Straipsnyje nagrinėjami paauglių, augančių pilnose ir nepilnose šeimose, naudojamų streso įveikęs strategijų ir emocinio intelekto ypatumai bei jų tarpusavio sąsajos. Stresui tirti buvo naudojamas Stresinių situacijų įveikos klausimynas (paauglių ir jaunuolių forma). Emociniam intelektui (CEO) tirti buvo naudojama BarOn E-i: jaunimo versija. Tyrime dalyvavo 200 13— 18 metų paauglių iš Vilniaus mokyklų. Remiantis tyrimo duomenimis, padaryta išvada, kad pilnose šeimose augantys paaugliai statistiškai reikšmingai dažniau nei nepilnose šeimose augantys paaugliai naudoja socialinės įvairovės strategiją, o jų adaptyvumo .EQaukštesnis nei nepilnose šeimose augančių paauglių. Gauti tyrimo rezultatai leidžia prognozuoti, kokias streso įveikos strategijas paauglys panaudos stresinėje situacijoje.

Straipsnyje gilinamasi į tai, kas sudaro socialinių ir emocinių kompetencijų sampratą, pristatoma keturių Lietuvos ir užsienio socialinio ir emocinio ugdymo programų lyginamoji analizė, ir pateikiamos išvados apie programose ugdomų vaikų socialinių ir emocinių kompetencijų pagrindinius panašumus ir skirtumus.

The article aims at defining the expression of prospective teachers’ emotional competences and their readiness to develop pupils’ emotional competence, emphasising the necessity to reflect about one’s emotions under conditions of increasing tension. Having discussed the constructs of emotional intelligence, emotional competence and social competence, the attention is focussed on teacher’s emotional intelligence competence, its structure and content, aiming to research the expression of this competence empirically while students communicate with learners during their pedagogical practice.

The article deals with the impact of learning disabilities on child socialization. The article discusses cognitive, i.e. thinking, speech, attention, memory, emotional and behavioural disorders that fall within and outside the group of the new classification of developmental disorders (The Procedure for Determining Groups of Schoolchildren with Special Educational Needs and Distributing Their Special Educational Needs into Levels No. V-1265/V-685/A1-3170 of 13 July 2011) as well as their direct impact on the formation of basic social skills (school adaptation, communication, cooperation and behaviour in conflict situations). The aim of the research was to analyze and compare characteristics and differences of school adaptation and socialization of younger school-age students with learning disabilities and those of students of the same age with the normal development. Research procedure and subjects: the research was conducted in seven randomly selected primary schools in Vilnius. The research subjects were 107 primary education teachers and 2 520 students, of which 400 (16 percent) students had various disabilities that had been identified by the Educational Psychological Service or child welfare commission. Research methods: data were collected using quantitative analysis and processed using methods of statistical analysis. [...].

In the development of a child’s emotional intelligence, one cannot rely solely on intuition. Instead, as in all sciences, we need to build on the knowledge gained from the lessons learned in order to make informed decisions in educating small preschoolers.Lithuania has already been adapting foreign practices aimed at the social and emotional development of children, but not all of them. Only a few percent of educational institutions follow them, as educators themselves do not have enough knowledge to develop children‘s emotional abilities. B. Elkjaer (2009) claims that experience is primarily related not to knowledge but to human life as a process. Human life is a continuous relationship between the human and the environment. This relationship has the same importance and meaning as an experience, but it also includes emotions, aesthetics, ethics and knowledge. When one is seeking to obtain knowledge, experience is not enough. Essential learning, according to R. Usher (2009), is based on practicing the way or style of life. This claim rejects the idea that learning originates from the experience. Nevertheless, experience and learning are interrelated, interactive and dynamic processes. Taking these issues into consideration, the following research question is suggested: How do teachers integrate the development of children’s emotional intelligence into practical activities when planning the educational process?[...]