scholarly journals Conceptualizing the Core of “Social Emotional Learning”

2020 ◽  
Vol 40 (1) ◽  
pp. 24-33
Author(s):  
Hunter Gehlbach ◽  
Claire Chuter
Keyword(s):  
Social Connectedness ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Psychological Needs ◽  
Emotional Learning ◽  
Social Emotional ◽  
Face To Face ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Students First

The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.

scholarly journals Conceptualizing the Core of “Social Emotional Learning”

2020 ◽  
Author(s):  
Hunter Gehlbach ◽  
Claire Chuter
Keyword(s):  
Social Connectedness ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Psychological Needs ◽  
Emotional Learning ◽  
Social Emotional ◽  
Face To Face ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Students First

The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.

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.

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

2021 ◽  
pp. 147821032098349
Author(s):  
Weipeng Yang ◽  
Jaslene Peh ◽  
Siew Chin Ng
Keyword(s):  
Early Childhood ◽  
Conflict Resolution ◽  
Teacher Research ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Social Emotional ◽  
Management Culture

Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

Evaluating the outcomes of "Resilient left-behind children" – A social-emotional learning and mindfulness group counseling program

2021 ◽  
Vol 25 (1) ◽  
pp. 33-53
Author(s):  
Laura Tripa ◽  
Florin Alin Sava ◽  
Ramona Paloș ◽  
Silvia Măgurean ◽  
Irina Macsinga
Keyword(s):  
Group Counseling ◽  
School Adjustment ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Intervention Group ◽  
Emotional Learning ◽  
Counseling Program ◽  
Social Emotional ◽  
Left Behind ◽  
School Based

International migration has a powerful impact on both the sending and receiving countries, especially for adults migrating for better working conditions and leaving family members, including children, behind. Increasing numbers of left-behind children in Romania (Save the Children Romania, 2019) require attention and support through specific policies and school-based programs. The purpose of this empirical study is to develop and assess a school-based prevention/intervention group counseling program for left-behind children. The program is based on previous social-emotional learning curricula and it incorporates mindfulness technics (Sibinga, Webb, Ghazarian, & Ellen, 2016). It is designed to increase resilience and self-regulatory abilities in children, thus improving their school adjustment in terms of emotional, social, behavioral and attitudinal outcomes. Using a sample of 62 children, aged 12-15 (M = 12.71, SD = .868), we conducted a quasi-randomized trial with a control and an intervention group to investigate the efficacy of the program. Children in the intervention group reported improved self-regulation and resilience and reduced loneliness and social dissatisfaction. Teachers reported significantly fewer emotional and behavioral difficulties for the children following the intervention. This study emphasizes the role of the evidence-based approach to counseling services in schools, by capitalizing on the latest findings in the field and addressing the specific needs of left-behind children.

Social-Emotional Learning in Secondary ELA Classrooms

2021 ◽  
pp. 390-405
Author(s):  
Afton Schleiff
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Social Emotional ◽  
Secondary English ◽  
Social And Emotional ◽  
Secondary English Language Arts ◽  
Executive Functioning Skills ◽  
Positive Results

The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.

Sign in / Sign up

Export Citation Format

Share Document