A PILOT STUDY TO FIND THE EFFECTIVENESS OF SOCIALEMOTIONAL LEARNING INTERVENTION ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS.

2021 ◽  
pp. 65-68
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Pilot Study ◽  
Mental Disorders ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Changes ◽  
Social Emotional ◽  
Post Intervention ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Concern For Others

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present, or its manifestations is linked to various psychosocial maladjustments or mental disorders and are negatively associated with prosocial behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as “the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively." In this pilot study 80 students from an English medium school were taken. Using three questionnaires, aggression and empathy of students were measured pre SEL intervention. After twelve sessions of SEL intervention, the aggression and empathy was again measured using the same questionnaires to nd out if there is a difference between the pre and the post scores. Most of the aggression and anger came down post SEL intervention. It was also found to have signicant difference in pre and post intervention ratings of empathy. The signicant difference in pre and post intervention ratings of aggression as well as empathy led to conclude the efcacy and effectiveness of the SEL intervention.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

Strengthening College and Career Readiness With Social and Emotional Learning

2021 ◽  
pp. 247-272
Author(s):  
Kara Sidorowicz ◽  
Anthony Yang
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Career And Technical ◽  
School Year ◽  
Support Teacher

Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.

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 Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence

2020 ◽  
Vol 13 (4) ◽  
pp. 663-676
Author(s):  
Ibrahim Ahmed ◽  
◽  
Aswati Binti Hamzah ◽  
Melissa Ng Lee Yen Binti Abdullah ◽  
◽  
...  
Keyword(s):  
Emotional Competence ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Learning Approach ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Social And Emotional

scholarly journals Social and emotional learning for parents through Conscious Discipline

2019 ◽  
Vol 12 (1) ◽  
pp. 85-99
Author(s):  
Kristen E. Darling ◽  
Deborah Seok ◽  
Patti Banghart ◽  
Kerensa Nagle ◽  
Marybeth Todd ◽  
...  
Keyword(s):  
Child Behavior ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Content Type ◽  
Social And Emotional ◽  
Parent Child Relationships ◽  
Parent Child

Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

scholarly journals Moving From Risk to Hope: Count Us In

2019 ◽  
Vol 14 (3) ◽  
pp. 1-8
Author(s):  
Deborah A. Moroney
Keyword(s):  
Youth Development ◽  
Social And Emotional Learning ◽  
Professional Staff ◽  
Emotional Learning ◽  
National Commission ◽  
Social Emotional ◽  
Learning And Development ◽  
Social And Emotional ◽  
Nation At Risk ◽  
Knowledge And Practice

In “Moving From Risk to Hope: Count Us In,” the author describes the report entitled From a Nation at Risk to a Nation at Hope released in January 2019 by the Aspen Institute National Commission on Social, Emotional, and Academic Development. The report and related brief, Building Partnerships in Support of Where, When, and How Learning Happens offer recommendations for how the education sector can support social and emotional learning and development. This article offers a reflection on the Nation at Hope report recommendations for the youth development field and professionals. There are significant opportunities for the youth development field to partner with other sectors, intentionally support social and emotional learning, train professional staff on strategies to support learning and development, and research our efforts in ways that are accessible and foster practice. It is a critical and hopeful time for the youth development field to honor our history, employ the recommendations in the report, and build our youth development knowledge and practice in light of what we now know about how to optimally foster learning and development.

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.

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