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.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social emotional learning (SEL) involves developing social and emotional skills through safe and engaging learning environments, SEL skills can be taught using standalone lessons, integrating into curriculum, and modeling values, and research shows SEL improves attitudes, behaviors, and academic performance.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Ecological Systems Theory by Urie Bronfenbrennerdeannebueno
Urie Bronfenbrenner was a Russian-born American psychologist known for his ecological systems theory of child development. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of immediate family and community, the mesosystem of connections between microsystems, the exosystem of external social settings, the macrosystem of cultural values and beliefs, and the chronosystem of environmental events and sociohistorical circumstances that influence development over time.
Adolescence is a transition period from childhood to adulthood that involves significant physical, cognitive, behavioral, and psychosocial changes. It can be divided into three phases - early adolescence (ages 10-13), middle adolescence (ages 14-16), and late adolescence (ages 17-19). The document outlines the key developments that occur during each phase. It also discusses the "5 I's of Adolescence" - independence, identity, intimacy, integrity, and intellect - which represent important developmental milestones and tasks during this life stage.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social emotional learning (SEL) involves developing social and emotional skills through safe and engaging learning environments, SEL skills can be taught using standalone lessons, integrating into curriculum, and modeling values, and research shows SEL improves attitudes, behaviors, and academic performance.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Ecological Systems Theory by Urie Bronfenbrennerdeannebueno
Urie Bronfenbrenner was a Russian-born American psychologist known for his ecological systems theory of child development. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of immediate family and community, the mesosystem of connections between microsystems, the exosystem of external social settings, the macrosystem of cultural values and beliefs, and the chronosystem of environmental events and sociohistorical circumstances that influence development over time.
Adolescence is a transition period from childhood to adulthood that involves significant physical, cognitive, behavioral, and psychosocial changes. It can be divided into three phases - early adolescence (ages 10-13), middle adolescence (ages 14-16), and late adolescence (ages 17-19). The document outlines the key developments that occur during each phase. It also discusses the "5 I's of Adolescence" - independence, identity, intimacy, integrity, and intellect - which represent important developmental milestones and tasks during this life stage.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Social Emotional Learning & Trauma Informed Practices in EducationMarcia Ramstrom
This document discusses social emotional learning (SEL) and trauma-informed practices in education. It describes SEL as the process of developing social and emotional skills like self-awareness, relationship skills, and responsible decision-making. These skills help prevent problematic behaviors and improve student outcomes. The document advocates using curriculum like Second Step to explicitly teach SEL skills and integrating trauma-informed approaches to address the effects of adverse childhood experiences on learning and behavior. The goal is to create supportive school environments that meet students' academic and social-emotional needs.
This document provides an overview of basic psychosocial support and psychological first aid (PFA). It discusses how crisis events can affect people and introduces PFA as a humane and supportive response for those suffering distress. PFA aims to help people access basic needs, feel calm and supported, and connect to information or services. The key principles of PFA - Look, Listen, Link - are explained. Participants engage in activities to understand signs of distress, safety considerations, and how to apply PFA concepts to different crisis scenarios involving disasters, displacement, and accidents. The document emphasizes looking for needs, reactions, and those who may require special assistance in order to effectively provide initial psychosocial support.
Mental health is important for teachers to effectively mold the next generation. The document outlines several programs to improve teacher mental health, including: 1) improving teacher-teacher and teacher-headmaster relations to foster cooperation and avoid blame; 2) arranging in-service courses and seminars for teachers to refresh their knowledge and skills; 3) ensuring job security through regular salary payments; and 4) improving teacher-community relations through common platforms to reduce isolation.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
The document discusses several articles about social and emotional learning. It suggests that creating a supportive environment where students feel comfortable is important for learning. Specific strategies recommended include starting each day with morning meetings, encouraging journal writing and creativity, emphasizing responsibility, and using literature. Building relationships and making students feel part of a community can help enhance social and emotional skills.
Middle to late childhood spans ages 6 to 12. During this period, physical growth slows down while mental abilities increase greatly. Children develop stronger peer relationships and social skills, and their cognition advances to concrete operational thinking. A key developmental task is developing a sense of industry by meeting expectations at school, sports, and other activities to build self-esteem. Health concerns center around injury from active play and making good nutrition and activity choices.
This document discusses families and relationships. It states that families form interacting systems where parents and children influence each other bidirectionally. Parents socialize children through direct instruction, modeling, feedback, reinforcement, and punishment. Effective parenting involves warmth and appropriate control. Children are also influenced by parenting styles like authoritative, authoritarian, indulgent, and uninvolved. Divorce can negatively impact children's development, though effects depend on age and parental cooperation. Play benefits children's social and emotional development.
