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![REFERENCES
• Anchorage School District. (2005, Sept). Social and emotional learning: standards
and benchmarks for the ASD. Retrieved from
http://smhp.psych.ucla.edu/pdfdocs/SEL standards and benchmarks _anchorage
school dist_.pdf
• Background on social and emotional learning (sel). (2007, Dec). CASEL
Briefs, 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 of
social, emotional, and academic learning [Web]. Retrieved from
http://www.edutopia.org/richard-davidson-sel-brain-video
• Edutopia. (2013). Social and emotional learning. Retrieved from
http://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 national
collaborating districts initiative. Retrieved from
http://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 help
our children?. Retrieved from
http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can
_we_use_it_help_our_children](https://image.slidesharecdn.com/amcsocialemotionalsupport-130512140153-phpapp01/85/Social-Emotional-Support-17-320.jpg)
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Social & Emotional Support
The document discusses the importance of social and emotional learning (SEL) in education, highlighting its role in helping children integrate thinking, feeling, and behavior for personal and academic success. It outlines five core competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—that are essential for students' development. The document also provides strategies for instructors and students to promote SEL in schools and personal lives.
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Social & Emotional Support
- 1. M A Y3 , 2 0 1 3 C C P A A M E R I C O R P S T E A M E L E V 8 / S A F E P A S S A G E S SOCIAL AND EMOTIONAL SUPPORT
- 2. What is socialand emotional learning, and why is it important?
- 3. SOCIAL & EMOTIONALLEARNING (SEL) SEL is the continuous process through which people enhance their ability to integrate thinking, feeling, and behaving in order to achieve important life tasks “Preparing children not only for college and career, but also for success in life and to serve as responsible, contributing citizens to our democracy, requires a holistic approach to education.” – Tony Smith, OUSD Superintendent (2011)
- 4.
- 5. OUTCOMES OF SEL •Environmental factors influence the circuitry of the brain, especially during childhood and early adolescence • SEL changes the brain’s capacity to regulate emotions and lowers levels of cortisol, a stress hormone • Behavioral interventions are biological Key brain areas: Orbital frontal cortex Dorsolateral prefrontal cortex Insula Amygdala Angerior cingulate cortex
- 6. What skills areimportant to students’ social and emotional development?
- 7.
- 8. 5 CORE COMPETENCIES SELF-AWARENESS Accuratelyaddressing feelings, interests, values, and strengths; maintaining a well-grounded sense of confidence • Identify emotions • Recognize strengths • Perceive self accurately • Have a sense of self- confidence and self-efficacy
- 9. 5 CORE COMPETENCIES SELF-MANAGEMENT Regulatingemotions to handle stress, control impulses, and persevere in overcoming obstacles; setting personal and academic goals and monitoring progress toward them; expressing emotions appropriately • Impulse control • Stress management • Self-discipline • Self-motivation • Goal setting • Organizational skills
- 10. 5 CORE COMPETENCIES SOCIALAWARENESS Being able to take the perspective of and empathize with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources • Take others’ perspectives • Have empathy • Appreciate diversity • Respect others
- 11. 5 CORE COMPETENCIES RELATIONSHIPSKILLS Establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict; seeking help when needed • Communicate • Engage socially • Build relationships • Resolve conflicts • Work cooperatively • Help and seek help
- 12. 5 CORE COMPETENCIES RESPONSIBLEDECISION MAKING Making decisions based on consideration of ethics, safety concerns, appropriate social norms, respect for others, and likely consequences; applying decision- making skills to academic and social situations; contributing to the well- being of one’s community • Identify problem • Analyze situation • Solve problem • Evaluate • Reflect • Consider ethical responsibility
- 13. Which of thesefive areas are your students strongest? Which areas require growth? How have and can you promote growth at your school site? Share specific examples and general ideas What strategies and structures has your school site implemented to encourage SEL?
- 14. PROMOTING SEL TIPS FORINSTRUCTORS • Integrate SEL skills into the daily curriculum • Be a role model • Value and praise social and emotional intelligence as highly as you do cognitive development • Create visuals and a physical space for reflections of emotional competency • Ask teachers, staff, and other members how they boost SEL • Get involved with your school’s SEL initiatives • Remember EARS TIPS FOR STUDENTS • Be your own best friend, not your worst critic • Use “self talk” to encourage yourself • Be aware of what makes you angry and upset and think about ways to deal with them • Find opportunities to listen to, cooperate with, and collaborate with friends and peers • Keep a journal • Take quite, alone time every day
- 15. How did youlearn these skills? SEL is a continuous process. What are your areas of strength? In which areas could you use some growth? How can you use what you’ve learned about SEL, both today and this year, with you in your career and personal life? Self-awareness . Self-management . Social awareness . Relationship skills . Self-responsible decision making
- 16. TO LEARN MORE… •… about SEL http://www.casel.org http://www.edutopia.org/social-emotional-learning-overview- video http://www.aboutourkids.org/articles/social_emotional_learning _what_it_how_can_we_use_it_help_our_children • … about OUSD’s efforts to promote SEL, see http://www.thrivingstudents.org/35/ousd-selected-join-national- collaborating-districts-initiative • … about related youth development programs & strategies http://www.ousd.k12.ca.us/restorativejustice http://www.ubhcisweb.org/sdm/ http://www.character.org http://esrnational.org/professional-services/elementary- school/prevention/resolving-conflict-creatively-program-rccp/
- 17. REFERENCES • Anchorage SchoolDistrict. (2005, Sept). Social and emotional learning: standards and benchmarks for the ASD. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/SEL standards and benchmarks _anchorage school dist_.pdf • Background on social and emotional learning (sel). (2007, Dec). CASEL Briefs, 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 of social, emotional, and academic learning [Web]. Retrieved from http://www.edutopia.org/richard-davidson-sel-brain-video • Edutopia. (2013). Social and emotional learning. Retrieved from http://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 national collaborating districts initiative. Retrieved from http://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 help our children?. Retrieved from http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can _we_use_it_help_our_children
Editor's Notes
- #2 Give an overview of the format and purpose of the seminar
- #5 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.
- #6 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
- #15 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