Social and Emotional Learning: Key to Mental Health
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Transcript Social and Emotional Learning: Key to Mental Health
Social and Emotional Learning (SEL):
Key to Mental Health Promotion
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Jean Hughes, RN, PhD
Professor, School of Nursing, Dalhousie University
Lead Researcher – SEAK Project
[email protected]
SEL Research Group/ CASEL Update, July 2010
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Social and Emotional Learning …
Key Life Skills
SEL includes the knowledge, attitudes and
skills necessary to:
understand and manage emotions,
set and achieve positive goals,
feel and show empathy for others,
establish and maintain positive relationships,
make responsible decisions.
Collaborative for Academic, Social and Emotional Learning
(CASEL)
SEL Competencies
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Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making
CASEL
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SEL Skills Assist Mental Health
Promotion:
Enhance capacity to take control
Foster individual resilience
Foster individual protective factors
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Why are SEL skills so important?
Neuropsychological models argue that
children’s neurological functioning affects:
the regulation of Strong emotions
Social function
Cognitive function
Behavioural function
Riggs et al., 2006
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Why are SEL skills so important?
Research shows that environmental stress
during childhood & adolescence has
substantial effects on the operation of the
neuroendocrine system and that these
effects are likely to have long term impact
on both cognitive and social-emotional
functioning
Shankoff, et al., 2009 in Bradshaw, et al., 2012
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Why are SEL skills so important?
Fortunately brain function and its behavioral
outcomes are malleable during these
developmental stages.
Therefore interventions can assist when focused on:
THE ENVIRONMENT - Strengthen children’s social–
ecologies (responsive parenting, caring &
welcoming schools)
SEL SKILLS - support children’s development of
Social & emotional regulation & coping abilities
Bradshaw, et al., 2012
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Do SEL interventions work…
What does the evidence say?
Meta-analysis:
213 school-based, universal SEL programs
270,034 students - kindergarten through
high school.
Durlak, et Al., 2011
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Results:
Compared to controls, SEL participants
demonstrated significant improvement in:
social and emotional skills,
attitudes, behavior,
academic performance that reflected an 11percentile-point gain in achievement.
Durlak, et al., 2011
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Key Findings
Classroom Teachers
Only when school staff conduct the
intervention does academic performance
improve significantly.
SEL Research Group/ CASEL Update, July 2010
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Key Findings
Program Implementation Quality
The benefits of effective SEL programs are
reduced when schools
do not adopt evidence-based programs
do not implement these programs with fidelity.
SEL Research Group/ CASEL Update, July 2010
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Key Findings
Maximize the SEL and academic outcomes
by combining:
support to school personnel who deliver
evidence-based SEL programming
sound educational policy
SEL Research Group/ CASEL Update, July 2010
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Best Evidence re SEL Programs…
Positive change in students’ developmental health
and well-being are best achieved from programs
that are:
Focused on social, cognitive and emotional
processes
School based
Multi Year
Conduct Problem Prevention Research. (2010); Jones, et al., 2011
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Best Evidence re SEL Programs…
Universal (whole school approach)
builds common language (culture)
generalizes competence – to other
courses, outside classroom/school
SEL Research Group/ CASEL Update, July 2010
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Best Evidence re SEL Programs Cont’d.
Provide:
a manualized curriculum
opportunities for practice
Teacher/staff training
On-going mentoring/support
School Principal – program champion
SEL Research Group/ CASEL Update, July 2010
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Such Commitment Requires
Policy Change
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What type of policy is critical to sustain SEL?
Policies at many different levels (federal,
provincial and local) play a key role in
determining the priority that schools give to SEL
in teacher preparation – B. Ed. Programs
in the curriculum
in assessing students’ learning of the basic
SEL competencies.
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What type of policy is critical to sustain
SEL?
Provincial learning standards
a primary driver of curriculum and assessment.
Provinces are increasingly including SEL in
their standards… but need to ensure:
evidence-based programs
implementation fidelity.
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One SEL Program: PATHS
Promoting Alternative THinking Strategies
Kusche & Greenberg, 1994.
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One SEL Program: PATHS
Promoting Alternative THinking Strategies
Highly Ranked Evidence-Based SEL Program
Blueprints Project of the Center for the Study
and Prevention of Violence, University of
Colorado
Model Program – highest possible rating
Only violence-prevention curriculum for
elementary-age children to achieve this rating
PATHS
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National Dropout Prevention Center/Network
Model Program – highest possible rating
Collaborative for Academic, Social, and
Emotional Learning (CASEL)
Select Program – highest possible rating
Centers for Disease Control and Prevention
(CDC)
Best Practices Program
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PATHS
PATHS is rooted in developmental
neuroscience showing that:
Children experience intense emotions
before having the cognitive skills to
verbalize and control emotions.
