Validating cultural adaptations of a school-based social-emotional learning programme for use with Latino immigrant adolescents

2012 ◽  
Vol 5 (2) ◽  
pp. 78-92 ◽  
Author(s):  
Sara M. Castro-Olivo ◽  
Kenneth W. Merrell
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Cultural Adaptations ◽  
Immigrant Adolescents ◽  
School Based ◽  
Latino Immigrant

scholarly journals School-Based 4-H Programming Series: Positive Youth Development (PYD) and Social Emotional Learning (SEL)—How They Complement Each Other

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 5
Author(s):  
Vanessa Spero
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Social Emotional Learning ◽  
Development Program ◽  
Emotional Learning ◽  
Social Emotional ◽  
Youth Development Program ◽  
School Based ◽  
Program Approach

Positive Youth Development (PYD) promotes building life skills, leadership, and relationships, and Social Emotional Learning (SEL) promotes knowledge, responsibility, and caring. Just as 4-H uses PYD as a framework, so schools use SEL. A whole program approach with appropriate curriculum provide the skills necessary for youth to succeed. This new 5-page publication of the UF/IFAS 4-H Youth Development Program explores the complementary relationship between PYD and SEL in a school-based program setting. Written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h404

Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes

2016 ◽  
Vol 11 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Bethany Butzer ◽  
Denise Bury ◽  
Shirley Telles ◽  
Sat Bir S. Khalsa
Keyword(s):  
Theoretical Model ◽  
Student Outcomes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
Content Type ◽  
School Based ◽  
Practical Implications

Purpose – The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes. Design/methodology/approach – This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools. Findings – Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance. Research limitations/implications – Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs. Practical implications – It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels. Originality/value – This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.

Evaluating the outcomes of "Resilient left-behind children" – A social-emotional learning and mindfulness group counseling program

2021 ◽  
Vol 25 (1) ◽  
pp. 33-53
Author(s):  
Laura Tripa ◽  
Florin Alin Sava ◽  
Ramona Paloș ◽  
Silvia Măgurean ◽  
Irina Macsinga
Keyword(s):  
Group Counseling ◽  
School Adjustment ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Intervention Group ◽  
Emotional Learning ◽  
Counseling Program ◽  
Social Emotional ◽  
Left Behind ◽  
School Based

International migration has a powerful impact on both the sending and receiving countries, especially for adults migrating for better working conditions and leaving family members, including children, behind. Increasing numbers of left-behind children in Romania (Save the Children Romania, 2019) require attention and support through specific policies and school-based programs. The purpose of this empirical study is to develop and assess a school-based prevention/intervention group counseling program for left-behind children. The program is based on previous social-emotional learning curricula and it incorporates mindfulness technics (Sibinga, Webb, Ghazarian, & Ellen, 2016). It is designed to increase resilience and self-regulatory abilities in children, thus improving their school adjustment in terms of emotional, social, behavioral and attitudinal outcomes. Using a sample of 62 children, aged 12-15 (M = 12.71, SD = .868), we conducted a quasi-randomized trial with a control and an intervention group to investigate the efficacy of the program. Children in the intervention group reported improved self-regulation and resilience and reduced loneliness and social dissatisfaction. Teachers reported significantly fewer emotional and behavioral difficulties for the children following the intervention. This study emphasizes the role of the evidence-based approach to counseling services in schools, by capitalizing on the latest findings in the field and addressing the specific needs of left-behind children.

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