Presentation on theme: "Social-Emotional Learning (SEL): A Coordinated Framework Provides Synergy Programs without a Common Framework A Common Framework Provides Synergy SEL Health."— Presentation transcript:
Social-Emotional Learning (SEL): A Coordinated Framework Provides Synergy Programs without a Common Framework A Common Framework Provides Synergy SEL Health Ed ATOD Ed Violence Prev Character EdService Learning Sex Ed Academic Skills SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS Sex Ed Service Learning Health Ed Character Ed Violence Prev ATOD Ed Academic Skills Families Community Involvement School-Wide Efforts Adapted from Elias, 2010 + ASCA Model SEL for educators
SEL promotes a sense of community in school Building students sense of community has many payoffs. It boosts academic motivation. It increases enjoyment of class, liking for school, and trust in and respect for teachers. Eric Schaps, Developmental Studies Center
SEL Develops Problem Solving and Social Decision Making Teachers can help students lessen their frustrations, prevent behavioral problems, and accelerate learning by providing students with information and skills to make appropriate choices (Dewhurst, 1991; Meyer, 1990). Emotions and reason are intertwined, and both are critical to problem solving (Damasio, 1997).
SEL is Linked to Resilience Children who respond to setbacks with hope and resiliency vs. anger and hopelessness achieve higher academic and social success. (Dweck, 1996)
SEL Improves Behavior and Discipline After EQ training, discipline referrals to the principals dropped by 95% (Johnson & Johnson, 1994). Improved emotional skills increase "on task" behaviors (Rosenfield, 1991). Increased social and emotional skills reduce discipline problems (Doyle, 1986).
SEL/EQ Training in Schools EQ training increases focus, learning, collaboration, improves classroom relationships, and decreases both negative "put downs" and violence. - Jensen, Self- Science Pilot Study ( 2001)
Facial Clues/Body Language Children who struggle with understanding how others feel, are viewed as significantly less likeable. (Bohmert, Crmic, Lim, 2003) Difficulty reading social and emotional clues is prevalent among aggressive and anti-social children. (Arsenio, Cooperman, 2000)
EI and Children EI training helps children respond more appropriately to bullying incidences and reduces levels of victimization. EI increases the potential of social success. EI correlates positively with higher grade point averages. EI is particularly supportive of students with lower IQ scores. (See Six Seconds website)
Physical Health EI correlates positively with exercising. EI correlates negatively with smoking and drinking. (Tsaousis & Nikolaou, 2005) EI correlates positively with reduced risk- taking behaviors (substance abuse, physical violence, intimacy problems). (Brackett & Mayer, 2004)
Psychological Health EI correlates negatively with depression, hopelessness, and suicide. EI correlates positively with handling environmental stress. (Slaski & Cartwright, 2002)
College Success Significant association between EI (intrapersonal knowledge, stress management, adaptability) and the academic success of freshman. (Bar-On, 97°, Parker, Summerfeldt, Hogan & Majeshi, 2004)
Research Validation of EQ 100% of teachers say EQ curriculum improves classroom relationships (Jensen, 2000). Low EQ kids 2.25x more likely to use drugs or alcohol ( Trinidad & Johnson, 2002). 10 percentile points higher on SAT… significantly better attendance records; classroom behavior is more constructive and less often disruptive; like school more; have better grade point averages, less likely to be suspended or otherwise disciplined (New York Times, Aug 16, 2005)
. The ASCA Model plus SEL= Synergy – School counselors build SEL skills in the three domains of personal/social, career, and academic – School counselors build SEL skills in students, parents, staff, community and in OURSELVES – School counselors stress the importance of connecting the school counseling program AND social emotional learning to the academic mission of the school
Overcoming Challenges Engaging optimism: 50% of our optimism quotient is genetic, 10% is what happens in life, 40 % is what we tell ourselves about what happens. The 40 % is what we tell ourselves about what happens to us. Debbies Speech
P T Permanent Temporary P Pervasive P Powerless I Isolated E Effort Possible
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