Playspace
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The document discusses the proposed Stony Brook University Police Department Playspace. The playspace aims to promote social engagement, a sense of community, collaboration, professional and personal development, and diversity among employees. It would support several adult learning theories, including self-directed learning and andragogy. The playspace could help create organizational and employee growth through community building, collaboration, self-awareness, growth, well-being, and stress relief. Potential challenges include getting executive buy-in, employee participation, and adapting to new learning styles, but strong leadership promotion and allowing time for participation could overcome these.
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Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
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Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
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their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
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Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
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ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
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This document summarizes a research study on implementing Invitational Education (IE) at two schools through professional development workshops. The study collected teachers' views on intentionally developing an inviting school culture using IE. An awareness workshop on IE was conducted at each school. Data was collected through having participants envision how IE could be implemented using naive sketches. The data revealed categories related to the core components of IE, including assuming an inviting stance and the four levels and dimensions of the IE model. The workshops aimed to deepen understanding of IE and transform assumptions to change teaching practices and improve student success through a more inviting school culture.
Task Groups in the School Setting Promoting Childrens Social and.docx
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue 3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Specialists in Group Work is the property of Routledge 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.)
Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
Listen
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
Keywords: social and emotional learning; task groups; schools
Because humans are social beings, they spend a g.
Task Groups in the School Setting Promoting Childrens Social and.docx
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue 3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Specialists in Group Work is the property of Routledge 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.)
Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
Listen
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
Keywords: social and emotional learning; task groups; schools
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Introduction to objective, scope and outcome the subject
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Acta academica ie culture 2012
This document summarizes a research study on implementing Invitational Education (IE) at two schools through professional development workshops. The study collected teachers' views on intentionally developing an inviting school culture using IE. An awareness workshop on IE was conducted at each school. Data was collected through having participants envision how IE could be implemented using naive sketches. The data revealed categories related to the core components of IE, including assuming an inviting stance and the four levels and dimensions of the IE model. The workshops aimed to deepen understanding of IE and transform assumptions to change teaching practices and improve student success through a more inviting school culture.
Task Groups in the School Setting Promoting Childrens Social and.docx
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue 3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Specialists in Group Work is the property of Routledge 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.)
Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
Listen
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
Keywords: social and emotional learning; task groups; schools
Because humans are social beings, they spend a g.
Task Groups in the School Setting Promoting Childrens Social and.docx
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue 3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. [ABSTRACT FROM AUTHOR]
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Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
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Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
Keywords: social and emotional learning; task groups; schools
Because humans are social beings, they spend a g.
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- 2. Playspace Book Shelf Ping Pong Stony Brook University Police Department Playspace Table Table TV Door Table Table Food Table Computer Station Couch Vending machines Darts
- 3. Mission, Strategy, Vision - Social engagement - Sense of community and collaboration - Promotes professional and personal development - Promotes social interaction - Promotes diversity among employees
- 4. Adult Learning Theories Self-Directed Learning - Adult learners are involved in decisions regarding learning activities (teal.ed.gov) Andragogy - Adult learners are internally motivated to learn (teal.ed.gov)
- 5. Transformative Learning - Employees help create the space - Employees feel safe to participate fully - Employees engage their whole bodies, emotions, intuition, humor, environment and each other - Employees embrace new way or thinking - (Meyer, 2012)
- 6. Organizational and Employee Growth - Creates a sense of community - Promotes diversity - Promotes collaboration - Promotes self awareness - Promotes personal and professional growth - Promotes healthy, well being - Creates a zone for relaxation and stress relief
- 7. Challenges - Executive/leadership buy-in - Employee/manager participation - Fail to adapt to new way of learning - These challenges can be overcome by strong buy-in and promotion by the leadership of the organization. Employees and managers must be afforded the time to participate fully and experience the positive impact of having a playspace at work.
- 8. References Meyer, P. (2012). Embodied learning at work: Making the mind-set shift from workplace to playspace. New Directions For Adult & Continuing Education, 2012(134), 25-32. Teal.ed.gov.Adult learning theories fact sheet no.11, (2011). Retreived from https://teal.ed.gov/files/fact-sheets