Developing Socio-Emotional Intelligence Through Self-Reflection

  • Camila Devis-Rozental


This chapter explores the notion of reflection, evidencing its importance and how to develop it. Following this, a case study investigating peer support activities within a higher education classroom environment is presented to gauge whether it instigated reflection. Findings from the case study as well as other relevant research suggesting that students need to have formed early bonds to be able to share a healthy supportive relationship that instigates reflection are discussed. Following this the chapter moves onto the idea that the term “reflection” may have lost its meaningfulness, as it has been over-applied in various areas of practice. Whilst acknowledging the traditional models of reflection as important, the chapter also explores how self-awareness can be developed through mindfulness, using The Johari Window and journaling.


  1. Benson, J. F. (2000). Working more creatively with groups. London: Routledge.Google Scholar
  2. Biggs, J. (1999). Teaching for quality learning at university. Great Britain: Open University Press.Google Scholar
  3. Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook 1: The cognitive domain. New York: David McKay Co Inc.Google Scholar
  4. Boud, D., Cohen, R., & Sampson, J. (2001). Peer learning in higher education: Learning from and with each other. London: Kogan Page.Google Scholar
  5. Boyd, E. M., & Fales, A. W. (1983). Reflective learning key to learning from experience. Journal of Humanistic Psychology, 23(2), 99–117.CrossRefGoogle Scholar
  6. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.CrossRefGoogle Scholar
  7. Charoensukmongkol, P. (2014). Benefits of mindfulness meditation on emotional intelligence, general self efficacy, and perceived stress: Evidence from Thailand. Journal of Spirituality in Mental Health, 16(3), 171–192.CrossRefGoogle Scholar
  8. Cowie, H. (2000). Peer support in action: From bystanding to standing by. London: Sage Publications Ltd.Google Scholar
  9. Day, C. (1999). Life and work of teachers: International perspectives in changing times. London: Falmer Press, Limited (UK).Google Scholar
  10. Devis-Rozental, C. (2017). Developing socio-emotional intelligence in Early Years Scholars. Thesis, Bournemouth University.Google Scholar
  11. Dewey, J. (1933). How we think. Boston: Heath and Co.Google Scholar
  12. Driscoll, J. (2007). Practising clinical supervision: A reflective approach for healthcare professionals (2nd ed.). Edinburgh: Bailliere Tindall Elsevier.Google Scholar
  13. Farrell, T. S. C. (2013). Teacher self-awareness through journal writing. Reflective Practice, 14(4), 465–471.CrossRefGoogle Scholar
  14. Foley, G. (2004). Dimensions of adult learning. Berkshire: McGraw-Hill Education.Google Scholar
  15. Galvin, K., & Todres, L. (2013). Caring and well-being: A lifeworld approach. Oxon: Routledge.Google Scholar
  16. Gendlin, E. T. (2003). Focusing: How to gain direct access to your body’s knowledge (3rd ed.). London: Rider.Google Scholar
  17. Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit.Google Scholar
  18. Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. London: Arrow Books.Google Scholar
  19. Goleman, D., & Davidson, R. (2017). Altered traits: Science reveals how meditation changes your mind, brain and body. New York: Penguin Random House.Google Scholar
  20. Grant, L., & Kinman, G. (2013). The importance of emotional intelligence for staff and students in the ‘helping’ professions: Developing an emotional curriculum. London: The Higher Education Academy.Google Scholar
  21. Hanson, J. M., Trolian, T. L., Paulsen, M. B., & Pascarella, E. T. (2016). Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education, 21(2), 191–206.CrossRefGoogle Scholar
  22. Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the ecology of reflection: Reflective practice for experiential leaning in higher education. Journal of University Teaching & Learning Practice, 13(2), 1–20.Google Scholar
  23. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.CrossRefGoogle Scholar
  24. Hendry, G. D., Hyde, S. J., & Davy, P. (2005). Independent groups. Medical Education, 39(7), 672–679.CrossRefGoogle Scholar
