Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students’ Mental Health

2015 ◽  
Vol 20 (2) ◽  
pp. 118-129 ◽  
Author(s):  
Kristine M. Cramer ◽  
Sara Castro-Olivo
Keyword(s):  
Mental Health ◽  
Intervention Program ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Intervention ◽  
Culturally Adapted

Highlighted & Underlined

2017 ◽  
Vol 99 (1) ◽  
pp. 6-7
Author(s):  
Joan Richardson
Keyword(s):  
Mental Health ◽  
African American ◽  
School Discipline ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
African American Girls ◽  
Health Resource ◽  
Social Emotional ◽  
Mental Health Resource

Items included in this issue concern homework, a mental health resource for teens and their parents, school discipline and African-American girls, and the need for social-emotional learning for preschoolers.

Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

2021 ◽  
pp. 148-165
Author(s):  
Kimberly Reed ◽  
Tara Madden-Dent
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Success ◽  
Classroom Management ◽  
Management Practices ◽  
Social Emotional Learning ◽  
American Southwest ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

scholarly journals Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology

2021 ◽  
Vol 9 ◽  
Author(s):  
Megan Cherewick ◽  
Sarah Lebu ◽  
Christine Su ◽  
Lisa Richards ◽  
Prosper F. Njau ◽  
...  
Keyword(s):  
Distance Learning ◽  
Identity Development ◽  
Study Protocol ◽  
Low Income ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Low Resource ◽  
Learning Intervention

Background: The maturational period from age 10 to 14—often referred to as very young adolescents (VYAs)—represents a dynamic period of learning and neurobehavioral development as individuals transition from childhood to adolescence. This developmental period presents a window of opportunity for strategic investment to improve trajectories of health, education and well-being among young people. More specifically, neurodevelopmental changes during pubertal maturation influence neural circuitry involved in processing emotions, risks, rewards and social relationships. Technology can be leveraged to create social emotional learning experiences for VYAs and provide opportunities for flexible, distance learning in low-income countries. The aim of this study protocol is to detail how insights from developmental science can be used to inform the intervention design, implementation and evaluation of a distance learning, social emotional learning intervention for VYAs.Methods: This study will be delivered to 500 VYAs in Temeke District, Dar es salaam. Study participants will watch culturally-relevant, animated videos on social emotional mindsets and skills and content will be paired with experiential learning activities over a period of 10 weeks. A nested smart-phone based study will practice learning social emotional skills and mindsets through engagement with multi-media material via the WhatsApp messenger application. Surveys and in-depth interviews will be administered to adolescents, their parents/caregivers and teachers before and after the intervention to evaluate the effect of the intervention on study outcomes.Discussion: This study is among the first to provide results on how to effectively design a distance-learning intervention to promote social emotional learning and identity development within a low-resource context. The findings will provide substantial evidence to inform new intervention approaches that are effective in low-resource contexts and strategies to reach scale among similar programs invested in leveraging technology to support adolescent health and development.Clinical Trial registration: Study registered with ClinicalTrials.gov. Identifier number NCT0445807.

scholarly journals WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 1-27
Author(s):  
Wu Deli ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Mental Health ◽  
Autonomy Support ◽  
Social Emotional Learning ◽  
Group Analysis ◽  
Emotional Learning ◽  
Drop Out ◽  
Social Emotional ◽  
Learning Anxiety ◽  
Quasi Experimental ◽  
Regular Teacher

Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from a Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge and reducing dropout intention while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. Keywords: Social-Emotional Learning, Teacher autonomy support, Learning anxiety, Dropout intention.

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