Preispitivanje odnosa pozitivnog razvoja mladih i socioemocionalnog učenja - sistematski pregled

Positive youth development and socioemotional learning stand out as the most systematic and comprehensive approaches to well-being of children and adolescents. The aim of this paper is to con-sider the relationship between the socioemotional learning and positive youth development. Based at the systematization of scientific studies in the form of systematic reviews and meta-analyses on the positive youth development interventions, theoretical and practical considerations are given. The scientific results published in the last five years in English are included as well. Online data bases searched include: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Informa-tion Center (ERIC) and Scopus. The research results show that the most effective positive youth de-velopment interventions are incorporated into curriculum, based at socioemotional learning, applied by the teachers.

Academic, Emotional, and Social Growth in the Second Language Classroom

This study sought to understand the relationships between socioemotional learning (SEL), second language learning, and digital literacies, and specifically addresses multimodal instruction and composition. Twenty-two students in an intermediate high school French classroom were asked to read an authentic francophone novel and take on one character's persona by creating an Instagram post that reflected that character's viewpoint. Students shared their posts with the class, discussed connections to the novel, and reflected on their composition process. Three data sources were iteratively coded using inductive and deductive methods. The Four Resources Model was adapted for this activity and framed the analysis. Students showed evidence of humor and empathy which led to decreased language anxiety and improved socioemotional learning. The use of an authentic text and the integration of commonly used, real-world social media tools encouraged SEL and helped lower language anxiety. Recommendations and implications for instruction are discussed.

Evaluating the Development of Competences of Students in the Master-Level Course in Socioemotional Learning for Personal and Professional Development (MAESE)

The purpose of this work is to evaluate the impact that the Master-level course in Socioemotional Learning for Personal and Social Development (hereinafter MAESE) has had on socioemotional skills, positive psychology (dispositional optimism and satisfaction with life), the level of communicative and teamwork skills developed through coaching, and the capacity for entrepreneurship and innovation in the students of four consecutive graduating classes. This Master-level course has been taught at the University of Zaragoza in a blended-instruction form since 2014 and is currently in its sixth year. The methodology used here is eminently quantitative through an ex post facto descriptive study, although in the coaching and entrepreneurship block, qualitative information is also collected through open-ended questions. The results show that after completing the MAESE, there are few significant improvements in socioemotional skills (MSCEIT). On the other hand, there are significant improvements in the participants’ dispositional optimism (Life Orientation Test), satisfaction with life (SWLS), skill development through coaching, and ability to undertake projects and to innovate (PTWS). We conclude by reinforcing the importance of and responsibility to evaluate the impact that university training has on its students, especially for degrees covering emotion-related content.

Leadership Challenges: Handling Sexual Assault on Campus and Promoting Socioemotional Learning

Joaquin, a 15-year-old Latino high school student, was arrested and removed from the Upward Bound (UB) program following a student-on-student sexual assault allegation. UB adopted a student-centered discipline approach that promoted socioemotional learning opportunities. However, the staff was regulated by complex state and federal policies and had not experienced severe student misconduct claims prior to 2018. This case illustrates how educational leaders grappled with disciplinary issues in a compensatory program with a strong pro-socioemotional learning policy. The case examines the legal, regulatory compliance, and policy issues that arise for leaders in upholding their commitment to socioemotional learning, while holding students accountable.