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.

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.

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 Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 575 ◽  
Author(s):  
Claire Blewitt ◽  
Heather Morris ◽  
Kylie Jackson ◽  
Helen Barrett ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Learning Programs ◽  
The Impact

High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

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