scholarly journals Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 239-265 ◽  
Author(s):  
Jessica Zadrazil Newman
Keyword(s):  
Youth Development ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Learning Practices ◽  
Out Of School

Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce.

scholarly journals Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures

2019 ◽  
Vol 14 (3) ◽  
pp. 222-225
Author(s):  
T. Nigel Gannon
Keyword(s):  
Youth Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Vantage Points ◽  
Made In ◽  
Out Of School

Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments. 

Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning: Executive Summary

2020 ◽  
Author(s):  
Heather Schwartz ◽  
Laura Hamilton ◽  
Susannah Faxon-Mills ◽  
Celia Gomez ◽  
Alice Huguet ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Executive Summary ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning

2020 ◽  
Author(s):  
Heather Schwartz ◽  
Laura Hamilton ◽  
Susannah Faxon-Mills ◽  
Celia Gomez ◽  
Alice Huguet ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

scholarly journals Creating a Rising Tide: Improving Social and Emotional Learning Across California

2020 ◽  
Vol 15 (1) ◽  
pp. 165-179 ◽  
Author(s):  
Femi Vance ◽  
Rebecca Goldberg
Keyword(s):  
Leadership Development ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Lessons Learned ◽  
Learning System ◽  
State Agency ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Expanded Learning

Given the recent emphasis on social and emotional development, many professionals who manage, develop, or influence expanded learning systems are beginning to ask, “How do we better prepare staff to promote social and emotional development?” California has adopted a statewide professional development strategy for publicly-funded expanded learning programs that is designed to raise awareness of the importance of social and emotional learning (SEL) among practitioners and build tools for the field to support implementation. The strategy—led by a partnership among a state agency, expanded learning intermediaries, and funders—combines leadership development, field-building initiatives, and program-level supports. It also complements the current expanded learning system. In this article, we describe the statewide strategy and discuss how it addresses workforce challenges, the core levers that California used to develop the strategy, and why and how the state-level leadership prioritized social and emotional learning. We conclude the article with lessons learned about collaboration, implementation, and assessing impact. 

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

The ABCs of Social-Emotional Learning

2021 ◽  
pp. 1-18
Keyword(s):  
Academic Success ◽  
School Violence ◽  
Emotional Development ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Children And Youth ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional

Recent polls report a trend that school violence is steadily continuing in middle and high schools. Concurrently, schools are filled with students who cannot function academically and socially due to challenging home lives. Recognizing that social and emotional development in young adolescents is essential to academic success, educators are learning how to address these issues through social-emotional learning (SEL). The Collaborative for Academic, Social, and Emotional Learning, or CASEL, outlines components of SEL that children and youth need to understand and manage their own emotions, set and achieve positive goals, feel and show empathy toward others, establish and maintain positive relationships, and make responsible life decisions. Findings note that schools that employ SEL have better academic performance as well as fewer disciplinary incidents.

The Nuts and Bolts of Critical Service Learning Theoretical Foundations

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Youth Development ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Critical Approach ◽  
Social And Emotional ◽  
Mapping Tool ◽  
The Status

Critical service learning (CSL), social and emotional learning (SEL), and positive youth development (PYD) represent key elements for promot¬ing healthy attitudes and behaviors among youth. This chapter explains each component and provides a theoretical overview. As mentioned in Chapter 1, CSL represents a therapeutic strategy that encompasses a philosophy of youth empowerment. CSL emphasizes youth becoming empowered to view themselves in relation to others, as partners, to bring about change in their environment. Mitchell (2008) defined CSL as an approach that challenges youth to become self-aware of how their own situations influence their relationships within their community. When these relationships are based on the concerns of the community, they can facilitate CSL through the examination of issues of power, privilege, and oppression— and disparaging assumptions of class, gender, and race— and then take action to address unjust and inequitable social and economic systems (Cipolle, 2010). Youth engage in critical thinking about the problems they face within their own communities and are encouraged to take action. The critical approach to service learning promotes social justice and challenges the status quo. The approach to CSL involves three key elements: “working to redistribute power amongst all participants in the service learning relationship, developing authentic relationships in the classroom and in the community and working from a social change perspective” (Mitchell, 2008, p. 50). The goal of CSL is to examine power relations, challenge oppressive institutions, and cultivate in youth the power to take action. In our model, the CSL approach presents “student voice” as a necessary component to create a sense of empowerment and authentic engagement. The community web-mapping tool discussed in Chapter 3 serves as the vehicle for students to address social justice issues as they compare and contrast their vision of perfect and imperfect communities (Figure 2.1). Social and emotional learning is a framework that provides opportunities for young people to acquire the skills necessary for maintaining personal well-being and positive relationships across their life span (Elbertson, Brackett, & Weissberg, 2009). The five competency clusters for students are the following: 1. Self- awareness: the ability to accurately recognize one’s emotions and thoughts and how they influence behavior.

scholarly journals Social and Emotional Learning with Families

2016 ◽  
Vol 5 (4) ◽  
pp. 147
Author(s):  
Anna Marie Dinallo
Keyword(s):  
Emotional Development ◽  
Self Regulation ◽  
Family Engagement ◽  
Community Based Participatory Research ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social And Emotional ◽  
School Settings ◽  
Agents Of Change

<p>A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children’s social-emotional development and the expanded use of existing parenting tools. Even though parents are primary agents of change, the cultural backgrounds of families has too often been a missing ingredient in both the curriculum development and participation phases of and social and emotional learning within school-based programs. Family engagement programs are particularly important for Latino parents who are recent immigrants, as they have the additional burden of contending with such stressors in school settings as race, language barriers, and stereotypes afflicting educators. All participants in this study had existing knowledge in the area of emotional development and were able to discuss the value of self-care and self-regulation with respect to parenting their children. This research contributes to studies in the fields of family engagement and popular education pedagogy besides providing the reader with an examination of the implications of effective socio-emotional curriculum in elementary school settings.</p>

scholarly journals Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

2020 ◽  
Vol 6 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Paul M. Wright ◽  
Steven Howell ◽  
Jenn Jacobs ◽  
Gabriella McLoughlin
Keyword(s):  
Academic Success ◽  
Youth Development ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
After School ◽  
Perceived Benefits ◽  
Systematic Observation ◽  
Social And Emotional

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

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