Students and teachers mental health by Dr.Shazia Zamirshaziazamir1
This document discusses the importance of mental health for students and teachers. It defines mental health and explains that it affects how people think, feel and act. The document outlines early warning signs of mental health problems like changes in eating, sleeping, energy levels and mood. It emphasizes that teachers should educate themselves on mental health issues so they can recognize signs in students and provide a supportive environment. The document also notes that a teacher's own mental health and wellbeing is important to provide a stable learning environment for students. It provides tips for teachers on supporting students who confide in them and knowing when to seek help from others.
Provide honest information to their
questions, and listen without judgment. Help
them understand this as a normal developmental
process. Plan co-ed activities to allow socializing.
This document discusses engaging families of children with special needs. It provides guidance for teachers on their role in the family engagement process, including initiating communication, maintaining involvement, and dealing with challenging conversations. Regulatory bodies like IDEA, ESSA, NAEYC, and AdvancED establish standards supporting collaboration between schools and families. Research shows high-quality inclusion benefits children. The document outlines best practices and resources for teachers to effectively partner with families.
Education plays an important role in society by empowering individuals and promoting social progress. It allows people to become active members of their community and participate in ongoing changes. Education provides individuals with stable and happy lives, equality of opportunity regardless of social class or gender, self-dependence, confidence to express themselves, and understanding of the world. It contributes to a more just, peaceful and safe society by reducing poverty, illegal activities, and social conflicts. An educated population can also adapt to new technologies and changes in the modern world.
This document discusses the importance of school and family partnerships to improve student outcomes. It provides tips for schools on how to involve families, such as helping families create home environments conducive to learning, improving home-school communication, and recruiting parent volunteers. Research shows that school, family and community partnerships result in higher student grades and test scores, better attendance and behavior, and increased feelings of support among parents, teachers and the community.
2. roles & responsibilities of parentsAnnabel Base
Parents play a crucial role in their children's education by establishing high expectations for academic achievement and supporting learning at home. At home, parents are responsible for creating an environment conducive to studying, ensuring homework is completed, and reviewing rules. At school, parents should participate in conferences, communicate with teachers, attend events, and stay informed about school issues. By setting clear expectations and fostering communication between home and school, parents help their children meet their educational potential.
Bronfenbrenner's Ecological Systems Theory proposes that a child's development is influenced by different environmental systems, ranging from immediate relationships to broader societal factors. There are four layers of environmental systems: the microsystem of direct relationships, the mesosystem of connections between microsystems, the exosystem of outside institutions, and the macrosystem of encompassing cultural values and customs. A child's development occurs through complex bi-directional interactions within and between each of these environmental layers. Educators should recognize this theory by supporting children's primary relationships, welcoming families, and fostering attitudes that value all work done on behalf of children.
Urie Bronfenbrenner was a Russian-American developmental psychologist who developed the Ecological Systems Theory, which examines a child's development within the context of the different environmental systems they interact with. These systems include the microsystem of immediate relationships, the mesosystem of interactions between microsystems, the exosystem of external social settings, the macrosystem of cultural values, and the chronosystem of environmental events over a person's lifetime. Bronfenbrenner's theory focused on how these nested environmental systems influence a child's development.
Growth and Development: Developmental HazardsGreeshma Raj
Growth and development can be impacted by various hazards that interfere with normal developmental patterns. Hazards can originate from environmental or internal factors, and affect physical, psychological, and social adjustments. During prenatal development, physical hazards like maternal stress can disrupt hormone functioning, while psychological hazards may have more persistent effects. Birth-related hazards include both physical risks of the process as well as psychological challenges of adjusting to life outside the womb. Delays or issues in areas like motor skills, speech, emotions, social skills, and personality can negatively impact personal and social adjustments if not addressed. Teachers play an important role through curriculum and activities in fostering children's moral development appropriate to their stage.
The document outlines indicators of instructional leadership in a school including that the school's mission and vision are clearly stated, the curriculum is aligned with goals, and a monitoring plan is established and implemented to regularly observe teachers and address development needs while making data-based decisions and promoting student achievement, learning, and partnerships with parents.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
Junaedi complains to the hotel clerk that there is no record of his room booking last week, though he has an invoice. When the clerk cannot find the booking, Junaedi insists on speaking to the manager to make a complaint.
