scholarly journals Indiana Social-Emotional Learning Competencies: A Neurodevelopmental, Culturally Responsive Framework

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090448
Author(s):  
Brandie M. Oliver ◽  
Christy T. Berger
Keyword(s):  
Chronic Stress ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
The State ◽  
Emotional Learning ◽  
Department Of Education ◽  
Unified Framework ◽  
Social Emotional ◽  
School Communities ◽  
Learning Competencies

Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs and practices, the Indiana Department of Education responded by developing the Indiana SEL Competencies to provide a unified framework and several resources with which educators in the state continue to evolve their work. This article outlines foundational principles of SEL, highlights unique aspects of the Indiana SEL Competencies, and presents implications for the school counselor’s role in working toward systemic implementation of SEL.

Culturally Responsive Social-Emotional Learning

2020 ◽  
pp. 193-219
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools

2020 ◽  
pp. 135-151
Author(s):  
Natasha Ferrell ◽  
Tricia Crosby-Cooper
Keyword(s):  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Linguistically Diverse ◽  
Emotional Learning ◽  
Maladaptive Behavior ◽  
Whole Child ◽  
Social Emotional Development ◽  
Life Outcomes ◽  
Social Emotional ◽  
Equitable Treatment

Research has demonstrated the positive relationship between student social-emotional development and academic achievement and overall positive life outcomes. Evidence-based social-emotional practices such as direct instruction in core social-emotional learning (SEL) components, modeling, and reinforcement of appropriate SEL skills have been found to increase student social-emotional functioning, reduce maladaptive behavior and promote prosocial behavior. However, despite reports of positive outcomes based on school-based interventions, there remain questions regarding the appropriateness of strategies and practices for students from racially, culturally, or linguistically diverse backgrounds. In order to address the needs of the “whole child,” educators must view social SEL with a culturally responsive lens to ensure equitable treatment and development for all students.

“Here Comes a Thought”: Steven Universe as Social Emotional Curriculum

2021 ◽  
Vol 3 (1) ◽  
pp. 24-42
Author(s):  
Joaquin Muñoz ◽  
Nou-Chee Chang
Keyword(s):  
Young People ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Inclusive Classroom ◽  
Social Emotional ◽  
Pedagogical Tools ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Classroom Use ◽  
People Today

Abstract The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.

Culturally Responsive Social-Emotional Learning

2021 ◽  
pp. 401-421
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

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