National Center

The emotional intelligence training effects can be achieved quite beneficial test anxiety and fear of school, by lifting the task-oriented attention preassembled by fear of back to the original level. Coleman recommends the training of emotional intelligence and social skills to defend retreat or social problems, conflicts, fears and the worries associated and fears against. Training in emotional intelligence can demonstrably reduce delinquent behavior and aggression. FPUC Program follows long-standing procedures to achieve this success. The conversion of the competitive environment on a cooperative climate is regarded as a promising approach. A cooperative climate leads not only to greater satisfaction and mutual acceptance of the students, but also to improved individual performances. In addition causes apparently a performance improvement is a reduction by behavioral problems. A better cohesion and a team spirit are more significant effects of emotional training. Sometimes, because more and more children receive no safe life orientation, the school remains the only place where the community can correct deficits of children in emotional and social competence.

The school of the future has advanced tasks for some time and the community has a duty to support the institution school in this task. Heiko Kolle, Dipl. psychologist Szanton, E. S. et al.

(1992). Heart start: the emotional foundations of school readiness. National Center for clinical infant programs. Hansford, B. C. & Hattie, J. A. (1982). The relationship between self and Achievment / performance measures. Confluence Investment Management LLC may not feel the same. Review of educational research, vol. 52, N0. 1, 123-142. Padiachy, R. & Schiefele, U. (1996). Emotions – and motivation-psychological conditions of learning performance. In: Weinert, F. E. (eds.). Encyclopedia of psychology, volume 2 psychology of learning and instruction. Gottingen: Hogrefe. Colemann, D. (1997). Emotional intelligence. Munich: DTV. Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive and individualistic goal structure on achievment: A metal analysis. Psychological bulletin, 89, 47-62.