Promoting social and emotional learning (SEL) in settings through emotion coaching practice: a model of engagement for practitioner use

Abstract

ABSTRACT Emotion Coaching (EC) is a universal, relational approach focussed on promoting emotional wellbeing through attuned relationships. Adults coregulate children to understand different emotions they experience, why they occur and how to manage them. EC was introduced into UK educational settings in 2010 to promote children’s social and emotional learning (SEL) and build resiliency. With evidence of child and practitioner benefit, it is an adaptable ‘technique’ to manage dysregulated children and emotional situations. This paper, reports on educational practitioners’ EC experience. An inductive study, using semi-structured interviews, captured experiences and perceptions of 21, EC trained practitioners. Using constructivist grounded theory, analysis identified the fundamental role of the practitioner’s emotional identity and emotional awareness; recognised practice integration was influenced by practice opportunity and reflection with colleagues and acknowledged the need for managerial support to normalise and sustain EC in settings. With use, practitioner emotional awareness increased, suggesting modification in emotional identity, creating the opportunity to reaffirm, reconsider and re-engage in practice. Integration of EC practice was viewed as an ongoing journey, being described as ‘a way of being and a way of becoming’. The model of EC engagement conceptualised practice integration as a recursive cycle, starting and returning to the practitioner, with sequential, incremental stages. Through attuned child and adult interactions, EC confers, normalises and sustains symbiotic advantage. The model proposed is a practical tool, to guide planning, delivery and monitoring of practice integration.