scholarly journals The observed behavioural effects of a universal social-emotional learning program in an elementary school setting

2016 ◽  
Author(s):  
Jenna Johnston
Keyword(s):  
Elementary School ◽  
Social Emotional Learning ◽  
School Setting ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional ◽  
Behavioural Effects

Impact of a combined mindfulness and social–emotional learning program on fifth graders in a Brazilian public school setting.

2016 ◽  
Vol 9 (1) ◽  
pp. 79-90 ◽  
Author(s):  
J. Ovídio C. Waldemar ◽  
Roberta Rigatti ◽  
Carolina B. Menezes ◽  
Gabriela Guimarães ◽  
Olga Falceto ◽  
...  
Keyword(s):  
Public School ◽  
Fifth Graders ◽  
Social Emotional Learning ◽  
School Setting ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional

scholarly journals SOCIAL EMOTIONAL LEARNING PROGRAM FOR BUILD RESPONSIBLE CHARACTER OF STUDENTS IN ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Lu’lu’a Farah Adiba Farah Adiba ◽  
Asep Ediana Latip
Keyword(s):  
Elementary School ◽  
Social Emotional Learning ◽  
Sampling Technique ◽  
Emotional Learning ◽  
Self Awareness ◽  
Learning Program ◽  
Social Emotional ◽  
Relationship Skills ◽  
Library Research ◽  
Analysis Technique

The aim of this research was describe Social Emotional Learning (SEL) Program for build responsible character of students in elementary school. The approach for this study was qualitative. The main method of this study was library research that supported with filed research. Library research that referred in this study was an activity to collected data, read, took notes, and processed the data that related with Social Emotional Program in Schools. It was obtained from books, journals, and articles. There are 5 main journals supported by 10 other. The researcher was collected the data from documents, research notes, and interviews. The interviewees are people who have direct contact with Social Emotional Program such as Head of Social Emotional Program Department, teachers, students and parents of Kharisma Bangsa Elementary School. This study used purposive sampling technique. The instruments of this research were document check list, notes, and interview guidelines. Data analysis was achieved through a content analysis technique. The result showed that Social Emotional Learning Program can build responsible character of students in elementary school. It can be obtained by growing social awareness, self-management, self-awareness, responsible decision making, and relationship skills after implementing Social Emotional Learning Program. The Social Emotional Learning Program was effective to build the responsibility by using some approaches there were Explicit SEL Instruction, Teacher Instructional, and Integrated with curriculum areas that supported by several strategies between PATH, RC, 4R’s, and RULER.

scholarly journals The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

2010 ◽  
Vol 78 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Karen L. Bierman ◽  
◽  
John D. Coie ◽  
Kenneth A. Dodge ◽  
Mark T. Greenberg ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
School Characteristics ◽  
Learning Program ◽  
Social Emotional

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

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