scholarly journals How district leaders build implementation capacity for positive behavioral intervention systems and social and emotional learning programs

2018 ◽  
Author(s):  
David Prudente
Keyword(s):  
Behavioral Intervention ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
District Leaders ◽  
Social And Emotional ◽  
Learning Programs ◽  
Implementation Capacity

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.

On Leadership: Can we keep SEL on course?

2019 ◽  
Vol 100 (8) ◽  
pp. 70-71 ◽  
Author(s):  
Joshua P. Starr
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
District Leaders ◽  
Social And Emotional ◽  
Current State ◽  
Economic Equity

A longtime advocate for social and emotional learning, Phi Delta Kappa’s CEO, Joshua Starr, shares his concerns about the current state of the SEL movement, particularly the fuzziness of its terminology, the simplistic ways in which it is often commercialized and implemented, and its uncertain implications for racial and economic equity. He closes with a number of suggestions for school and district leaders.

scholarly journals Comparing Universal and Targeted Delivery of a Mindfulness-Based Program for Anxiety in Children

2018 ◽  
Vol 29 (01) ◽  
pp. 22-38 ◽  
Author(s):  
Victoria Etherington ◽  
Shane Costello
Keyword(s):  
Targeted Delivery ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Intervention Programs ◽  
Group Program ◽  
Universal Group ◽  
Social And Emotional ◽  
Semistructured Interviews ◽  
Learning Programs ◽  
Positive Experiences

Schools are increasingly being identified as ideal settings for early intervention for anxiety and other mental health challenges; however, questions remain about whether individuals who require the most assistance will receive it in more universally applied intervention programs. This study compared targeted and universal delivery approaches of a social and emotional learning intervention for anxiety, using a mixed-methods approach. 66 upper primary aged children (50.9% male) completed a brief mindfulness-based group program, with 46 students in the universal group. The remaining participants (n = 20) were part of the targeted group, selected because they were deemed ‘at risk’ of social and emotional maladjustment. Significant improvements in mean anxiety scores were found for the targeted group and a subset of the universal group, who reported elevated anxiety pre-program, but not for the universal group as a whole. Thematic analysis of semistructured interviews indicated positive experiences from both methods of delivery. These results indicate that a universal delivery is appropriate for social and emotional learning programs, providing opportunities for the greatest number of students, while also supporting those students who were experiencing more significant levels of anxiety.

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