Browsing by Author "Burakoff, Minna"

The present study examines both emotional and interaction skills and their connections to psychological wellbeing from a school child`s perspective. I also go through the ways to teach these socioemotional skills. There is a demand to research this subject, as we often hear about school classes being restless and also media has focused on how much under pressure teachers are as a result. There are many forms for interaction, but in this study, I emphasized the importance of dialogue and listening skills. In terms of emotional intelligence, I have focused mostly on emotion regulation skills. I researched many books and scientific articles in a critical yet open minded way to form the basis of my thesis. My hypothesis was supported by my research as there was a link between the emotional and interaction skills and psychological wellbeing of a primary school child. Emotion regulation skills play a significant role in a schoolchild`s coping skills and ability to form social interactions. There are many passive and active ways to regulate emotions, but the most damaging method to do so is emotional suppression. One cannot run away from his feelings. Emotional suppression does not promote wellbeing. For example, talking about feelings and validation of feelings supports psychological wellbeing and also helps with social interaction. Social interaction skills are necessary in a school child`s life thus making life more meaningful, if these skills are present. Social skills also form a foundation for healthy and close relationships and increased wellbeing. The conclusion of this thesis is that more emphasis should be placed on the importance of emotional and interaction skills in a school environment therefore increasing the overall level of wellbeing in a classroom. Furthermore, these socio emotional skills should be taught more in school.