In a separate incident, a customer complains to a transportation company representative about inappropriate language used by crew members during a family trip the previous day. The representative apologizes and says they will discuss the issue with the crew member, possibly suspending them, in order to improve service for future customers.
The customer complains to a store representative about a watch he purchased two weeks ago that is already having problems. The alarm on the watch does not work and the strap leaves a green mark on his wrist. Although the watch is still under the store's guarantee, the customer is disappointed with the quality for the price he paid. He asks to have the watch replaced rather than receiving a refund.
Social Emotional Learning & Trauma Informed Practices in EducationMarcia Ramstrom
This document discusses social emotional learning (SEL) and trauma-informed practices in education. It describes SEL as the process of developing social and emotional skills like self-awareness, relationship skills, and responsible decision-making. These skills help prevent problematic behaviors and improve student outcomes. The document advocates using curriculum like Second Step to explicitly teach SEL skills and integrating trauma-informed approaches to address the effects of adverse childhood experiences on learning and behavior. The goal is to create supportive school environments that meet students' academic and social-emotional needs.
This document provides an overview of basic psychosocial support and psychological first aid (PFA). It discusses how crisis events can affect people and introduces PFA as a humane and supportive response for those suffering distress. PFA aims to help people access basic needs, feel calm and supported, and connect to information or services. The key principles of PFA - Look, Listen, Link - are explained. Participants engage in activities to understand signs of distress, safety considerations, and how to apply PFA concepts to different crisis scenarios involving disasters, displacement, and accidents. The document emphasizes looking for needs, reactions, and those who may require special assistance in order to effectively provide initial psychosocial support.
Mental health is important for teachers to effectively mold the next generation. The document outlines several programs to improve teacher mental health, including: 1) improving teacher-teacher and teacher-headmaster relations to foster cooperation and avoid blame; 2) arranging in-service courses and seminars for teachers to refresh their knowledge and skills; 3) ensuring job security through regular salary payments; and 4) improving teacher-community relations through common platforms to reduce isolation.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
The document discusses several articles about social and emotional learning. It suggests that creating a supportive environment where students feel comfortable is important for learning. Specific strategies recommended include starting each day with morning meetings, encouraging journal writing and creativity, emphasizing responsibility, and using literature. Building relationships and making students feel part of a community can help enhance social and emotional skills.
Middle to late childhood spans ages 6 to 12. During this period, physical growth slows down while mental abilities increase greatly. Children develop stronger peer relationships and social skills, and their cognition advances to concrete operational thinking. A key developmental task is developing a sense of industry by meeting expectations at school, sports, and other activities to build self-esteem. Health concerns center around injury from active play and making good nutrition and activity choices.
This document discusses families and relationships. It states that families form interacting systems where parents and children influence each other bidirectionally. Parents socialize children through direct instruction, modeling, feedback, reinforcement, and punishment. Effective parenting involves warmth and appropriate control. Children are also influenced by parenting styles like authoritative, authoritarian, indulgent, and uninvolved. Divorce can negatively impact children's development, though effects depend on age and parental cooperation. Play benefits children's social and emotional development.
Students and teachers mental health by Dr.Shazia Zamirshaziazamir1
This document discusses the importance of mental health for students and teachers. It defines mental health and explains that it affects how people think, feel and act. The document outlines early warning signs of mental health problems like changes in eating, sleeping, energy levels and mood. It emphasizes that teachers should educate themselves on mental health issues so they can recognize signs in students and provide a supportive environment. The document also notes that a teacher's own mental health and wellbeing is important to provide a stable learning environment for students. It provides tips for teachers on supporting students who confide in them and knowing when to seek help from others.
Provide honest information to their
questions, and listen without judgment. Help
them understand this as a normal developmental
process. Plan co-ed activities to allow socializing.
This document discusses engaging families of children with special needs. It provides guidance for teachers on their role in the family engagement process, including initiating communication, maintaining involvement, and dealing with challenging conversations. Regulatory bodies like IDEA, ESSA, NAEYC, and AdvancED establish standards supporting collaboration between schools and families. Research shows high-quality inclusion benefits children. The document outlines best practices and resources for teachers to effectively partner with families.
Education plays an important role in society by empowering individuals and promoting social progress. It allows people to become active members of their community and participate in ongoing changes. Education provides individuals with stable and happy lives, equality of opportunity regardless of social class or gender, self-dependence, confidence to express themselves, and understanding of the world. It contributes to a more just, peaceful and safe society by reducing poverty, illegal activities, and social conflicts. An educated population can also adapt to new technologies and changes in the modern world.
