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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Emotional competence as a positive youth development construct: conceptual bases and implications for curriculum
1Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong. patricklau@cuhk.edu.hk
International Journal of Adolescent Medicine and Health
|October 31, 2006
Summary
This study introduces emotional competence, crucial for positive youth development, and its curriculum integration in Hong Kong secondary schools. The P.A.T.H.S. Project promotes emotional skills through tailored units for adolescents.
Area of Science:
- Adolescent Psychology
- Educational Psychology
- Positive Youth Development
Background:
- Emotional competence is a key construct in positive youth development.
- Junior secondary schools require curriculum adaptations to foster emotional skills.
- Adolescent emotional development is influenced by progression, gender, and culture.
Purpose of the Study:
- To outline the conceptual framework of emotional competence.
- To explore curriculum development implications for junior secondary education.
- To present the P.A.T.H.S. Project's approach to promoting emotional competence.
Main Methods:
- Conceptual analysis of emotional competence.
- Curriculum design based on developmental, gender, and cultural considerations.
- Implementation of eight positive youth development units within the P.A.T.H.S. Project.
Main Results:
- Emotional competence defined by identifying feelings, managing reactions, and self-managing coping strategies.
- Eight developmental units designed for Secondary 1-3 students in Hong Kong.
- Curriculum progression targets emotional awareness (Sec 1), interpersonal communication (Sec 2), and adaptive coping (Sec 3).
Conclusions:
- Emotional competence is integral to positive youth development.
- A structured, age-appropriate curriculum can effectively enhance adolescent emotional skills.
- The P.A.T.H.S. Project provides a model for promoting emotional competence in schools.
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