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Social & Emotional Support

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Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.

Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.

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  • Give an overview of the format and purpose of the seminar
  • The effectiveness of SEL is broad-based. Several hundred studies have documented the positive effects of SEL pro- gramming on children of diverse backgrounds from pre- school through high school in a wide variety of settings.3 SEL promotes positive development among children and youth, reduces problem behaviors, and improves academic performance, citizenship, and health-related behaviors. Academic outcomes promoted by SEL include greater motivation to learn and commitment to school, in- creased time devoted to schoolwork and mastery of subject matter, improved attendance and graduation rates, and improved grades and test scores. The same research showed that even as SEL pro- grams produce positive effects in students, they also prevent negative outcomes. The retention (hold-back) rate of students who received SEL in grades 1-6 was 14 percent, versus 23 percent of students in a control group. The same students at age 18 showed a 30 per- cent lower incidence of school behavior problems, a 20 percent lower rate of violent delinquency, and a 40 percent lower rate of heavy alcohol use.2 A recently completed meta-analysis of 270 SEL programs nationwide found that these interventions significantly improved students’ attachment and attitudes towards school while decreasing rates of violence, aggression, disciplinary referrals, and substance useResearch has shown that many of the elements important to social and emotional learning help to prevent high-risk behaviors including drug and alcohol use, violence, delinquency, school non-attendance, depression, and early sexual activity that put adolescents at risk for substance abuse problems, dropping out, suspensions or incarceration, suicide, and pregnancy.
  • Orbital frontal cortex – emotional judgments about information; whether things are good or badDorsolateral prefrontal cortex – approach-related positive affect, goal-oriented behaviorInsula –autonomic monitoring and controlAmygdala – learning, threat detection, negative emotionsAnterior cingulate cortex – cognitive and affective conflict monitoring
  • Some tips for educatorsIntegrate SEL skills into the daily curriculum.Exhibit pro-social and emotionally intelligent behavior to your students.Be alert to teachable moments that occur naturally in the classroom; for example: moments when you notice a shift in mood, a conflict, a caring act.Value social and emotional intelligence in your students as highly as you value their cognitive development.Create reflections of emotional competency building in your classrooms. For example: a bulletin board with full feeling vocabulary, a bulletin board for student to student compliments or issues to be talked about.Check with other teachers about what classroom strategies they have used to boost social and emotional competencies for their students.Keep a journal which will allow you to be more reflective about your emotional self, and encourage your students to keep a journal.Check out the CASEL website or the website for the Center for Social and Emotional Education (See Resources.)\\RJ

