Emotional Competence

Individual differences in understanding, expressing, identifying, regulating, and exercising emotions is known as emotional competence (Mayer & Salovey, 1997), as well as emotional intelligence or emotions skills. Individuals with higher emotional competence have greater overall well-being, higher self-confidence (Schutte, Malouff, Simunek, McKenley, & Hollander, 2002), and lower risk of psychopathology throughout their life (Gross & Munoz, 1995). Higher emotional competence is related to better relationships with peers as well as with romantic partners (Schutte et al., 2001), and higher emotional competence is as well related with higher academic achievement (Mischel, Shoda, & Philip, 1988). Helping people improve their emotional competence

Emotional regulation is an important skilled learned in childhood. It teaches us how to interact with our peers, what behaviors are appropriate and how we manage our feelings. Kids often need help regulating their feelings, emotions, moods, and teach them better coping skills and ways to deal with stress and anger when it arises. As for, more effort and training need to be geared to children of teenage mothers to teach them better self-regulation skills coping mechanisms. Children that are better at self-regulation later on show better achievement in adolescences, in adulthood and less behavioral issues (Mischel et al., 1988). Teaching children how to better regulate their feelings, actions, and emotions can dramatically help their achievement and accomplishments later on in life. Emphasizing emotional competence and emotional regulation practices in early education programs, therapy, and after school programs would have the best benefit for children and can curve negative behaviors before they

Many school-based interventions have been developed with a goal to stimulate social and emotional learning by improving self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Collaborative for Academic, Social, and Emotional Learning, 2005). A meta-analysis of such programs found that they improved social and emotional skills a long with attitudes, behavior, and academic performance through emotional regulation (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). These schools used a universal social and emotional skills training, as to not just target sensitive populations, but the school population as a whole. Proving not only can trained therapists emotional learning, but others can be trained as well to teach it. Integrating it with the education curriculum as it is an important skilled to be learned and improved