Introduction
This post focuses on the RULER model of Emotional Intelligence (EI), and how concepts and language from the film Inside Out can be used in everyday interactions to help children develop their EI.
Inside Out: Bringing emotions to life
One of the films we’ve recently really enjoyed as a family was the Disney/Pixar film, Inside Out. If you haven’t seen it, the film tells the story of a girl called Riley and how her emotions guide her (and, indeed, sometimes sabotage her) through the course of a difficult time in her life. What is unique and engaging about this film is that it takes place from a vantage point inside Riley’s head. Riley’s emotions are the chief protagonists in the film, located in her internal ‘control centre’ and personified in the form of the zestful Joy, moping Sadness, jittery Fear, too-cool-for-school Disgust, and tempestuous Anger. Different emotions take charge of Riley’s control panel at different times, with corresponding changes in her external behaviour. It’s a wonderful film in my opinion, with some very poignant scenes and important messages; however, what I found most striking about the movie is its potential to help children learn emotional intelligence.
Emotional Intelligence
The concept of emotional intelligence is now much more a part of common parlance in modern society, thanks to the work of Daniel Goleman and his colleagues, among others (see Goleman, 1995, 1998; Mayer & Salovey, 1997).
In his classic text Emotional Intelligence: Why it Can Matter More than IQ, Goleman’s central argument was that emotional intelligence is a vital ingredient for achieving success in life, far more important than intellect. For example, a longitudinal study cited by Goleman (1998) indicated that emotional intelligence was four times more important than IQ in determining positive outcomes for a group of professional scientists. So the research would suggest that emotional intelligence is a vital life skill, and one that we would arguably like children to develop.
More recently, the Yale Center for Emotional Intelligence (http://ei.yale.edu/ruler/) has developed the RULER model to capture their take on the different components of EI:
In his classic text Emotional Intelligence: Why it Can Matter More than IQ, Goleman’s central argument was that emotional intelligence is a vital ingredient for achieving success in life, far more important than intellect. For example, a longitudinal study cited by Goleman (1998) indicated that emotional intelligence was four times more important than IQ in determining positive outcomes for a group of professional scientists. So the research would suggest that emotional intelligence is a vital life skill, and one that we would arguably like children to develop.
More recently, the Yale Center for Emotional Intelligence (http://ei.yale.edu/ruler/) has developed the RULER model to capture their take on the different components of EI:
I particularly like the RULER model, since I think it very clearly describes the different components of EI in a way that is easy to understand or visualize. The components have been explained using clear, simple language, and the acronym can help us to remember the different aspects.
Teaching children to develop greater emotional intelligence
Using the RULER model as a lens, we can see how the film Inside Out can be used to help to develop children’s emotional intelligence:
R - Recognizing emotions in self and others. The film identifies the main characters in this respect, and helps us to understand what they look like in our own or other people’s behaviour.
We can ask children: When have you seen those feelings in other people? In yourself?
U - Understanding the causes and consequences of emotions. We get to see what triggers Riley's feelings, and the consequences of certain feelings taking control at particular times.
We can ask children: What triggers Riley’s feelings? What triggers your feelings of (e.g. fear, anger, joy)? What happened last time you felt…? What did you do? What happened then?
L - Labelling emotions accurately. The film gives us a vocabulary to label five key emotions (joy, sadness, fear, anger and disgust).
We can ask children: How are you/were you feeling? Are you/were you feeling (e.g. frightened, angry, sad)?
E - Expressing emotions appropriately. We can see how it benefits Riley to communicate her feelings effectively, and can encourage children to reflect on the value of this.
We can ask children: When we’re feeling [x], how can we express it? How does that help?
R - Regulating emotions effectively. We can then think about ways to manage the different 'characters' when they take control of the panel.
We can ask children: What helps when you feel x? What do others do when they feel x?
I’ve also used language from the film with my own children to model how feelings have impacted on my own behaviour – for example, “I regret how I handled that situation earlier, I let anger take charge of the control panel and I’m sorry for dealing with it in that way.”
Emotional intelligence is a vital life skill, and one that we can deliberately cultivate in children. Inside Out injects some life and fun into the topic, while the RULER model gives us a structure for exploring and developing the different components of EI.
R - Recognizing emotions in self and others. The film identifies the main characters in this respect, and helps us to understand what they look like in our own or other people’s behaviour.
We can ask children: When have you seen those feelings in other people? In yourself?
U - Understanding the causes and consequences of emotions. We get to see what triggers Riley's feelings, and the consequences of certain feelings taking control at particular times.
We can ask children: What triggers Riley’s feelings? What triggers your feelings of (e.g. fear, anger, joy)? What happened last time you felt…? What did you do? What happened then?
L - Labelling emotions accurately. The film gives us a vocabulary to label five key emotions (joy, sadness, fear, anger and disgust).
We can ask children: How are you/were you feeling? Are you/were you feeling (e.g. frightened, angry, sad)?
E - Expressing emotions appropriately. We can see how it benefits Riley to communicate her feelings effectively, and can encourage children to reflect on the value of this.
We can ask children: When we’re feeling [x], how can we express it? How does that help?
R - Regulating emotions effectively. We can then think about ways to manage the different 'characters' when they take control of the panel.
We can ask children: What helps when you feel x? What do others do when they feel x?
I’ve also used language from the film with my own children to model how feelings have impacted on my own behaviour – for example, “I regret how I handled that situation earlier, I let anger take charge of the control panel and I’m sorry for dealing with it in that way.”
Emotional intelligence is a vital life skill, and one that we can deliberately cultivate in children. Inside Out injects some life and fun into the topic, while the RULER model gives us a structure for exploring and developing the different components of EI.
Reflection question
What applications can you see for the RULER model in your role/life? How might you use it?
References and acknowledgements
Goleman, D. (1995). Emotional Intelligence: Why it Can Matter More than IQ. New York: Bantam Books.
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications. New York: Basic Books.
Yale Center for Emotional Intelligence. http://ei.yale.edu/ruler/ (retrieved 29 December 2015).
With thanks to Dr. Suzy Green of The Positivity Institute, Australia, whose blog introduced me to the RULER model – see http://www.thepositivityinstitute.com.au/home.
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications. New York: Basic Books.
Yale Center for Emotional Intelligence. http://ei.yale.edu/ruler/ (retrieved 29 December 2015).
With thanks to Dr. Suzy Green of The Positivity Institute, Australia, whose blog introduced me to the RULER model – see http://www.thepositivityinstitute.com.au/home.