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Emotional intelligence: The new answer for improving teacher efficacy and well-beingAuthor(s): Vesely, A., Saklofske, D., Leschied, A. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Emotional intelligence (EI) training may improve teachers’ psychological health, increase teachers’ efficacy, decrease
their stress and job dissatisfaction, and promote positive student outcomes.

This document has been viewed 277 times.
Link between non-suicidal self-injury & suicidal behavioursAuthor(s): Hamza, C., Stewart, S., Willoughby, T. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

NSSI and suicidal behaviours are different behaviours that often co-occur. Little attention has been given to why these behaviours are linked. Since NSSI is considered one of the most significant risk factor for suicidal behaviours, it is crucial to examine the mechanism through which this occurs. Three theories have been proposed to explain the link between NSSI and suicidal behaviours and, in this summary, an integrated model of these theories is introduced.

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Understanding Self-Regulation: Why Stressed Students Struggle to LearnAuthor(s): Tranter, D, and Kerr, D. (2016)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

Self-regulation is about responding to stress and managing one’s state of arousal. Students who have experienced chronic stress often struggle to self-regulate; their level of arousal may be either too low or high or may fluctuate rapidly through the school day. Once educators understand self-regulation, they can utilize a variety of strategies to help their students be self-regulated and ready to learn.

This document has been viewed 118 times.