The importance of emotional learning within communication between the staff Project Number: 2016-1-RO01-KA203-024630

SOCIAL AND EMOTIONAL COMPETENCE Social and emotional competence is the ability to UNDERSTAND MANAGE EXPRESS the social and emotional aspects of one’s life Social and emotional competences enable the successful management of life tasks such as: learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development.

SOCIAL AND EMOTIONAL LEARNING Social and emotional learning enhances professionals’ capacity to integrate skills, attitudes, and behaviours to deal effectively and ethically with daily tasks and challenges. It is necessary to integrate and promote intrapersonal, interpersonal, and cognitive competences in order to improve the communication between health care staff.

FIVE CORE COMPETENCES In order to improve communication with other health care staff, it is important to learn how to manage emotions and negative interactions, acknowledging and solving conflits. There are five core competences that can be taught in many ways across many settings. First, it is important to gain an adequate self-awareness.

SELF-AWARENESS Identifying emotions Accurate self-perception Recognizing strenghts Self-confidence Self-efficacy The ability to accurately recognize emotions, thoughts, and values and how they influence behavior. This kind of ability also involve the accurate assessment of one’s own strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

Organizational skills SELF-MANAGEMENT Impulse control Stress management Self-discipline Organizational skills Self-motivation Goal-setting The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Relationship-building Relationship skills Communication Social engagement Relationship-building Teamwork Relationship skills are fundamental in order to create an adequate working environment. The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Appreciating diversity SOCIAL AWARENESS Perspective-taking Empathy Appreciating diversity Respect for others In order to increase relationship skills, there must be an adequate social awareness. The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

RESPONSIBLE DECISION-MAKING Identifying problems Analyzing situations Solving problems Evaluating and reflecting Ethical responsibility The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

EMOTIONAL LEARNING LEADS TO COLLABORATION SELF-AWARENESS SELF-MANAGEMENT RELATIONSHIP SKILLS SOCIAL AWARENESS RESPONSIBLE DECISION-MAKING Collaboration in health care is defined as health care professionals assuming complementary roles and cooperatively working together, sharing responsibility for problem-solving and making decisions to formulate and carry out plans for patient care.

Collaboration between physicians, nurses, and other health care professionals increases team members’ awareness of each others’ type of knowledge and skills, leading to continued improvement in decision making.

REFERENCES Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd (https://www.pausd.org/sites/default/files/promoting%20social%20and%20emotional% 20learning.pdf) Hughes, R. (Ed.). (2008). Patient safety and quality: An evidence-based handbook for nurses (Vol. 3). Rockville, MD: Agency for Healthcare Research and Quality (https://www.ncbi.nlm.nih.gov/pubmed/21328752) Littlechild B, Smith R., A Handbook for Interprofessional Practice in the Human Services: Learning to Work Together, New York, NY: Routledge; 2013 (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4360764) http://www.casel.org/core-competencies