scholarly journals Pilot Wellness Program With Adapted Social–Emotional Learning and COVID-19 Curriculum for Refugee Youth

2021 ◽  
pp. 109019812110488
Author(s):  
Julia Rosenberg ◽  
Patricia McDonough Ryan ◽  
Caroline O’Brien ◽  
Fereshteh Ganjavi ◽  
Mona Sharifi
Keyword(s):  
Behavioral Health ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Emotional Learning ◽  
Refugee Children ◽  
Learning Program ◽  
Social Emotional ◽  
Refugee Youth ◽  
Evidenced Based

Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social–Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social–Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social–Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social–Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social–Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families.

scholarly journals “Roots of Empathy”: A research study on its impact on teachers in Western Australia.

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Glenda Cain ◽  
Yvonne Carnellor
Keyword(s):  
Learning Outcomes ◽  
Program Implementation ◽  
Research Study ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Literacy

If the current view of literature is that social emotional competence is essential for academic learning and achievement, what does this mean for the classroom teacher? (McCombs 2004). What is emotional literacy? How can emotional competency be developed? The purpose of this study was to investigate the impact that training in social emotional learning has on the pedagogy and practice of classroom teachers. It examined the effect of the Canadian developed social-emotional learning program Roots of Empathy (ROE) on teachers, children, the classroom environment and its subsequent impact on the broader community. This research study documented the changes that occurred for teachers and children who participated in the social emotional learning program. It seeks to understand how both the instructor training and program implementation has impacted on the participants, what this has meant for their understanding of social emotional learning (SEL), how the children have responded to the program and what subsequent changes have occurred in their behaviours and learning. It investigated the perceptions of the participants to the effectiveness of ROE as an SEL learning program, its benefits and limitations. From collective data and current literature on SEL, conclusions and recommendations are made. ROE is currently operating in over 1100 classrooms in Canada, with a pilot program being implemented in Australia and New Zealand. The findings of this phenomenology are significant in providing evidence-based research to inform the ongoing implementation of ROE in Australia and specifically Western Australia. For developing emotional literacy, the Roots of Empathy program was highly effective. It contributed positively to the professional learning of the teachers and increased their awareness of the emotional competencies of their children. It was also evident that pro-social behaviour of the children in the Roots of Empathy classes increased while bullying and aggression decreased. It was also noted that a whole school approach is essential for effective long term implementation of a chosen social emotional learning program and that administration support was a key factor to successful learning outcomes for all participants. Ongoing longitudinal evaluation of a social emotional learning program implementation is recommended to accurately evaluate the long term impact of these programs on the learning outcomes for students. Roots of Empathy is unique, even being described as "revolutionary in its potential to change the way young people see themselves and their world" (Gordon 2005, p.26), as it gives children direct experiential learning of emotional literacy through their interaction with a real baby. This study emphasises the need for all teachers, and pre-service teachers, to be trained in programs that specifically address social-emotional competencies. It supports the need for all schools to be resourced to implement programs that explicitly teach social emotional learning, essential for students’ cognitive and academic skills’ development. What policymakers and educators must now address is the question, “Can we afford not to support this program?"

scholarly journals The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

2010 ◽  
Vol 78 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Karen L. Bierman ◽  
◽  
John D. Coie ◽  
Kenneth A. Dodge ◽  
Mark T. Greenberg ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
School Characteristics ◽  
Learning Program ◽  
Social Emotional

scholarly journals Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol

2020 ◽  
Author(s):  
Ana B Araúz Ledezma ◽  
Karlijn Massar ◽  
Gerjo Kok
Keyword(s):  
Decision Making ◽  
Core Competencies ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Personal Relationships ◽  
Social Emotional ◽  
Social And Emotional ◽  
Intervention Mapping Protocol

Summary Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

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