Emotional Competency in Education: Core Concepts and Applications

It is claimed that emotional competency is crucial to children’s scholastic success, and for creating healthy academic environments.The implementation of interventions to help children build emotional competency are, thus, important. But, how do we ensure that the interventions we design and deliver promote individual change? Following the principles laid out by Kelly (2012), in the current paper we provide a scientific focus for the implementation of emotional competency interventions in education contexts. In the paper we, first, examine the evidence for the thesis that emotional competency impacts academic success and other related constructs.We also consider how emotional competency can be conceptualised, and advocate the use of a multi-methods approach when measuring an individual’s emotional competency so that different aspects of the construct are examined.We end by describing some interventions that have been designed to increase emotional competency among both students and educators.Those interventions are representative of the ideals among educators to help children develop emotional competency, but we highlight the need for: (1) further rigorous scientific evaluation, including the use of further Randomised Control Trials; and (2) effective implementation.The main message is that existing evidence supports claims emotional competency impacts academic life, but there is a need to consider how we measure that construct to ensure appropriate evaluation of intervention strategies and the monitoring of individual progress.The application of robust scientific methods to the implementation and evaluation of programmes for the training of emotional competency is imperative

Enhancing the transition from a Foundation Degree to the third year of an Undergraduate Degree

One-day transition to university workshops have been successful in enhancing peer networks. This study aimed to influence the transition from a Foundation Degree to a third year Undergraduate Degree programme through the use of peer led workshops. Two 2-hour workshops were planned and delivered by five previous students of the Foundation Degree, all of whom were completing their third year of an Undergraduate Degree. The workshops were delivered to 19current Foundation Degree students. Visual analogue scales exploring students' feelings and knowledge of the third year were administered prior to the first workshop, immediately after the second workshop and three months following the second workshop. Quantitative analyses found that the peer led workshops enhanced learners knowledge regarding course options, the third year project, module options and location of the universities sports science department. There was also a feeling of increased apprehensiveness following the peer led workshops

New students' psychological well-being and its relation to first year academic performance in a UK university

Aims: This study (1) profiled the well-being of first year students entering one UK university, and (2) explored whether initial well-being and year end academic performance were correlated. Method: A total of 117 students (mean age 21, 67% female) completed the Rosenberg Self-Esteem Scale, Clinical Outcomes in Routine Evaluation-General Population, and Liebowitz Social Anxiety Scale; academic achievement data were collected from academic records. Results: Almost a quarter of the sample reported quasi-clinical levels of psychological distress and moderate to very severe social anxiety. Quasi-clinical levels of psychological distress were associated with low self-esteem and social anxiety. No statistically significant links were found between well-being as assessed at the beginning of the first year and academic achievement at the end of the first year. Discussion: The failure to find a link in this study between initial well-being and academic performance at the end of the first year suggests that further investigation is required to understand how academic achievement is related to student well-being. © 2011 British Association for Counselling and Psychotherapy

Illustrated State-of-the-Art Capsules of the ISTH 2022 Congress

The ISTH London 2022 Congress is the first held (mostly) face-to-face again since the COVID-19 pandemic took the world by surprise in 2020. For 2 years we met virtually, but this year's in-person format will allow the ever-so-important and quintessential creativity and networking to flow again. What a pleasure and joy to be able to see everyone! Importantly, all conference proceedings are also streamed (and available recorded) online for those unable to travel on this occasion. This ensures no one misses out. The 2022 scientific program highlights new developments in hemophilia and its treatment, acquired and other inherited bleeding disorders, thromboinflammation, platelets and coagulation, clot structure and composition, fibrinolysis, vascular biology, venous thromboembolism, women's health, arterial thrombosis, pediatrics, COVID-related thrombosis, vaccine-induced thrombocytopenia with thrombosis, and omics and diagnostics. These areas are elegantly reviewed in this Illustrated Review article. The Illustrated Review is a highlight of the ISTH Congress. The format lends itself very well to explaining the science, and the collection of beautiful graphical summaries of recent developments in the field are stunning and self-explanatory. This clever and effective way to communicate research is revolutionary and different from traditional formats. We hope you enjoy this article and will be inspired by its content to generate new research ideas