A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer R. Banas ◽  
Julia A. Valley ◽  
Amina Chaudhri
Keyword(s):  
Health Education ◽  
School Health ◽  
Emotional Competence ◽  
Well Being ◽  
Formative Research ◽  
Literacy Skills ◽  
National Standards ◽  
Social Emotional ◽  
Content Type ◽  
Social Emotional Competence

PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

scholarly journals THE JUSTIFICATION OF DEVELOPMENT OF INTEGRATIVE MODEL OF SOCIAL EMOTIONAL COMPETENCE

2017 ◽  
Vol 1 ◽  
pp. 513
Author(s):  
Inese Elsiņa ◽  
Viktorija Perepjolkina
Keyword(s):  
School Readiness ◽  
Emotional Competence ◽  
Well Being ◽  
Individual Performance ◽  
Integrative Model ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Scientific Discussion ◽  
Standardized Measure ◽  
Definition Of

Social emotional competence (SEC) is called as one of the most needed competences of 21st century. In the past dozen years, number of researches about SEC’s relationship to many other crucial outcomes in psychosocial life of individual –performance, school readiness, success in participation and interaction with peers and adults, well-being, different clinical variables, in example, learning disabilities, depression, anxiety, withdrawal behavior etc. –have been published. Nevertheless, there is no agreement about the definition of SEC, which components comprises it, and there is no standardized measure for SEC assessment. There hasn’t been sufficient qualitative scientific discussion about the topic in Latvia as well, although SEC or its components have been frequently researched here. The aim of this article was to provide a theoretical overview of the problems and challenges in SEC research in general and to justify the need of development of integrative model of SEC. The main objective was to develop its preliminary theoretical version.

Democratic school health education in a post-communist country

2017 ◽  
Vol 117 (5) ◽  
pp. 469-484 ◽  
Author(s):  
Zuzana Boberova ◽  
Leena Paakkari ◽  
Ivan Ropovik ◽  
Jozef Liba
Keyword(s):  
Health Education ◽  
School Health ◽  
Intervention Program ◽  
Controlled Trial ◽  
Violent Behavior ◽  
Well Being ◽  
Control Group ◽  
Communist Country ◽  
Subjective Well Being ◽  
Content Type

Purpose The purpose of this paper is to discuss the findings of an intervention program built on the concept of children’s health literacy, particularly on its citizenship component. This intervention program employed the Investigation-Vision-Action-Change model for action-oriented teaching, where children were supported to investigate different health issues that affect them, create visions about desirable changes, and act toward desirable change. The intervention was implemented in the conditions of a post-communist country (Slovakia) where the majority of health education programs are behaviorally oriented, without giving space to children’s own perceptions and decisions. The study seeks to explore whether fostering children’s participation in forming the school environment improves the three selected factors of school well-being, namely, children’s perception of school, their subjective well-being, and violent behavior in school. Design/methodology/approach A cluster-randomized controlled trial design was used where ten classes of children aged nine to ten years were randomly assigned to either experimental (n=89) or control group (n=96). The dependent variables were pre- and post-tested using measures drawn from the Health Behavior in School-aged Children study for Slovakia. Findings The intervention program was shown to yield empirically robust effects, given the significant improvement in children’s perceptions about school, violent behavior, and their well-being, with medium-to-large effect sizes (Hedges’s g ranging from 0.74 to 0.96). Originality/value The present study offers an effective approach to enhance the respect for the children’s views on issues that affect them, particularly within post-communist conditions.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

Health education for deaf Romanian children: parents’ opinions

2019 ◽  
Vol 119 (5/6) ◽  
pp. 341-349
Author(s):  
Laura Ionescu ◽  
Lacramioara Ursache ◽  
Adelina Nicolae ◽  
Adriana Conea ◽  
Cristian Potora ◽  
...  
Keyword(s):  
Health Education ◽  
Communication Technology ◽  
School Health ◽  
Healthy Lifestyle ◽  
Smoking Prevention ◽  
Educational Activities ◽  
Content Type ◽  
North West ◽  
School Based ◽  
School Health Education

Purpose The purpose of this paper is to focus on parents of children with hearing disabilities from Romania and has three objectives. First, it assesses their characteristics regarding use of communication technology. Second, it investigates their opinions regarding the importance of school-based education for healthy lifestyle promotion among their children. Third, it evaluates the availability for their involvement in educational activities using face-to-face approach and communication technology dedicated to helping parents to promote healthy lifestyle among their children, as well as factors which influence this availability. Design/methodology/approach The study was performed in October–November 2015 in two schools deserving children with hearing disabilities from North-West part of Romania. Anonymous questionnaire were filled in by 182 parents. Findings The majority of parents recognize the importance of school-based health education and more than 77 per cent totally agree that it should include issues regarding healthy nutrition, promotion of physical activity and smoking prevention. In total, 80.2 per cent of the parents declared that they are interested to participate in educational activities organized periodically at school and 66.5 per cent declared their interest in educational activities developed through communication technology in order to help them to stimulate the adoption of healthy lifestyle among their children. The availability was influenced by residence, educational level, understanding the importance of parents’ involvement, characteristics regarding the use of communication technology. Originality/value This represents the first study from Romania investigating the opinions and availability for their involvement with regard to school health education among parents of children with hearing deficiencies. The results have several implications for health education among children with hearing deficiencies and their parents.

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