This document discusses the importance of school and family partnerships to improve student outcomes. It provides tips for schools on how to involve families, such as helping families create home environments conducive to learning, improving home-school communication, and recruiting parent volunteers. Research shows that school, family and community partnerships result in higher student grades and test scores, better attendance and behavior, and increased feelings of support among parents, teachers and the community.
2. roles & responsibilities of parentsAnnabel Base
Parents play a crucial role in their children's education by establishing high expectations for academic achievement and supporting learning at home. At home, parents are responsible for creating an environment conducive to studying, ensuring homework is completed, and reviewing rules. At school, parents should participate in conferences, communicate with teachers, attend events, and stay informed about school issues. By setting clear expectations and fostering communication between home and school, parents help their children meet their educational potential.
Bronfenbrenner's Ecological Systems Theory proposes that a child's development is influenced by different environmental systems, ranging from immediate relationships to broader societal factors. There are four layers of environmental systems: the microsystem of direct relationships, the mesosystem of connections between microsystems, the exosystem of outside institutions, and the macrosystem of encompassing cultural values and customs. A child's development occurs through complex bi-directional interactions within and between each of these environmental layers. Educators should recognize this theory by supporting children's primary relationships, welcoming families, and fostering attitudes that value all work done on behalf of children.
Urie Bronfenbrenner was a Russian-American developmental psychologist who developed the Ecological Systems Theory, which examines a child's development within the context of the different environmental systems they interact with. These systems include the microsystem of immediate relationships, the mesosystem of interactions between microsystems, the exosystem of external social settings, the macrosystem of cultural values, and the chronosystem of environmental events over a person's lifetime. Bronfenbrenner's theory focused on how these nested environmental systems influence a child's development.
Growth and Development: Developmental HazardsGreeshma Raj
Growth and development can be impacted by various hazards that interfere with normal developmental patterns. Hazards can originate from environmental or internal factors, and affect physical, psychological, and social adjustments. During prenatal development, physical hazards like maternal stress can disrupt hormone functioning, while psychological hazards may have more persistent effects. Birth-related hazards include both physical risks of the process as well as psychological challenges of adjusting to life outside the womb. Delays or issues in areas like motor skills, speech, emotions, social skills, and personality can negatively impact personal and social adjustments if not addressed. Teachers play an important role through curriculum and activities in fostering children's moral development appropriate to their stage.
The document outlines indicators of instructional leadership in a school including that the school's mission and vision are clearly stated, the curriculum is aligned with goals, and a monitoring plan is established and implemented to regularly observe teachers and address development needs while making data-based decisions and promoting student achievement, learning, and partnerships with parents.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
Junaedi complains to the hotel clerk that there is no record of his room booking last week, though he has an invoice. When the clerk cannot find the booking, Junaedi insists on speaking to the manager to make a complaint.
In a separate incident, a customer complains to a transportation company representative about inappropriate language used by crew members during a family trip the previous day. The representative apologizes and says they will discuss the issue with the crew member, possibly suspending them, in order to improve service for future customers.
The customer complains to a store representative about a watch he purchased two weeks ago that is already having problems. The alarm on the watch does not work and the strap leaves a green mark on his wrist. Although the watch is still under the store's guarantee, the customer is disappointed with the quality for the price he paid. He asks to have the watch replaced rather than receiving a refund.
The document provides steps for how to properly apologize after making a mistake: 1) Figure out what went wrong by understanding any miscommunications or overreactions. 2) Take responsibility and own the mistake while prioritizing the person over the error. 3) Understand how your actions hurt the other person through your tone, behavior, etc. 4) Expressly say you are sorry to acknowledge the mistake and repair the relationship. 5) Look the person in the eye to convey sincerity.
The document provides examples of phrases for making a complaint to a business or service provider and their potential responses. It includes phrases the customer can use to introduce the complaint or request assistance and examples of how the provider may accept, delay, or reject the complaint. Specifically, it gives a sample conversation where a customer complains about being given a smoking room when they requested non-smoking and the representative apologizes but is unable to fulfill the request.
The document provides tips for making written and oral complaints in a polite and effective manner. It discusses including key details like a description of the problem and proposed resolution. For written complaints, it recommends keeping the letter brief and factual while maintaining a polite tone. It also suggests following up if the initial complaint goes unanswered. Sample phrases are given for making indirect oral complaints and for responding to complaints with apologies, requests for clarification, offers to investigate, and proposed solutions.
