scholarly journals Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context

2021 ◽  
pp. 43-71
Author(s):  
Katharine E. Brush ◽  
Stephanie M. Jones ◽  
Rebecca Bailey ◽  
Bryan Nelson ◽  
Natasha Raisch ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Children And Youth ◽  
Coding System ◽  
Social And Emotional ◽  
Common Coding ◽  
Development Goals ◽  
Outcomes For Children ◽  
Skills Education

AbstractSocial and emotional learning (SEL) is an effective way to promote positive learning, health, and wellbeing outcomes among children and youth, but the field lacks consensus about which skills and competencies are most important, what they should be called, and how they should be promoted and measured across diverse global contexts. SEL is also referred to by many names, often overlapping with life skills education (LSE) and other initiatives to improve learning, health, and developmental outcomes for children and youth. This chapter begins by describing SEL and its relationship to LSE and the United Nation’s Sustainable Development Goals. It then showcases where clarity and cohesion do or do not exist within the field of SEL by exploring how SEL is conceptualized, measured, and promoted in different settings around the world. We draw on data collected over a series of research projects in which we applied a common coding system to SEL frameworks, programs, and measurement/assessment tools in order to identify areas of overlap and divergence between them. The chapter summarizes key findings from these projects while highlighting the need for deeper contextualization and localized research and development and concludes by discussing implications for research and practice.

Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures

2020 ◽  
pp. 004208592093333
Author(s):  
Shereen El Mallah
Keyword(s):  
Black Students ◽  
Urban Schools ◽  
Cultural Beliefs ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Emotional Competencies ◽  
Research And Practice ◽  
Social And Emotional ◽  
Current Assessment

Cultural beliefs, values, and norms influence the frequency and display of behavior. Accordingly, broadening the operational definitions of social and emotional competencies and establishing the equivalence of measures are two necessary steps to ensure that current assessment tools are sensitive to cultural and contextual variations. The purpose of this article is twofold: first, to examine the risks associated with narrow definitions or assumptions of invariance, particularly as each pertains to the assessment of social and emotional learning (SEL) competencies among Black students in urban schools; and second, to consider the utility of prototype analysis in advancing transformative SEL research and practice.

scholarly journals Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence

2020 ◽  
Vol 18 (1) ◽  
pp. 61
Author(s):  
Sergio Rivera-Pérez ◽  
Javier Fernandez-Rio ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Cooperative Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Education Students ◽  
Social And Emotional ◽  
Learning Intervention ◽  
Approach Goals

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

Social and Emotional Learning: A Framework for Promoting Mental Health and Reducing Risk Behavior in Children and Youth

2000 ◽  
Vol 70 (5) ◽  
pp. 179-185 ◽  
Author(s):  
John W. Payton ◽  
Dana M. Wardlaw ◽  
Patricia A. Graczyk ◽  
Michelle R. Bloodworth ◽  
Carolyn J. Tompsett ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Behavior ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Children And Youth ◽  
Social And Emotional

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.

Multilevel Prospective Dynamics in School-Based Social and Emotional Learning Programs

2014 ◽  
Vol 13 (2) ◽  
pp. 218-231 ◽  
Author(s):  
Adena B. Meyers ◽  
Anna M. Hickey
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
School Structure ◽  
Individual Level ◽  
Social And Emotional ◽  
School Based ◽  
Learning Programs ◽  
School Based Interventions ◽  
Outcomes For Children ◽  
Building Level

A growing body of evidence supports the effectiveness of school-based interventions aimed at improving children’s social functioning and preventing emotional and behavioral difficulties. These social and emotional learning (SEL) programs vary in their pedagogical approaches, with some focusing on individual-level skill development and others emphasizing contextual changes designed to improve interpersonal dynamics and climate at the classroom or building level. Most programs use elements of both approaches in complementary ways. Ecological theory suggests that individual and environmental factors interact with and reciprocally influence each other in the context of school-based preventive interventions. Changes in school structure and culture may help improve outcomes for children, whereas enhanced social skills may lead to improved school climate. This article reviews evidence regarding these multilevel and cross-level prospective dynamics within school-based SEL interventions.

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