Displaying 1 - 2 of 2
International research into the benefits of social and emotional learning (SEL) is frequently cited in support of incorporating universal approaches to SEL in schools. However, the SEL competencies widely applied have not been investigated for their cross-cultural applicability. In this chapter, we investigate the role of culture in the social and emotional well-being of Aboriginal and Torres Strait Islander students and the implications for SEL. We begin with an illustrative vignette that raises questions of culture and cultural difference and introduces a review of the policy and practice domains pertinent to our inquiry. A cultural analysis reveals the reasons why standardised approaches to SEL are inadequate for supporting social and emotional development amongst Aboriginal and Torres Strait Islander youth and their communities. Drawing on our own work in schools, we highlight the crucial role of culture and identity in mediating self-awareness and social development for Aboriginal and Torres Strait Islander youth. This is demonstrated through discussion of findings from the ‘Indigenous adaptation’ of KidsMatter and from the implementation and evaluation of the Aboriginal Girls’ Circle (AGC) initiative. An examination of the ASPIRE principles underpinning the AGC demonstrates the ways that SEL has been integrated with support for cultural identity, and the benefits of doing so. We conclude that culturally responsive SEL requires a ‘two-way’ approach negotiated with local communities on the basis of mutual learning and respect for Indigenous cultures.
Aim: To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools. Rationale: Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion. Method: Teachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions. Findings: Although quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students' emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement. Limitations: Issues with systemic implementation were identified. Conclusion: Circle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study. [ABSTRACT FROM AUTHOR]; Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)