Emotional competence as a positive youth development construct: Conceptual bases and implications for curriculum development

Abstract

This paper outlines the conceptual bases of 'emotional competence' as a positive youth development construct and the implications for curriculum development in junior secondary schools. In essence, 'emotional competence' includes (i) identifying personal feelings and those of others; (ii) managing emotional reactions and communication; and (iii) building self-managing strategies to cope with negative emotions and adversities. By considering adolescents' developmental progression, gender and cultural issues, eight units of positive youth development are designed in the P.A.T.H.S. Project, supported by the Hong Kong Jockey Club Charities Trust, to promote 'emotional competence' in Secondary 1 to 3 students in Hong Kong. In the Secondary I curriculum, the goals of the units are to develop student's awareness of their emotions and proper expression of them. In the Secondary 2 curriculum, the goals of the units are to enhance students' understanding of others' emotions and the importance of communicating emotions in relationships. In the Secondary 3 curriculum, the goal is to enhance students' adaptive coping strategies in the face of adversities.