<p>The article attempts to show the enthusiastic participation of women in community forestry in Nepal. The article reveals that women were involved in development activities and programmes before the decade for women 1975-1985 (or even from time immemorial) and will continue to do as long as they are given responsibilities to fulfill. In the Nepali socio-economic context, women's workload is believed to be heavier in the rural areas of the country compared to that of men. Community forestry is launched with the view that, since women are the primary users of forest products, it would be logical that they be given responsibilities for its conservation also. The article comes to the conclusion that the workload of women in rural area will continue to remain after developmental activities and they have set an example in managing the community forest successfully. (Rajeev Ranjan Singh 2006-10-10)</p>
Social and emotional learning is a topic that is not discussed enough, and it is important that all art teachers start to see how they can begin connecting their art lessons to social and emotional learning. In this episode, Tim welcomes Elizabeth Peterson from The Inspired Classroom to talk about these topics and many more. Listen as they discuss Arts Integration, caring for and connecting with our kids, and why every teacher needs to always remain open-minded.
This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning (SEAL) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teaching assistants, welfare assistants and pastoral staff members illustrated how the interpretation and use of SEAL was influenced by their perceptions about the pupils' parents and, in particular, parental ability to develop 'appropriate' social, emotional and behavioural skills in their children. In schools where parenting was positively appraised, SEAL was used to complement parenting practices; whilst in schools where parents were negatively appraised, SEAL was used to counter their endeavours. The scheme was also used to compensate for certain inadequacies that were deemed to be taking place in the home. These differing perceptions of parents were linked to social class, with the scheme being used to complement the practices of middle-class parents and to counter those of minority-ethnic and working-class people. We contend that this interpretation and use of the scheme helped to re-affirm the practices of the dominant culture whilst serving to marginalise the values of the less powerful groups in society. Implications of the study's findings are discussed and recommendations for staff, schools and policy are made.
This article advocates the use of free play in the provision of the Social and Emotional Aspects of Learning (SEAL) programme in schools. It uses case studies to illustrate how children develop and use the five strands of SEAL while playing. The author draws on recent research and literature to support the idea that SEAL skills are caught rather than taught; and that play is the medium most able to provide opportunities for becoming more self-aware, empathic and motivated as well as becoming more able to manage feelings and develop and deploy social skills. The need for school staff to be supported in providing free play and in facilitating social and emotional development in new ways is also considered. The essential role of the adult in developing relationships that support the development of SEAL skills is acknowledged.
Relatively little attention has been given to understanding different social and emotional behavior (SEB) profiles among students and their links to important educational outcomes. We applied latent profile analysis to identify SEB profiles among kindergarten students based on five SEBs: cooperative, socially responsible, helpful, anxious, and aggressive-disruptive behavior. In Study 1, we identified SEB profiles among the population of students who attended kindergarten in New South Wales (NSW; Australia's most populous state comprising Australia's largest education jurisdictions), Australia in 2012 (N = 100,776). We also examined whether profile membership was differentially associated with students' socioeducational characteristics (gender, age group, language background, neighborhood socioeconomic status, and learning disability status). Results revealed four different SEB profiles: social-emotional prosocial (SE-Prosocial), SE-Anxious, SE-Aggressive, and SE-Vulnerable groups. Profile membership was associated with the socioeducational characteristics in different ways (e.g., female and older students tended to be in the SE-Prosocial profile). In Study 2, we undertook replication with a different sample of children who attended kindergarten in 2009 in NSW (n = 52,661). We also examined whether the SEB profiles were associated with academic achievement in Grades 3 and 5 using standardized test scores. Results revealed the same four profiles as Study 1 and similarities in how profile membership was associated with the socioeducational characteristics. Moreover, profiles were associated with significantly different levels of achievement in Grades 3 and 5--highest for the SE-Prosocial and lowest for the SE-Vulnerable profiles. Together, the findings have implications for healthy student development and academic intervention.
