scholarly journals 8-9 YEAR OLD CHILDREN EMPATHY AND EMOTIONAL REGULATION MEASURMENT CHANGES IN NON - VIOLENT COMMUNICATION INTERVENCE PROGRAM BY M. ROSENBERG

2017 ◽  
Vol 1 ◽  
pp. 591
Author(s):  
Laura Ozola ◽  
Alla Plaude
Keyword(s):  
Relationship Quality ◽  
Emotional Regulation ◽  
Well Being ◽  
Prosocial Behaviour ◽  
Challenging Behaviour ◽  
Social Emotional ◽  
Strong Connection ◽  
Social Emotional Competence ◽  
Step Model ◽  
Social Competences

The aim of this paper is to investigate the 2nd grade children empathy and emotional regulation differences, after non – violent communication intervence program. Non- violent communication intervence program is based on M.Rosenberg,(2003) four step model. Nowdays a lot of schools and teachers, have a huge problem to deal with children challenging behaviour, like antisocial and impulsive,, bulling, verbal, non verbal agression, conflicts and the latest researches have shown, that it is strictly connected with social – emotional competence problems. First of all, emotional regulation influences peer relationship quality and life’s well being and success maintenance (Lane, 2000). Although, empathy is one of the most essential social competences components and has a strong connection between ourselves and others and is the biggest motivator of prosocial behaviour (de Waal, 2008). Zin & Elias state, that practicing different intervence programms based on social, emotional and mindfulness exercises with the focus on thoughts, feelings, meditation is the direct way to enlarge empathy and emotional  regulation (Zin & Elias,2007).

scholarly journals THE JUSTIFICATION OF DEVELOPMENT OF INTEGRATIVE MODEL OF SOCIAL EMOTIONAL COMPETENCE

2017 ◽  
Vol 1 ◽  
pp. 513
Author(s):  
Inese Elsiņa ◽  
Viktorija Perepjolkina
Keyword(s):  
School Readiness ◽  
Emotional Competence ◽  
Well Being ◽  
Individual Performance ◽  
Integrative Model ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Scientific Discussion ◽  
Standardized Measure ◽  
Definition Of

Social emotional competence (SEC) is called as one of the most needed competences of 21st century. In the past dozen years, number of researches about SEC’s relationship to many other crucial outcomes in psychosocial life of individual –performance, school readiness, success in participation and interaction with peers and adults, well-being, different clinical variables, in example, learning disabilities, depression, anxiety, withdrawal behavior etc. –have been published. Nevertheless, there is no agreement about the definition of SEC, which components comprises it, and there is no standardized measure for SEC assessment. There hasn’t been sufficient qualitative scientific discussion about the topic in Latvia as well, although SEC or its components have been frequently researched here. The aim of this article was to provide a theoretical overview of the problems and challenges in SEC research in general and to justify the need of development of integrative model of SEC. The main objective was to develop its preliminary theoretical version.

scholarly journals Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

2019 ◽  
Vol 16 (24) ◽  
pp. 4982
Author(s):  
Jose A. Piqueras ◽  
Tiscar Rodriguez-Jimenez ◽  
Juan Carlos Marzo ◽  
Maria Rivera-Riquelme ◽  
Agustin E. Martinez-Gonzalez ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Health Survey ◽  
Emotional Regulation ◽  
Emotional Health ◽  
Well Being ◽  
Self Control ◽  
Path Model ◽  
International Studies ◽  
Subjective Well Being ◽  
Social Emotional

The Social Emotional Health Survey-Secondary (SEHS-S), which is a measure of core psychological assets based on a higher-order model of Covitality, is comprised of 36 items and four latent traits (with three measured subscales): belief in self (self-efficacy, self-awareness, and persistence), belief in others (school support, family coherence, and peer support), emotional competence (emotional regulation, behavioral self-control, and empathy), and engaged living (gratitude, zest, and optimism). Previous international studies have supported the psychometric properties of the SEHS-S. The present study extended this research by examining the psychometric properties of a Spanish-language adaptation with a sample of 1042 Spanish adolescents (Mage = 14.49, SD = 1.65.). Confirmatory factor analyses replicated the original factorial structure, with hierarchical omega between 0.66–0.93, with 0.94 for the total score. Factorial invariance across genders revealed small latent mean differences. A path model evaluated concurrent validity, which revealed a significant association between Covitality and bidimensional mental health (psychological distress and well-being). Specifically, correlational analyses showed a negative association with internalizing/externalizing symptoms, and positive associations with subjective well-being, health-related quality of life, and prosocial behaviors. This study provides an example of a culturally relevant adaptation of an international tool to measure student strengths, which is critical to planning school programming and policy.

scholarly journals Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

2021 ◽  
Vol 13 (21) ◽  
pp. 12142
Author(s):  
Gissela Lozano-Peña ◽  
Fabiola Sáez-Delgado ◽  
Yaranay López-Angulo ◽  
Javier Mella-Norambuena
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Professional Training ◽  
Emotional Competence ◽  
Theoretical Background ◽  
Educational Quality ◽  
Measurement Instruments ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social Emotional Competence

Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer R. Banas ◽  
Julia A. Valley ◽  
Amina Chaudhri
Keyword(s):  
Health Education ◽  
School Health ◽  
Emotional Competence ◽  
Well Being ◽  
Formative Research ◽  
Literacy Skills ◽  
National Standards ◽  
Social Emotional ◽  
Content Type ◽  
Social Emotional Competence

PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

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