  25. Hilsdon, J. (2014). Peer learning for change in higher education. Innovations in Education and Teaching International, 51(3), 244–254.CrossRefGoogle Scholar
  26. Ingram, R. (2013). Locating emotional intelligence at the heart of social work practice. British Journal of Social Work, 2013(43), 987–1004.CrossRefGoogle Scholar
  27. Jackson, E. T. (1998). Knowledge shared: Participatory evaluation in development cooperation. Ottawa: IDRC/CRDI.Google Scholar
  28. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2013). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25, 1–26.Google Scholar
  29. Johnson, G. M. (1998). Principles of instruction for at-risk learners. Preventing School Failure, 42, 167–181.CrossRefGoogle Scholar
  30. Kagan, S. (1994). Cooperative learning. California: Kagan Publishing.Google Scholar
  31. Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development. New Jersey: Prentice-Hall.Google Scholar
  32. Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1(1), 5–41.CrossRefGoogle Scholar
  33. Luft, J., & Ingham, H. (1955). The Johari window, a graphic model of interpersonal awareness. In Proceedings of the western training laboratory in group development. Los Angeles: University of California.Google Scholar
  34. Mascolo, M. F. (2008). Wittgenstein and the discursive analysis of emotion. New Ideas in Psychology, 27(2009), 248–274.Google Scholar
  35. Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138–150.CrossRefGoogle Scholar
  36. Maslow, A. (1987). Motivation and personality (3rd ed.). New York: Harper and Row.Google Scholar
  37. Mead, S., Hilton, D., & Curtis, L. (2001). Peer support a theoretical perspective. Plainfield: Shery Mead Consulting.Google Scholar
  38. Moon, J. A. (1999). Reflection in learning and professional development. London: Kogan Page.Google Scholar
  39. Nelson, C. (1994). Critical thinking and collaborative learning. New Directions for Teaching and Learning, 1994(59), 45–58.CrossRefGoogle Scholar
  40. Patel, N. V. (2003). A holistic approach to learning and teaching interactions: Factors in the development of critical learners. The International Journal of Educational Management, 17(6), 272–284.CrossRefGoogle Scholar
  41. Petty, G. (2006). Evidence based teaching. Cheltenham: Nelson Thornes.Google Scholar
  42. Piaget, J. (1968). Structuralism. New York: Harper Torchbooks.Google Scholar
  43. Platzer, H., Snelling, J., & Blake, D. (1997). Promoting reflective practitioners in nursing: A review of theoretical models and research into the use of diaries and journals to facilitate reflection. Teaching in Higher Education, 2, 103–121.CrossRefGoogle Scholar
  44. Priest, S. (1990). Everything you always wanted to know about judgment, but were afraid to ask. Journal of Adventure Education and Outdoor Leadership, 7(3), 5–12.Google Scholar
  45. Rees, K. L. (2013). The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice, 13(2013), 48–52.CrossRefGoogle Scholar
  46. Sapon-Shevin, M. (1994). Cooperative learning and middle schools: What would it take to really do it right? Theory into Practice, 33(3), 183–190.CrossRefGoogle Scholar
  47. Schon, D. A. (1987). Educating reflective practitioners. San Francisco: Jossey-Bass.Google Scholar
  48. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. London: Basic Books Inc.Google Scholar
  49. Schutte, N. S., Malouff, J. M., & Thornsteinsson, E. B. (2013). Increasing emotional intelligence through training: Current status and future directions. The International Journal of Emotional Education, 5(1), 56–72.Google Scholar
  50. Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  51. Walker, S. E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 41(2), 216–221.PubMedPubMedCentralGoogle Scholar
  52. Willcox, P., Winn, S., & Fyvie-Gauld, M. (2005). It was nothing to do with the university, it was just the people: The role of social support in the first year experience of higher education. Studies in Higher Education, 30(6), 707–722.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Camila Devis-Rozental
    • 1
  1. 1.Bournemouth UniversityPooleUK

Personalised recommendations