: an issue not much discussed to date. The final chapter asks some wider and more challenging questions about the impact such work might have.

The book is packed with illustrations, case studies and practical exercises, many of which are photocopiable for teaching use. It is produced in an attractive, large and easy to follow format and written in a straightforward and user‐friendly style. It makes a good introduction for those unfamiliar with the area who would like to reflect more on the relevance of EL for health education. It will also provide a deeper account for those who have some familiarity with the theory but less idea about how it can be applied in practice.