EQ: Emotional Intelligence:
Promoting Social and Emotional Learning
with Ruth Whiteside M.Ed, PGCE, BA (hons)
EQE 1: EQ Practice Educator
For teachers and educators
Full day session of 6 hours plus e-learning
comparable to “Unlocking EQ” except only for Educators
Provides an introduction to
SEL, EQ, KCG model, and
Teachers receive their UEQ profile
Cost includes teacher license fee
for more information relating to cost as an individual or for cost as a whole school INSET please contact
Courses require a minimum of 10 participants to run and there is a maximum of 20 participants per course
“Learning is both emotional and rational…educators need to be good at both. Learning is a risk. That is why learners need courage and safety.”
Details of course dates and for booking click here
EQ Cafe- EQ Gym
When we change, everything changes.
Suitable for anyone who wants to find out more about Emotional Intelligence
these sessions are open sessions
Courses require a minimum of 10 participants to run and a maximum of 20 participants per course
for more information relating to cost as an individual or for cost as an organisation/ group please contact
What is Emotional Intelligence and how might this help
The purpose of the training to help develop awareness of what Emotional Intelligence is and how this may help those participating
EQ Practice Educator:
is designed for all educators including teachers, SEL coordinators, counsellors, administrators, Children's services professionals, after school programmes, home-school parents, school support staff– and is well suited to all parents who will be allies in growing SEL in the school. IN this training you will cover The Six Seconds Model of Emotional Intelligence, Neuroscience of Learning and Emotion – a basic understanding of the current science to support implementation in the classroom that will be effective and The EQ Classroom – tools for classroom management, social problem-solving, and facilitation supports educators to create an optimal learning environment.
EQ Cafe/ EQ Gym:
will improve individual Emotional Intelligence of those attending through completion of practical exercises and reflections. these courses are in person and over several periods to help build understanding over time and allow time for practising new understanding and skills through peer support and network opportunities. These sessions help to develop resilience through understanding of how emotions inform behaviour and how this in turn leads to the choices and actions we make. With increasing understanding of adverse childhood experiences, and how the impact of adversity in childhood can inform life choices this course helps provide understanding of this process. In this way the course can help promote and develop personal resilience and reflection on how we live our lives.
The term Emotional Intelligence was created by Peter Salavoy and John Mayer then used and became more popular by Dan Goleman in his 1996 book of the same name. Often Emotional Intelligence is described as having the ability to recognise, understand and manage our own emotions as well as being able to recognise, understand and influence the emotions of others. these are essential skills for anyone working with, supporting or living with children and young people as well as working with others no matter what the workplace setting is.
Understanding Children's Emotional Language and Thinking is the basis of building positive relationships with children which is now understood to be the most significant influence in addressing Adverse Childhood Experiences, as well as supporting resilience building.
In basic terms building emotional Intelligence allows us to be more acutely aware that emotions can inform our behaviour, our behaviour can then impact people or others we live/ work with: either positively and negatively. By learning more about how our own emotions influence our actions and reactions we are better equipped to promote positive relationships an essential aspect of building resilience in ourselves and promoting resilience building with others; irrespective of whether this is with children, young people or other adults.