scholarly journals Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0249033
Author(s):  
Joe T. K. Ngai ◽  
Rose W. M. Yu ◽  
Kathy K. Y. Chau ◽  
Paul W. C. Wong
Keyword(s):  
Hong Kong ◽  
Pilot Study ◽  
Focus Groups ◽  
Formative Evaluation ◽  
Emotional Competence ◽  
Cognitive Competence ◽  
Social Emotional ◽  
Humane Education ◽  
Social Emotional Competence ◽  
School Based

Background Humane education, which focuses on the cultivation of kindness and empathy towards animals, the environment, and fellow humans, helps children to be less egocentric and more sensitive to the human–animal interaction in ecology. Aim This study aimed to evaluate an animal-assisted, school-based humane education programme that promotes a humane attitude and enhances social–emotional competence for children in Hong Kong. Method A sequential mixed-methods formative evaluation was adopted in the pilot year of the programme. A controlled trial and focus groups were conducted to evaluate the preliminary outcomes and process of the programme and to identify the implementation obstacles and effective strategies. One hundred and ten primary three students from two primary schools participated in the study (55 in the intervention group and 55 in the control group with ordinary formal school extra-curricular activities). Paired sample t tests and a mixed ANOVA were conducted to explore the changes in students’ social–emotional competence in our programme and two typical extra-curricular school programmes. Thematic analysis was conducted to categorise the transcriptions from the focus groups. Results Quantitative findings indicated that class-based, animal-assisted humane education increased cognitive competence (t[24] = 2.42, p = .02), empathy (t[24] = 2.94, p < .01), and reduced hyperactivity (t[23] = -2.40, p = .02). Further analysis indicated that the participant recruitment strategies moderate the impact of interventions on the development of empathy (F[2,104] = 4.11, p = .02) and cognitive competence (F[2,104] = 2.96, p = .05). Qualitative analysis suggested three major themes: enhancement of self-control, promotion of humane attitude, and improvement of reading skills. Conclusion The preliminary results of this pilot study indicate positive effects of the programme. Vigorous systematic formative evaluation on the process and effective implementation should be included in future follow-up studies to ensure its sustainability and fidelity.

Perception of collaborative learning in associate degree students in Hong Kong

2013 ◽  
Vol 25 (4) ◽  
pp. 449-458
Author(s):  
Daniel T.L. Shek ◽  
Moses M.W. Shek
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Associate Degree ◽  
Emotional Competence ◽  
Female Students ◽  
Perceived Benefits ◽  
Social Emotional ◽  
Online Questionnaire ◽  
Social Emotional Competence ◽  
Learning Attitudes

Abstract Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

Effects of a school-based social–emotional competence program: Linking children's goals, attributions, and behavior

2005 ◽  
Vol 26 (2) ◽  
pp. 171-200 ◽  
Author(s):  
Karin S. Frey ◽  
Susan Bobbitt Nolen ◽  
Leihua Van Schoiack Edstrom ◽  
Miriam K. Hirschstein
Keyword(s):  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
School Based ◽  
And Behavior

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.

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