scholarly journals School bullying: consequences, risk and protective factors and successful school interventions worldwide.

2021 ◽  
Author(s):  
Eleni Papamichalaki
Keyword(s):  
Protective Factors ◽  
Peer Support ◽  
Social Emotional Learning ◽  
Risk And Protective Factors ◽  
School Bullying ◽  
Emotional Learning ◽  
Support Programs ◽  
Social Emotional ◽  
Social And Emotional

Bullying and victimization in the school environment have been a major concern in recent years for students, parents, teachers and state authorities. The purpose of this article is to describe the multidimensional phenomenon and its short- and long-term social and emotional consequences on all parties, whether directly or indirectly involved, and to examine the risk and protective factors through Bronfenbrenner’s ecological systems theory, focusing on one of the main "systems", during adolescence, that of the school. The cultivation of social skills, coupled with a consistently positive school climate, are identified as key protective factors against bullying. In addition, two particularly successful approaches to preventing and tackling school bullying internationally are presented, namely social-emotional learning (SEL) and peer support programs. Social-emotional learning is based on the cultivation of social and emotional skills, while peer support capitalizes on the key role of “bystanders”. As evidenced by the existing literature, a significant number of meta-analyses have demonstrated the multiple benefits that result from the systematic implementation of social-emotional learning programs at all levels of education. Also, empirical research has shown that the proven success of peer support programs needs further documentation, as their diversity and complex structure require systematic and long-term implementation prior to their final evaluation.

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.

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.

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.

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.

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.

“Here Comes a Thought”: Steven Universe as Social Emotional Curriculum

2021 ◽  
Vol 3 (1) ◽  
pp. 24-42
Author(s):  
Joaquin Muñoz ◽  
Nou-Chee Chang
Keyword(s):  
Young People ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Inclusive Classroom ◽  
Social Emotional ◽  
Pedagogical Tools ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Classroom Use ◽  
People Today

Abstract The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.

Mixed reality simulations for social-emotional learning

2021 ◽  
Vol 102 (6) ◽  
pp. 30-37
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook ◽  
Lindsay M. Fallon
Keyword(s):  
Public Education ◽  
Active Learning ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Tool ◽  
Missing Link ◽  
Emotional Supports

Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.

scholarly journals Facilitating Social-Emotional Learning in the Workplace

2019 ◽  
Vol 6 (2) ◽  
pp. 26
Author(s):  
Duke Dunkin Biber
Keyword(s):  
Social Emotional Learning ◽  
Holistic Health ◽  
Emotional Learning ◽  
Social Emotional ◽  
Community Centers ◽  
Holistic Wellness ◽  
College And University ◽  
Faculty And Staff ◽  
The University

The purpose of this commentary is to explain the integration of social emotional learning in higher education with faculty and staff. The University of West Georgia has established an applied holistic wellness lab, the Wolf Wellness Lab, that aims to facilitate social emotional learning for faculty and staff. The Wolf Wellness Lab was founded upon the National Wellness Institute’s framework of holistic health, including emotional, occupational, spiritual, intellectual, social, and physical health promotion. The Wolf Wellness Lab provides a variety of education, services and trainings for faculty and staff that can serve as a model for other universities, businesses, and community centers to facilitate SEL. The Wolf Wellness Lab has helped create an identity of social emotional learning and overall wellness in the department, college, and university at large, and such an identity and culture are often needed for successful and long-term healthy change. This commentary will discuss specific resources provided for faculty and staff that promote a culture of wellness.

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