This text on the social and emotional development of gifted children includes the following 24 papers: (1) "Effects of Acceleration on Gifted Learners" (Karen Rogers); (2) "Peer Pressures and Social Acceptance of Gifted Students" (Sylvia Rimm); (3) "Social and Emotional Issues for Exceptional Intellectually Gifted Students" (Miraca Gross); (4) "Asynchronous Development" (Linda Silverman); (5) "Affect Regulation and the Gifted" (Margaret Keiley); (6) "The Application of Dabrowski's Theory to the Gifted" (Kevin O'Connor); (7) "Individual Differences in Gifted Students' Attributions for Academic Performances" (Nancy Robinson); (8) "Perfectionism in Gifted Children and Adolescents" (Patricia Schuler); (9) "Underachievement in Gifted Students" (Sally Reis and D. Betsy McCoach); (10)"Gifted Children and Depression" (Maureen Neihart); (11) "Delinquency and Gifted Children" (Maureen Neihart); (12) "Risk and Resilience in Gifted Children: A Conceptual Framework" (Maureen Neihart);(13) "Gifted Females in Elementary and Secondary School" (Sally Reis); (14) "Gifted Males" (Thomas Hebert); (15) "Gifted Students Who Are Gay, Lesbian, or Bisexual" (Sanford Cohn); (16) "Racial Identity among Gifted African American Students" (Donna Ford); (17) "Creatively Gifted Children" (Maureen Neihart and F. Richard Olenchak); (18) "Gifted Students with Learning Disabilities" (F. Richard Olenchak and Sally Reis); (19) "Gifted Children with Attention-Deficit/Hyperactivity Disorder" (Sidney Moon); (20) "Parenting Practices That Promote Talent Development, Creativity, and Optimal Adjustment" (Paula Olszewski-Kubilius); (21) "Counseling Needs and Strategies" (Sidney Moon); (22) "Career Counseling for Gifted and Talented Students" (Meredith Greene); (23) "Promoting a Positive Achievement Attitude with Gifted and Talented Students" (Del Siegle and D. Betsy McCoach); and (24) "Models and Strategies for Counseling, Guidance, and Social and Emotional Support of Gifted and Talented Students" (Sally Reis and Sidney Moon). A final chapter by the book's editors is "Social and Emotional Issues: What Have We Learned and What Should We Do Now?" (Individual chapters contain references.) (DB)
What does it mean for teachers to understand their students? For those of who teach gifted and talented students, teachers strive to understand how they think differently than their age-peers typically do. These teachers develop curriculum that fosters what is unique about their thinking. But to understand students fully, they need also to understand how they feel--feel about their learning, about their talents, about their place in the classroom. This article is an introduction to a special issue on social and emotional development of gifted students to the readers of "Gifted Child Today" ("GCT"). The collection of articles in this special issue makes the point that whenever students' minds are engaged, their social/emotional needs are engaged also.
Social and emotional development (SED) entails the acquisition of skills for expressing and regulating emotions, and managing social relationships. During middle childhood, with the transition to primary school and increasing involvement with peers, important gains are made refining rudimentary skills developed during the preschool years. From 6 to 12 years children develop multiple strategies for autonomously regulating emotions and managing relationships in increasingly sophisticated ways. The efficiency with which this occurs is influenced by complex interactions among multiple personal and contextual factors. Personal factors include genetic endowment, temperament, cognitive abilities, self-esteem, social cognition and moral development. Contextual factors include attachment, parenting style, parental adjustment, family functioning, school environment, peer group relationships, and the wider social and cultural environment. There is significant continuity in social emotional development from middle childhood to adolescence. Prevention and treatment programmes have been developed to address SED problems.
There have been various terms and definitions of social and emotional education (SEE), such as social and emotional learning (SEL), social and emotional literacy, social and emotional well-being and mental health amongst others. This chapter presents social and emotional education as a multidisciplinary, integrative construct drawing from six major perspectives in children’s health and well-being, namely social and emotional learning, positive education, mindfulness, resilience, inclusive education and caring communities. It then reviews the literature on the effective processes underlying SEE in schools and presents a whole-school, multilevel and evidence-based framework for the promotion of social and emotional education in primary school.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self-concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In-Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self-Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half-day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In-Class Support were more accepted by peers, had higher self-perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self-Contained Special Education Classes.
