scholarly journals Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

2016 ◽  
Vol 18 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Baiba Martinsone
Keyword(s):  
Program Implementation ◽  
Social Emotional Learning ◽  
Implementation Process ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Pedagogical Practice ◽  
Learning Program ◽  
Social Emotional ◽  
Social And Emotional ◽  
Regular Teacher

Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

Unintended lessons of SEL programs

2019 ◽  
Vol 100 (5) ◽  
pp. 59-62 ◽  
Author(s):  
Madora Soutter
Keyword(s):  
Mixed Methods ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mixed Methods Study ◽  
Power Dynamics ◽  
Social Emotional ◽  
Social And Emotional ◽  
Teachers And Students

A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program’s impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students.

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.

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?"

Teaching Creativity Skills to Foster Social-Emotional Learning

2021 ◽  
pp. 54-72
Keyword(s):  
Creative Thinking ◽  
Systems Approach ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Technical Skills ◽  
Emotional Learning ◽  
Management Systems ◽  
Innovation Implementation ◽  
Social Emotional ◽  
Social And Emotional

Creativity is needed now to solve problems, develop products, and become better thinkers. The COVID-19 pandemic of 2020 caused people to think differently in every aspect of our society. We now need to help students learn how to think more creatively, how to collaborate with others, and how to implement innovations. However, many students face challenges that affect their social and emotional learning, thus negatively impacting their creativity. Teachers can employ different strategies and skills that can break through these barriers and develop a systems approach that can produce student creative success. There are many technical and non-technical skills and strategies for creative thinking, collaboration, and innovation implementation that teachers can use. If used jointly, these skills and strategies will generate a management systems approach to creativity.

Children’s Perspectives on a School-Based Social and Emotional Learning Program

2020 ◽  
Vol 42 (2) ◽  
pp. 121-130
Author(s):  
Eva Medin ◽  
Göran Jutengren
Keyword(s):  
Program Implementation ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Skills Training ◽  
Emotional Learning ◽  
Learning Program ◽  
Focus Group Study ◽  
Social And Emotional ◽  
School Based ◽  
Positive Attitudes

Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.

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.

The Impact of Social Emotional Learning Skills on Creativity

2022 ◽  
pp. 175-189
Author(s):  
Mustafa Mert Saygi ◽  
Yetkin Yildirim ◽  
Faruk Taban
Keyword(s):  
Classroom Environment ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Education Programs ◽  
Learning Skills ◽  
Modern Education ◽  
Social And Emotional ◽  
The Impact

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.

The relationship between social–emotional learning ability and perceived social support in gifted students

2016 ◽  
Vol 34 (1) ◽  
pp. 76-95
Author(s):  
Üzeyir Ogurlu ◽  
Hatun Sevgi-Yalın ◽  
Fazilet Yavuz-Birben
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Social Emotional Learning ◽  
Gifted Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Skills ◽  
Social And Emotional ◽  
The Relationship

This study aimed to examine the relationship between social–emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional learning skills and social support as well. By convenient sampling, the study was carried out as a correlational research design and involved 117 gifted middle school students who attended an enriched after school program. For the collection of data, Social Emotional Learning Skills Scale (SELSS) and Child-Adolescent Social Support Scale (CASS) were used. Results showed that there was a significant correlation between SELSS and CASS. Regression analysis indicated that social and emotional learning skills explained 29% of social support importance section and 43% of frequency section. Another important finding was that gifted students saw close friends as the primary source of social support and their teachers as the important social support source. In addition, the most significant difference between female and male students was also found on most subscales of two scales in favour of females. Discussion and suggestions were provided based on the findings.

School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patricia Van Velsor
Keyword(s):  
School Counselors ◽  
Systemic Change ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Service Model ◽  
Social Emotional ◽  
Academic Mission ◽  
Social And Emotional ◽  
Model Based

School counselors promote student social and emotional learning (SEL), which is fundamental to a school's academic mission. However, while recognizing the importance of SEL, many school stakeholders view it as secondary and/or important for only some students. To ensure delivery of SEL to all students, school counselors must embrace a service model based on prevention and reposition themselves as SEL consultants. This calls for advocacy, collaboration, and leadership, focused on systemic change in the schools.

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