Developing cognitive-social-emotional competencies to enhance academic learning

2005 ◽  
Vol 42 (4) ◽  
pp. 405-417 ◽  
Author(s):  
L. Oriana Linares ◽  
Nicole Rosbruch ◽  
Marcia B. Stern ◽  
Martha E. Edwards ◽  
Gillian Walker ◽  
...  
Keyword(s):  
Academic Learning ◽  
Social Emotional ◽  
Emotional Competencies

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

Guidelines for Adapting Mindfulness-Based School Interventions with Underserved Youth

2021 ◽  
Author(s):  
Mary Lynd Phan ◽  
Tyler L Renshaw
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Health Disparities ◽  
Quality Of Care ◽  
Health Services ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Underserved Youth ◽  
Diverse Youth

Low-income and ethnically diverse youth in the United States have unmet needs for mental health services; however, these same youth are unlikely to be connected with high-quality mental health care. Promoting social-emotional competencies through school-based service delivery is one potential solution for improving the accessibility and quality of care for diverse youth facing mental health disparities. Mindfulness, conceived as a set of practices to cultivate social-emotional competencies, can therefore be useful for improving the accessibility and quality of care for diverse youth facing mental health disparities. Given the growing interest in MBSIs and the need to enhance equity in youth mental health services more generally, we provide guidelines to help practicing clinicians successfully adapt and implement MBSIs with underserved youth. First, we offer recommendations for clinicians to enhance underserved youths’ engagement with MBSIs. Next, we overview implementation approaches that clinicians could use for increasing access to MBIs in school settings. Following, we discuss strategies clinicians might employ when working with teachers to effectively implement MBSIs with underserved youth in their classrooms. Ultimately, we hope the guidelines offered in this paper might help inform better practice—as well as motivate further, better research—that advances equitable mental health care in schools with underserved youth.

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

Academic Learning + Social-Emotional Learning = National Priority

2013 ◽  
Vol 95 (2) ◽  
pp. 8-13 ◽  
Author(s):  
Roger P. Weissberg ◽  
Jason Cascarino
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Social Emotional ◽  
National Priority

At the Crossroads: Wellbeing and Principalship Preparation

2020 ◽  
pp. 194277512093391
Author(s):  
Julia Mahfouz ◽  
Jayson W. Richardson
Keyword(s):  
United States ◽  
Exploratory Study ◽  
Principal Preparation ◽  
The United States ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Building Leaders ◽  
K 12

This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.

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