Argues that by addressing social and emotional learning within the classroom, college faculty can foster the scholarly as well as interpersonal growth of students. Suggests that sensitivities and learning within the affective domain are strongly linked to the efficacy of a successful collegiate experience. (Contains 20 references.) (NB)
It's not enough to simply fill students' brains with facts. A successful education demands that their character be developed as well. That's where social and emotional learning comes in. SEL is the process of helping students develop the skills to manage their emotions, resolve conflict nonviolently, and make responsible decisions. Although family, community, and society are significant factors in fostering emotional intelligence and character development, educators must create a safe, supportive learning environment and integrate SEL into the curriculum.
Social and Emotional Learning in Action (SELA) is an easy to use sourcebook facilitated by teaching and/or counseling practitioners primarily in school settings. The pedagogical basis for these lessons are shaped around the research findings of the Collaborative for Academic, Social, and Emotional Learning (CASEL), indicating that the inclusion of social and emotional development programs positively affect academic achievement. CASEL has identified five interrelated cognitive, affective, and behavioral competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. SELA will be address all five. SELA will provide a developmentally sequenced year-long/ modular flow or stand-alone lessons that integrate the benefits of experiential and social emotional learning (SEL) into the classroom. Each lesson (36 total) will offer step-by-step instructions along with a materials list.
Social and Emotional Learning in Action (SELA) is an easy to use sourcebook facilitated by teaching and/or counseling practitioners primarily in school settings. The pedagogical basis for these lessons are shaped around the research findings of the Collaborative for Academic, Social, and Emotional Learning (CASEL), indicating that the inclusion of social and emotional development programs positively affect academic achievement. CASEL has identified five interrelated cognitive, affective, and behavioral competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. SELA will be address all five. SELA will provide a developmentally sequenced year-long/ modular flow or stand-alone lessons that integrate the benefits of experiential and social emotional learning (SEL) into the classroom. Each lesson (36 total) will offer step-by-step instructions along with a materials list.
As Social and Emotional Learning (SEL) expands to focus on adolescent populations, the broadly accepted theoretical framework put forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL) should be empirically tested for measurement utility. Using longitudinal data from the 4-H Study of Positive Youth Development, we first tested and validated the five (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) SEL factor model using confirmatory factor analysis (CFA) in a normative sample of 1,717 U.S. fifth grade youth. The model was then subjected to longitudinal measurement invariance testing using CFA models that included the sixth- and seventh-grade samples to confirm SEL as a robust model across these grades. Validity was further evidenced through relation of the SEL model to important youth outcomes (e.g., academic achievement). Relations were significant and in the expected direction. Implications for application of the model to adolescent development are discussed.
Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.
Beginning as early as preschool, race and gender are intertwined with the way US schools mete out discipline. In particular, black students and male students are much more likely than others to be suspended or expelled--punishments that we know can hold them back academically. These disparities, and the damage they can cause, have driven recent reforms, including some that incorporate social and emotional learning (SEL) practices. Anne Gregory and Edward Fergus review federal and state mandates to cut down on punishments that remove students from school, and they show how some districts are embracing SEL in their efforts to do so. Yet even in these districts, large disparities in discipline persist. The authors suggest two reasons current discipline reforms that embrace SEL practices may hold limited promise for reducing discipline disparities. The first is that prevailing "colorblind" notions of SEL don't consider power, privilege, and cultural difference--thus ignoring how individual beliefs and structural biases can lead educators to react harshly to behaviors that fall outside a white cultural frame of reference. The second is that most SEL models are centered on students, but not on the adults who interact with them. Yet research shows that educators' own social and emotional competencies strongly influence students' motivation to learn and the school climate in general. Gregory and Fergus describe how one school district is striving to orient its discipline policies around a conception of SEL that stresses equity and promotes both adults' and students' SEL competencies. Although such reforms hold promise, they are still in the early stages, and the authors call for rigorous empirical work to test whether such efforts can substantially reduce or eradicate racial and gender disparities in discipline.