Transcript

  • 1. M A Y 3 , 2 0 1 3C C P A A M E R I C O R P S T E A ME L E V 8 / S A F E P A S S A G E SSOCIAL ANDEMOTIONAL SUPPORT
  • 2. What is social and emotionallearning, and why is itimportant?
  • 3. SOCIAL & EMOTIONAL LEARNING (SEL)SEL is the continuous process through which peopleenhance their ability to integratethinking, feeling, and behaving in order to achieveimportant life tasks“Preparing children not only for college andcareer, but also for success in life and to serve asresponsible, contributing citizens to ourdemocracy, requires a holistic approach toeducation.” – Tony Smith, OUSD Superintendent(2011)
  • 4. OUTCOMES OF SEL
  • 5. OUTCOMES OF SEL• Environmental factors influence the circuitry of thebrain, especially during childhood and earlyadolescence• SEL changes the brain’s capacity to regulateemotions and lowers levels of cortisol, a stresshormone• Behavioral interventions are biologicalKey brain areas:Orbital frontal cortexDorsolateral prefrontalcortexInsulaAmygdalaAngerior cingulate cortex
  • 6. What skills are important tostudents’ social and emotionaldevelopment?
  • 7. 5 CORE COMPETENCIES
  • 8. 5 CORE COMPETENCIESSELF-AWARENESSAccurately addressing feelings,interests, values, and strengths;maintaining a well-groundedsense of confidence• Identify emotions• Recognize strengths• Perceive self accurately• Have a sense of self-confidence and self-efficacy
  • 9. 5 CORE COMPETENCIESSELF-MANAGEMENTRegulating emotions to handlestress, control impulses, andpersevere in overcomingobstacles; setting personal andacademic goals and monitoringprogress toward them; expressingemotions appropriately• Impulse control• Stress management• Self-discipline• Self-motivation• Goal setting• Organizational skills
  • 10. 5 CORE COMPETENCIESSOCIAL AWARENESSBeing able to take theperspective of and empathizewith others; recognizing andappreciating individual andgroup similarities and differences;recognizing and usingfamily, school, and communityresources• Take others’ perspectives• Have empathy• Appreciate diversity• Respect others
  • 11. 5 CORE COMPETENCIESRELATIONSHIP SKILLSEstablishing and maintaininghealthy and rewarding relationshipsbased on cooperation; resistinginappropriate social pressure;preventing, managing, andresolving interpersonal conflict;seeking help when needed• Communicate• Engage socially• Build relationships• Resolve conflicts• Work cooperatively• Help and seek help
  • 12. 5 CORE COMPETENCIESRESPONSIBLE DECISION MAKINGMaking decisions based onconsideration of ethics, safetyconcerns, appropriate socialnorms, respect for others, and likelyconsequences; applying decision-making skills to academic and socialsituations; contributing to the well-being of one’s community• Identify problem• Analyze situation• Solve problem• Evaluate• Reflect• Consider ethical responsibility
  • 13. Which of these five areas are yourstudents strongest? Which areasrequire growth?How have and can you promotegrowth at your school site? Sharespecific examples and general ideasWhat strategies and structures hasyour school site implemented toencourage SEL?
  • 14. PROMOTING SELTIPS FOR INSTRUCTORS• Integrate SEL skills into thedaily curriculum• Be a role model• Value and praise social andemotional intelligence ashighly as you do cognitivedevelopment• Create visuals and aphysical space forreflections of emotionalcompetency• Ask teachers, staff, andother members how theyboost SEL• Get involved with yourschool’s SEL initiatives• Remember EARSTIPS FOR STUDENTS• Be your own best friend, notyour worst critic• Use “self talk” to encourageyourself• Be aware of what makesyou angry and upset andthink about ways to dealwith them• Find opportunities to listento, cooperate with, andcollaborate with friends andpeers• Keep a journal• Take quite, alone time everyday
  • 15. How did you learn these skills?SEL is a continuous process. What areyour areas of strength? In which areascould you use some growth?How can you use what you’ve learnedabout SEL, both today and thisyear, with you in your career andpersonal life?Self-awareness . Self-management . Social awareness .Relationship skills . Self-responsible decision making
  • 16. TO LEARN MORE…• … about SELhttp://www.casel.orghttp://www.edutopia.org/social-emotional-learning-overview-videohttp://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_it_help_our_children• … about OUSD’s efforts to promote SEL, seehttp://www.thrivingstudents.org/35/ousd-selected-join-national-collaborating-districts-initiative• … about related youth development programs & strategieshttp://www.ousd.k12.ca.us/restorativejusticehttp://www.ubhcisweb.org/sdm/http://www.character.orghttp://esrnational.org/professional-services/elementary-school/prevention/resolving-conflict-creatively-program-rccp/
  • 17. REFERENCES• Anchorage School District. (2005, Sept). Social and emotional learning: standardsand benchmarks for the ASD. Retrieved fromhttp://smhp.psych.ucla.edu/pdfdocs/SEL standards and benchmarks _anchorageschool dist_.pdf• Background on social and emotional learning (sel). (2007, Dec). CASELBriefs, Retrieved from http://casel.org/wp-content/uploads/SELCASELbackground.pdf• CASEL. (2013). Why it matters [Web]. Retrieved from http://casel.org/why-it-matters/• CASEL. (2013). Social and emotional learning standards [handout].• Davidson, R. (2007). The heart-brain connection: the neuroscience ofsocial, emotional, and academic learning [Web]. Retrieved fromhttp://www.edutopia.org/richard-davidson-sel-brain-video• Edutopia. (2013). Social and emotional learning. Retrieved fromhttp://www.edutopia.org/social-emotional-learning• Johnson, K (2013). Personal interview at CCPA in Oakland, CA.• Oakland Unified School District. (2011, Dec 16). Ousd selected to join nationalcollaborating districts initiative. Retrieved fromhttp://www.thrivingstudents.org/35/ousd-selected-join-national-collaborating-districts-initiative• Stern, R. (2013). Social and emotional learning: what is it? how can we use it to helpour children?. Retrieved fromhttp://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_it_help_our_children