scholarly journals Social and emotional learning in education and care policy in Croatia

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Maja Ljubetic ◽  
Toni Maglica
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Positive Development ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

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.

scholarly journals Viewpoint on social-emotional learning of 5-10 year olds as area of predicting their academic success: Research data obtained in Western countries

2015 ◽  
Vol 2 ◽  
pp. 398
Author(s):  
Daina Lieģeniece
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Research Data ◽  
Emotional Learning ◽  
Clear Understanding ◽  
Social Emotional ◽  
Primary School Teachers ◽  
Western Countries ◽  
Social And Emotional ◽  
The United Kingdom

The article aims to provide an overview of research data analysis made in Western countries (namely in the US and the United Kingdom) on Social – Emotional Learning and academic success. The article consists of two parts. Part One provides a basis for understanding what social and emotional learning is by analysing some issues of socialemotional competencies. Part Two discusses the issue of associations of SEL with Academic Success. It is done with the aim to show the nursery and primary school teachers how important it is to have a clear understanding of the chosen approaches to address the problems of social-emotional competencies and academic success.

Camp Counselor as a Role Model for Social-Emotional Learning Skills in Camp

2021 ◽  
Author(s):  
Megan Owens ◽  
Laurie Browne
Keyword(s):  
Role Model ◽  
Emotional Health ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Design ◽  
Social And Emotional ◽  
Positive Behaviors ◽  
The Social ◽  
Camp Counselor

Camp programs hire counselors to fulfill multiple responsibilities and to role model positive behaviors for campers. Social-emotional learning (SEL) is a skill set that develops over time and through engagement with an array of individuals and opportunities that support social and emotional health across the lifespan. The social design of an overnight summer camp may be an ideal setting for nurturing SEL through camper-counselor relationships. The purpose of this study was to explore how counselors understood and modeled SEL with their campers and to what extent the campers recognized and interpreted those behaviors. Evidence suggests that counselors intended to role model SEL; however, they were inconsistent in how they modeled SEL during interactions with campers. Counselors’ own SEL may need more explicit support and training to more effectively role model SEL for campers.

Race and Social Emotional Learning for Black Students in Urban Schooling Contexts

2020 ◽  
pp. 004208592093333
Author(s):  
Leoandra Onnie Rogers ◽  
Charity Griffin ◽  
Chezare A. Warren
Keyword(s):  
Black People ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Special Issue ◽  
Social Emotional ◽  
Race And Racism ◽  
Urban Schooling ◽  
Social And Emotional ◽  
The Social

Social and emotional learning (SEL) has gained notable significance in educational research over the last three decades, and has been widely conjectured to promote students’ academic learning. In its initial construction and practice, however, SEL did not consider the indelible impact of anti-Black racism and dehumanization of Black people. This special issue convenes scholars from the fields of education, human development, and psychology who examine the ways in which race and racism mediate the social–emotional learning of Black youth, a significant portion of whom attend urban schools. Collectively, the articles in this Special Issue aim to broaden the scope and impact of SEL research.

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.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

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