This chapter describes the fundamentals of social and emotional learning (SEL) and its benefits within educational contexts. An argument is presented for the visibility and centrality of SEL imperatives in education policies, the curricula and teaching pedagogies given that they collectively assume an integral and interconnected role in the promotion of student well-being and achievement. The chapter then explores the notion that there is a complementary dimension of SEL—one that sees SEL imperatives through an Indigenous lens. It is argued that this lens enables teachers to attain a clearer vision of their students’ cultural identities and ultimately become more attuned to the way their cultural interactions are able to be played out within learning contexts. The concept of <i>manaakitanga</i>—one that comes from within a Māori worldview and has resonance with CASEL’s SEL core competencies—is then introduced. The literal meaning of <i>manaakitanga</i> is ‘to care’, and in order to illustrate the connection between SEL core competencies and Indigenous phenomenology, a case study of an exemplary teacher of Māori students is narrated.
Over the years, Hong Kong’s examination-driven learning environment has emphasised academic achievement more than social and emotional learning (SEL). Although the Hong Kong Government is now promoting all-round development, including strengthening students’ social and emotional competence (SEC), no explicit territory-wide policy on SEL has been implemented. In this chapter, the authors draw on recent developments in curriculum and recent research into personal best goals as a means to explore the SEL and SEC of students in Hong Kong. The chapter demonstrates that through ‘top-down’ approaches (e.g. the implementation of curriculum) and ‘bottom-up’ approaches (e.g. nurturing individual students’ personal goals and goal setting), there are significant opportunities to promote SEL and SEC in Hong Kong—and beyond.
The article examines the role of teachers in implementing social and emotional learning (SEL) programs and practices in schools and classrooms. Topics covered include the advantages of classrooms with warm teacher-child relationships, the influence of teachers' beliefs on the fidelity with which they implement SEL programs and the extent to which U.S. teacher education programs prepare teacher candidates to promote their own social-emotional competence.
The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student-Teacher Relationships Scale-Short Form for 238 students aged 5-6 years old. 170 students were interviewed using the Young Children's Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers' perceptions of SEL in positive teacher-student relationships. However, there was no agreement between teachers and students regarding teacher-student relationships. These findings and their implications for research and practice are discussed.
The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and perceptions of SEL in school cultures. Follow-up interviews with 11 ITDHHs provided a deeper perspective on how these teachers prioritize and teach SEL skills within their unique teaching role. Overall, the findings revealed that ITDHHs overwhelmingly recognized the need to provide SEL support to their students, and very often provided direct teaching of SEL skills. However, they did not necessarily feel adequately prepared, nor supported by their schools, in terms of teaching SEL. Implications of the findings for professional preparation and practice are discussed.
The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior." It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context. Participants were five Thai and 18 Cambodian learners in a Thai elementary classroom. Data collection involved self-report use of the "Thai Emotional Intelligence Screening Test" (TEIST) before and after 8 weeks of an intervention consisting of learners' collaborative and interactive use of online, animated stories, discussion forum, mind maps and learning journal. Results are presented as pre-post for the whole group, for Thai vs. Cambodian, and for males versus females. Whole group (N = 23) T-values for the subcategory of Emotional self-control were significantly different at p < 0.05 from the pre- and post-TEIST (t = 2.712). Comparisons of pre- and post-TEIST between Thai and Cambodian learners revealed no significant difference. Comparisons between males and females evidenced a significant difference at p < 0.01 for the post-TEIST (t = 3.886, 3.092 respectively), showing increased Empathy and Responsibility among participating females. The paper concludes with an expanded model of social and emotional learning around technology.
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