Thank you for sharing these helpful expressions and examples for thanking and apologizing in English. Practicing dialogue with a partner is an excellent way to build fluency.
To get to a location, one can ask "Excuse me, where is the...?" or "How can I get to...?" and will likely receive directions involving taking the first or second street on the left or right. The document provides examples of asking for and giving directions using basic vocabulary.
The most common business letter is buyer’s enquiries of goods and services and sellers ‘ replies giving information and quotation.
While replying to enquiries, one must tell the potential customer what he wants to know and something more. You should present the facts to show how the customer benefits from buying the product/service. You must also depict the advantage of the product.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
Formal and informal invitation kls 11 kurikulum 2013Syarifaaahh
This document provides information and examples about formal and informal invitation letters in Bahasa Indonesia. It defines formal and informal invitations and provides the common formats and elements that each contains, such as names, request for participation, occasion details, date, time, and place. Examples of both formal and informal invitation letters are given. The document also discusses formal and informal reply letters to accept or decline an invitation, as well as tips for writing invitation letters to events. Students are assigned to writing chapters about either a formal or informal invitation letter for homework.
The most important words and phrases for apologising in emails and letters with a business English focus. Phrases using 'sorry', 'apologise' (apologize), 'apologies', and 'regret', which help you say sorry in informal, neutral and formal writing. Lots of grammar, vocabulary tips and examples given.
The document provides guidance on asking for and giving directions, including common expressions to use when asking like "How can I get to..." and when giving directions like "Turn left" and "Go straight ahead". It also gives an example of how to give directions from one location to a hospital, including specific places to pass along the way. It recommends checking additional webpages for more practice with directions.
This document describes how to summarize people based on their physical appearance and personality characteristics. Physical appearance can be described through height, weight, age, eye color, hair, and skin. Personality characteristics include traits like lazy, talkative, cruel, easygoing, happy, sad, funny, brave, charming, bad-tempered, careless, and annoying. The document provides examples of describing specific people and prompts the reader to describe themselves.
This document provides adjectives and descriptions for physical appearance including body type, height, skin and eye color, hair style and color, and facial features. It also lists positive and negative adjectives for describing personalities. The document aims to equip the reader with terminology for describing people's physical traits and personalities in 3 sentences or less.
What is Negotiation?
Features of Negotiation
Why Negotiate ?
Types of Negotiation
Distributive Vs Integrative Negotiation
Negotiation Process
BATNA
Bargaining Zone Model of Negotiation
Negotiating Behavior
Issues in Negotiation
Third party Negotiations
How to achieve an Effective Negotiation
Negotiation Tips
This document provides examples of how to ask for and give directions. When asking for directions, common questions include "How do I get to..." or "Where is..." When giving directions, prepositions like "next to" and "behind" can be used to describe locations. Expressions like "go straight", "turn right/left", and "take [road name]" are also used. Estimating distances and travel times helps provide additional context.
This document contains classroom language phrases for students. It includes requests like "Can I go to the toilet?" and instructions such as "Open your book to page 25." There are also questions, like "How do you spell?" and "How do you say this in English?" as well as responses like "I'm sorry, I don't understand." The document is intended to help students learn common expressions used in the classroom in English.
This recipe describes how to make a potato omelette. It involves peeling and cutting potatoes into squares, frying the potatoes in oil in a pan, then mixing eggs into the pan with the fried potatoes and cooking the omelette. The recipe expresses that the finished potato omelette is a good and delicious food.
Few steps that can help you in finding best lingerie Vikrant Kumar
Marshall Realty assisted over 366 families in buying or selling homes in 2013, averaging over one transaction per day. They aim to help homeowners avoid foreclosure which benefits both homeowners and the community. Foreclosure has severe negative impacts like lowering credit scores for years and making homeowners ineligible for certain mortgages for extended periods. Marshall Realty provides homeowners with reports on their home equity and benefits of choosing them, along with aggressive marketing and guarantees to make homeowners feel confident.
The document defines life skills as "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life." It discusses life skills in the context of WHO, UNICEF, EFA, and emphasizes skills like decision making, problem solving, critical thinking, effective communication, coping with stress and emotions, and interpersonal relationships. Developing these skills empowers adolescents to make informed choices and take care of their mental and physical well-being. Life skills education aims to impart such skills through experiential learning techniques.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
The document defines life skills as psychosocial abilities that allow people to deal with everyday challenges. Life skills education teaches knowledge, attitudes, and skills to support healthy behaviors through an interactive learning process. It aims to develop important tools for students' overall development, such as decision making, communication, and coping with stress. Some key life skills mentioned include problem solving, self-awareness, leadership, and effective communication. The objectives of life skills education are to clearly express thoughts and feelings, settle disagreements without hurting others, and contribute to well-being.
