scholarly journals Fostering School Engagement in Children from Disadvantaged Communities

2021 ◽  
Vol 67 (2) ◽  
pp. 39-57
Author(s):  
Adrian Opre ◽  
◽  
Ramona Buzgar ◽  
Sebastian Pintea ◽  
Dana Opre ◽  
...  
Keyword(s):  
School Engagement ◽  
Personal Development ◽  
School Dropout ◽  
Dropping Out ◽  
School Students ◽  
Emotional Skills ◽  
Disadvantaged Communities ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Solid Foundation

In the last two decades, most of the Romanian mitigate programs aimed at reducing school dropout, have often focused only on remedial activities. However, keeping students in school for as long as possible involves increasing their school engagement, and therefore developing dimensions that target social and emotional skills is strongly recommended. In the present study, 130 primary and secondary school students from disadvantaged backgrounds, participated for 8 months in remedial and personal development activities, whose medium-term goal is to reduce school dropout. Using scales from the BASC3 and ASEBA4 psychological test batteries, we were able to capture significant effects of the intervention in reducing emotional problems and increasing students' adaptability to school-specific tasks, even though the pandemic imposed several restrictions on activities. The collected data revealed two important outcomes. First, they confirmed the effectiveness of a complex, multilevel program, which can develop the socio-emotional abilities of children at risk of dropping out of school. Second, they help us to highlight several factors that can predict its effectiveness. We consider that these empirical data constitute a solid foundation based on which similar future programs can be designed and implemented.

scholarly journals Social and Emotional Skills of Student: the Development of the Tool for Monitoring in Secondary School

2021 ◽  
Vol 14 (3) ◽  
pp. 202-216
Author(s):  
A.A. Kulikova ◽  
E.A. Orel
Keyword(s):  
Secondary School ◽  
Theoretical Framework ◽  
Educational Standards ◽  
Monitoring Tool ◽  
School Students ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Item Functioning ◽  
Psychometric Quality

Measuring the personal aspects of development is a challenge that researchers and practitioners are facing. Despite the fact that the results regarding the socio-emotional development of students are recorded in federal educational standards of Russia, there is neither a theoretical framework suitable for assessing these results, nor re- liable measuring materials suitable for its monitoring assessment. This paper is aimed to develop a monitoring tool to estimate social and emotional skills of secondary-school students. The results of a field test were analysed using Item Response Theory (IRT). Construct validity, reliability, differential item functioning and other characteristics were checked. Psychometric properties of the tool as well as theoretical framework are presented. The tool has good psychometric quality and can be used to assess the development of social and emotional skills of adolescents.

Social and Emotional Skills – a Requirement for Personal Development at School Age

2016 ◽  
Vol 4 (4) ◽  
pp. 22-34
Author(s):  
Veneta Uzunova
Keyword(s):  
Personal Development ◽  
Peer Group ◽  
Human Life ◽  
Influential Factors ◽  
Successful Implementation ◽  
Age Group ◽  
Socialization Process ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills

The focus of the current article is the age group of 12-14 years of age (6th-7th grade) due to the global tendency in society today where more and more families are not able to provide an adequate support in life and the schools become the only place where children could obtain the needed corrective measures to make up for their lack of emotional and social competency. The selected age group represents the most fragile period of human life span. The family and the peers are the most influential factors in the socialization process. The striving toward autonomy and the search for the real self, the interest toward what is new and different, the perception of adulthood draws teenagers closer to their peer group. That however does not replace the need for safety, trust, protection which keeps attracting them back to their families. At the center of our research is the question is the balance between functioning in different fields of social interaction a measurement for a complete life and for a successful implementation of the process of establishment of social and emotional skills.

Social and Emotional Skills – a Requirement for Personal Development at School Age

2016 ◽  
Vol 4 (4) ◽  
pp. 22-34
Author(s):  
Veneta Uzunova
Keyword(s):  
Personal Development ◽  
Peer Group ◽  
Human Life ◽  
Influential Factors ◽  
Successful Implementation ◽  
Age Group ◽  
Socialization Process ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills

The focus of the current article is the age group of 12-14 years of age (6th-7th grade) due to the global tendency in society today where more and more families are not able to provide an adequate support in life and the schools become the only place where children could obtain the needed corrective measures to make up for their lack of emotional and social competency. The selected age group represents the most fragile period of human life span. The family and the peers are the most influential factors in the socialization process. The striving toward autonomy and the search for the real self, the interest toward what is new and different, the perception of adulthood draws teenagers closer to their peer group. That however does not replace the need for safety, trust, protection which keeps attracting them back to their families. At the center of our research is the question is the balance between functioning in different fields of social interaction a measurement for a complete life and for a successful implementation of the process of establishment of social and emotional skills.

scholarly journals Social and emotional education with Australian Year 7 and 8 middle school students: A pilot study

2016 ◽  
Vol 76 (3) ◽  
pp. 362-372 ◽  
Author(s):  
Richard Midford ◽  
Helen Cahill ◽  
Gretchen Geng ◽  
Bernard Leckning ◽  
Gary Robinson ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Pilot Study ◽  
Middle School Students ◽  
Focus Groups ◽  
School Students ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Emotional Education

