scholarly journals Beyond Gun Control: Implementing Mental Health Interventions for the School Shooting Crisis in California

2020 ◽  
Vol 17 (02) ◽  
Author(s):  
Agnes M. Varghese ◽  
Danielle E. Delany ◽  
Morgan L. Dundon
Keyword(s):  
Social Emotional Learning ◽  
Well Being ◽  
The United States ◽  
School Shootings ◽  
Emotional Learning ◽  
Gun Control ◽  
School Shooting ◽  
Social Emotional ◽  
Learning Programs ◽  
K 12

Over the last 10 years, the United States has witnessed a striking increase in school shootings (Riedman and O’Neil 2020). Most legislation addressing the issue has been focused on gun control with liberal states such as California passing stringent gun laws. However, it is important to acknowledge that the school shooting crisis is a multifaceted problem that will not be resolved by gun regulations alone. California should establish social-emotional learning programs in K-12 schools to help address the underlying issues that drive individuals to gun violence. These programs will provide students with the skills necessary to reduce aggressive behaviors as well as increase overall student well-being and academic achievement (Espelage et al. 2013). Along with gun control measures, California’s policymakers should establish social-emotional learning programs in K-12 schools to reduce the number of school shooting incidents. Effective implementation of such programs could transform California from the state with the highest rate of school shootings in the country to an exemplary model for other states to follow in tackling the school shooting crisis.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

Social-Emotional Learning and Students' Transition from Kindergarten to Primary School in Italy

2015 ◽  
pp. 241-258 ◽  
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

scholarly journals Developing Discipline among Students through Social-Emotional Learning: A New Model to Prevent and Reduce Behavior Problems

2015 ◽  
Vol 6 (2) ◽  
pp. 80-90
Author(s):  
Lee Moi Ching ◽  
Hadijah Jaffri .
Keyword(s):  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Positive Development ◽  
Discipline Problems ◽  
Social Emotional ◽  
Root Cause ◽  
Knowing That ◽  
Disciplinary Problems ◽  
Risky Behaviours

The disciplinary problem in schools is a major concern for government, educators, parents and society in Malaysia. Knowing that discipline problems will be dealt with fairly and consistently has been shown to have a dramatic impact on student well-being and achievement. This study discussed the discipline issues in Malaysia; the affects of reactive and punitive approach; root cause attributing to the students discipline problems; how to cope with the disciplinary problems; and using social-emotional learning (SEL) to develop discipline among students. SEL is a promising approach that is able to reduce risky behaviours, increase desirable behaviours and promoting positive development.

Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning

2020 ◽  
Author(s):  
Dorothy L. Espelage ◽  
Alberto Valido ◽  
America J. El Sheikh ◽  
Luz E. Robinson ◽  
Katherine M. Ingram ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Online Training ◽  
Emotional Learning ◽  
School Security ◽  
Social Emotional ◽  
K 12

ENGLISH LANGUAGE TEACHING INTEGRATED WITH SOCIAL EMOTIONAL LEARNING (SEL) IN RESPONSE TO STRESS EXPOSURE AT HIGHER EDUCATION

2020 ◽  
Vol 65 (11) ◽  
pp. 93-109
Author(s):  
Linh Le Thuy
Keyword(s):  
Higher Education ◽  
Stress Responses ◽  
Social Life ◽  
English Language ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
English Language Teaching ◽  
Self Awareness ◽  
Social Emotional ◽  
K 12

Under the internationalization of education context and globalization, at tertiary level, students benefit from opportunities for academic and professional development. However, they also face pressures ranging from academic burdens to social life, which cause huge stressors. In responding to this challenge, the suggestion from K-12 education, so-called social emotional learning (SEL) can be integrated in higher education due to its effectiveness in self-awareness, social relation and responsible decision. For supporting evidences, a trans-disciplinary study was conducted at National Economics University, where SEL materials were integrated into English lessons of 100 research participants, including those from traditional and partnership programs. This research aimed at equipping students with SEL knowledge to better deal with their stressors. Successfully, after getting the input of SEL intervention, students changed their stress responses from avoidance-oriented to problem- and emotion-oriented. The SEL knowledge should be delivered to students. Especially, this study also provided other recommended SEL integrated approaches for higher education in Vietnam to help students tackling stressors.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness

2021 ◽  
pp. 0013161X2110536
Author(s):  
Stephanie R. Forman ◽  
James Lamar Foster ◽  
Jessica G. Rigby
Keyword(s):  
School Leaders ◽  
Social Emotional Learning ◽  
White Teachers ◽  
Puget Sound ◽  
Well Being ◽  
Emotional Learning ◽  
Research Approach ◽  
Second Phase ◽  
Social Emotional ◽  
Data Collection And Analysis

Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound region of Washington state. The first data collection and analysis phase drew from interviews, observations, and artifacts from a larger study to identify anti-racist SEL intersections and the leaders associated with these intersections. In the second phase, we conducted additional interviews with three leaders and performed a critical frame analysis to characterize the frames used by leaders to shape what SEL means and who it serves. Findings: We describe three anti-racist SEL intersections in which leaders made explicit connections between SEL and broader anti-racist goals within their work with White teachers. We found that leaders framed SEL strategically to address White teachers’ emotions, and as tools teachers might use to understand and address students’ racialized classroom experiences Implications: Findings provide illustrative examples of leadership that connects anti-racist practice with SEL and explore how leaders’ novel understanding of SEL and anti-racism undergirds this leadership approach.

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