Social and emotional learning (SEL) involves developing skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows that SEL programs improve social and emotional skills, attitudes, behavior, and academic performance while also reducing depression and misconduct. Benefits are seen not just in K-12 but in higher education, career, and life outcomes. SEL is gaining recognition from educators, employers, parents, and policymakers as an essential part of education and workforce development.
Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.
Children thrive. Schools win. Workplaces benefit. Society strengthens. All due to social-emotional learning.
The document discusses the roles of a college counsellor in providing life skills training and study skills training to students. It defines life skills as capabilities that empower young people to make positive decisions and develop healthy relationships and lifestyles. Some key life skills discussed are self-awareness, decision making, problem solving, effective communication and coping with stress. Study skills discussed include time management, note taking, active participation and effective reading strategies. The document also covers counsellors providing training to develop students' overall personalities by enhancing traits like responsibility, consideration, humility and empathy.
This document discusses socioemotional learning (SEL), which is the process of developing social and emotional skills such as self-awareness, relationship skills, and responsible decision-making. The presenter explains that SEL benefits students by improving academic performance, reducing stress, and fostering positive relationships. Key strategies for implementing SEL in the classroom include morning meetings, SEL curricula, and restorative practices. The presenter argues that SEL is important for creating a supportive learning environment and enhancing students' well-being and success.
LIFE SKILLS ).pptxLife skill based education is a form of education that focu...FolaAdedeji1
Life skills are a set of basic skills acquired through learning and/or direct life experience that enable individuals and groups to effectively handle issues and problems commonly encountered in daily life
Chapter 15 facilitating social developmentblantoncd
This document discusses facilitating social development for children with developmental disabilities in early childhood education. It emphasizes that children with delays may need direct instruction in social skills and systematic teaching of behaviors. Creating a high-quality classroom environment with supportive relationships is important, and additional interventions like one-on-one aides may be needed for some children. Teachers must carefully plan opportunities to support the development of social skills through play, peer interactions, and incidental learning moments.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
This document discusses inclusion, attitudes, behavior, and social concepts related to inclusive education. It defines inclusive education as promoting the full development of all learners irrespective of their differences. The document outlines the aims of inclusive education, including education for all, protecting rights, and developing social consciousness. It discusses problems faced by students in inclusive settings like inferiority complexes and isolation. The roles of teachers are described, including addressing learners' problems and developing self-confidence. Barriers to inclusive education and the need for it are also covered. The document defines attitudes and lists factors influencing them, as well as means of promoting positive attitudes.
Selling Social Emotional Learning (SEL) at Your School: Start a Program That ...shakerjc
School Counselors are in a unique position to transform their schools by being the visionaries, the cheerleaders, and the patient shepherds of a social-emotional learning program. This presentation gives the information and the inspiration counselors need to start and maintain a successful SEL program. Check www.jcshakespeare.com/asca for more research, ideas and resources.
The last major area associated with socio-emotional learning is responsible decision making. This ability can be described as the ability to make ethical, safe, thoughtful, and constructive decisions while remaining aware of the consequences of personal behavior or the possible outcomes that could result from different choices.
This document discusses school-based mental health and the role of school social workers. It notes that 20-33% of students experience mental health issues that impact their education. School social workers take an ecological perspective, addressing individual, family, school and community factors. Their roles include assessments, counseling, case management, consultation and developing multi-tiered systems of support. The goals are to identify and reduce barriers to learning, support student mental health and success, and provide professional development to reduce staff burnout. Outcomes include improved academic performance, behavior, engagement and emotional well-being as well as decreased disciplinary issues, absenteeism and dropout rates.
This content is regarding guidance and its types which will be useful for all health science related subject especially he B.Sc and DGNM students will get benefited.
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
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1. M A Y 3 , 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 social and emotional
learning, and why is it
important?
3. SOCIAL & EMOTIONAL LEARNING (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)
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 are important to
students’ social and emotional
development?
8. 5 CORE COMPETENCIES
SELF-AWARENESS
Accurately addressing 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
Regulating emotions 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
SOCIAL AWARENESS
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
RELATIONSHIP SKILLS
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
RESPONSIBLE DECISION 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 these five 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 FOR INSTRUCTORS
• 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 you learn 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 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
Editor's Notes
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