Objective: This pilot study sought to better understand what can be achieved by an evidence-based classroom social and emotional education programme. Design and Methods: A 10-lesson, classroom-based programme that taught about emotional literacy, personal strengths, coping and problem-solving strategies, stress management, emotional regulation and support seeking was provided to 56 students in Years 7 (13 years) and 8 (14 years) in an Australian middle school. Teachers were trained to deliver the programme, with participatory modelling of each activity. Before and after delivery of the programme, students were surveyed for their social and emotional wellbeing using the Kessler 10 (K10) instrument for non-specific psychological distress; the ‘Internal Assets’, ‘School Resources’ and ‘Cooperation and Communication’ questions from the Resilience and Youth Development Module (RYDM) of the California Healthy Kids Survey (CHKS); and questions developed for this study on class connectedness and social and emotional skills. Subsequent to programme completion, focus groups were conducted with teachers and participating students to gauge programme fidelity, utility and engagement. Results: There was an improvement in psychological distress that approached significance ( t = 2, df = 42, p = .053), although the symptomatic score remained in the range indicative of medium-level distress. Cooperation and communication improved significantly ( t = −2.34, df = 42, p = .024) as did class connectedness ( t = −2.46, df = 43, p = .018). There was no change in individual resilience factors, school protective factors, or social and emotional skills. The focus groups were generally positive about the programme, but indicated fidelity was compromised, mainly because the lesson periods were too short. Conclusion: While this small-scale pilot study has a number of limitations, it does indicate the need to improve the psychological wellbeing of middle school students. The findings also provide evidence that brief social and emotional education programmes can have some positive effects.

scholarly journals Software for Teaching Emotions to Students with Autism Spectrum Disorder

Comunicar ◽  
2011 ◽  
Vol 18 (36) ◽  
pp. 139-148 ◽  
Author(s):  
Josefina Lozano-Martínez ◽  
Francisco Javier Ballesta-Pagán ◽  
Salvador Alcaraz-García
Keyword(s):  
Educational Software ◽  
Autism Spectrum ◽  
Emotional States ◽  
School Students ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Mental Age ◽  
Social And Emotional Skills ◽  
Post Test ◽  
Students With Autism

This paper reports the results of a research project in which educational software was used to teach social and emotional skills to primary and secondary school students with autism spectrum disorders (ASD). The participants with difficulties in recognizing emotional states were nine male and female students aged between 8 and 18, with a mental age range of between 5 and 7 years. A single group design with pre-test/post-test was used. The students were assessed before teaching in relation to their levels of social and emotional skills. This assessment was intended to set the starting level of the teaching process for each student. The educational intervention consisted of two 45-minute weekly sessions for 20 weeks over two academic years (2006/2008). Following the intervention, each student was again assessed. Results indicate that the pupils improved their performance in tasks that evaluate the ability to recognize and understand emotional expressions. These results confirmed that the use of educational software for teaching social and emotional skills helps students with ASD to improve their ability to perform tasks aimed at the understanding of emotional skills. In addition, the participants improved their social skills significantly, a fact that was noticed by both teachers and families.En este artículo se presentan los resultados de una investigación en la que se ha utilizado un software educativo para apoyar el proceso de enseñanza y aprendizaje de competencias emocionales y sociales en alumnado con trastornos del espectro autista (TEA) escolarizado en educación primaria y secundaria. Los participantes, con dificultades en el reconocimiento de estados emocionales, han sido nueve alumnos de edades comprendidas entre los 8 y 18 años, de ambos sexos y con un rango de índice de edad mental entre 5 y 7 años de edad. Para ello, se utilizó un diseño de grupo único con pretest-postest. Así, antes del proceso de enseñanza, el alumnado fue evaluado con relación a sus niveles de competencia emocional y social, con la finalidad de establecer, también, el nivel de inicio del proceso de enseñanza para cada uno de ellos. El proceso de enseñanza se desarrolló a lo largo de dos sesiones semanales de 45 minutos, cada una, en un intervalo de dos cursos académicos (2006/08). Tras el proceso de intervención educativa, los alumnos fueron nuevamente evaluados. Los resultados obtenidos confirman que la utilización del software educativo en la enseñanza de competencias emocionales y sociales ayuda a los alumnos a mejorar su capacidad para superar tareas encaminadas a la comprensión de competencias emocionales. Además, los participantes mejoraron sus competencias sociales ya que docentes y familiares apreciaron progresos significativos en esta área.

scholarly journals A Key to Unlock: Empowering Emotional Intelligence and Experiencing Transformation among School Students through Emotional Intelligence Intervention

2021 ◽  
Vol 11 (2) ◽  
pp. 1474-1480
Author(s):  
Dr. Nithya S.
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Skills ◽  
School Students ◽  
Government School ◽  
Developed Country ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Government ◽  
Good Attitude

India is the largest democracy in the world, and students are called future of the country. Schools are the place for the empowerment and development of good attitude-oriented personality students. The development of good attitude-oriented personality includes both cognitive skills and social cum emotional skills among school students that in turn would lead the country to be a developed country in the near future. In the present world of globalization, all the schools take good effort in imparting education that meet the requirements of present day globalised organizations. But at the same time, the schools are missing the key of upgrading the student’s social and emotional skills which would be the tool to retain success both in their professional and personal life. Hence the present study investigation would be an evidence for proving that upgrading the student’s social and emotional skills through Emotional intelligence intervention would lead to experience the empowerment and real transformation among school students of government schools. The present study would be an experimental study investigating the government school students’ Emotional intelligence before and after Emotional intelligence intervention.

Symposium 7: Exercise and the teaching of social and emotional skills: Martial arts: Learning how NOT to fight

2003 ◽  
Author(s):  
Jeroen Meganck ◽  
Ilse De Bourdeaudhuij ◽  
Bert Van Poucke ◽  
Elke Van Hoof ◽  
Els Snauwaert ◽  
...  
Keyword(s):  
Martial Arts ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills
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