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PATHS
The PATHS curriculum is centered on the
ABCD model of development
(affective/behaviour/cognitive/dynamic)
arguing that:
affect, vocabulary, and cognition
interact to create social and emotional
competence
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PATHS
Promoting Alternative THinking Strategies
Elementary school-wide program
Kindergarten – Grade 6
Manualized curriculum
Delivered by trained teachers
two 20 minute lessons each week all year, every
year
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Summary of key PATHS research findings
Compared to students from control schools,
PATHS students show:
Enhanced Emotional Understanding
Enhanced Pro-social Behaviour
better understand social problems and create
effective solutions
reduced aggression and disruptiveness
SEL Research Group/ CASEL Update, July 2010
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Summary of key PATHS research findings
Enhanced Cognitive Skills and Academic
Performance
effective problem solving, thinking and
planning skills, and controlled impulses
academic engagement
SEL Research Group/ CASEL Update, July 2010
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Summary of key PATHS research findings
Enhanced Mental Health
diminished internalizing problems such as
anxiety and sadness
decreased externalizing problems such as
conduct disorder, Oppositional Deviance
Disorder or ODD, hyperactivity, frustration
SEL Research Group/ CASEL Update, July 2010
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PATHS In Action
The SEAK Project:
PATHS In Canada
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Contact: Jean Hughes, RN, PhD,
Dalhousie University, Halifax, NS, Canada
[email protected]
[email protected]
Funded by the
SEL Research Group/ CASEL Update, July 2010
Public Health
Agency of Canada
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Socially and Emotional Aware Kids:
The SEAK Team
Canadian Mental Health Assoc. Nova Scotia Division
◦ Gail Gardiner – Executive Director CMHA NS Division
Dalhousie University
◦ Dr. Jean Hughes – Lead Researcher/ Principal
Investigator
◦ Dr. Sophie Jacques – Associate Researcher
◦ Dr. Noriyeh Rahbari – SEAK Research Coordinator
Our Project: SEAK
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Socially and Emotionally Aware Kids
Vision:
Socially and Emotionally Competent Children
in a Healthy Community.
Approach:
Based in Population Health & Health Promotion.
Core Intervention:
Promoting Alternative Thinking Strategies (PATHS)
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SEAK – Objectives
4 Years
Increase the social and emotional competence of
children in project sites identified as having health
inequalities .
Strengthen community capacity to integrate mental
health promotion.
Increase community capacity for leadership,
collaboration and accountability in population
health innovation diffusion related to social and
emotional learning.
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SEAK – Objectives
Provide evidence to support the innovation and
inform policy and service change over the long
term.
Advance knowledge on population health
innovation diffusion related to social and emotional
learning.
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Project Sites:
Nova Scotia, Manitoba and Alberta
PATHS Intervention Schools
Receive the PATHS program (K- grade 6)
5 community sites (approx. 350 students/site)
2 sites delivering PATHS (4yrs, 13 yrs)
3 new sites – phase in PATHS
Wait-List schools
Wait-listed for 1-2 years and then receive PATHS
intervention
At least100 students/school
Total = 1700+ Students (numbers vary by site)
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Outcome indicators: Chosen to enhance
buy-in from key stakeholders
SEL
◦ During PATHS
◦ Long-term follow up after PATHS (SEL & Risk)
School
◦ Climate
◦ Discipline
◦ Academics, school retention
Health - Obesity (BMI)
Parent mental well-being
Health service use
Economic Analysis (cost-benefit) of PATHS
Quantitative and qualitative measures
Policy/Sustainability Issues Identified
by SEAK Project
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Curriculum
Needs to be formally integrated into curriculum of
Educational authority (provincial, national level)
Focus
Build core skills to explore emotions and relationships
& focus on strengths rather than interventions to
address specific problems (bullying/ suicide) that
focus only on symptoms
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Policy/Sustainability Issues Identified by SEAK
Project
Financial Collaborations
◦ Government
multiple sectors- education, health, recreation, justice, etc.
Focus: cost-effectiveness
◦ Corporate
Focus: PATHS builds desired employee skills
◦ Not for Profit, Foundations
Focus: citizenship
Scale Up
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It really does take a village to raise a
healthy child!
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References
Bradshaw, et al., Goldweber, A., Fishbein, D., Greenberg, M. (2012). Infusing
developmental neuroscience into school-based prevention interventions:
Implications and future directions. Journal of Adolescent Health, 51: S41S47.
Conduct Problem Prevention Research. (2010). The effects of a multiyear
universal social-emotional learning program: The role of student and school
characteristics. Journal of Consulting and Clinical Psychology. 78(2): 156168.
Collaborative for Academic, Social and Emotional Learning (CASEL)
http://www.casel.org/social-and-emotional-learning
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B.
(2011). The impact of enhancing students’ social and emotional learning: A
meta-analysis of school-based universal interventions. Child Development,
82: 405–432.
SEL Research Group/ CASEL Update, July 2010
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References
Jones, S. Brown, J., Aber, J. L. (2011). Two-year impacts of a universal
school-based social-emotional and literacy intervention: An experiment in
translational developmental research. Child Development, 82(2): 533-554.
Kusche & Greenberg, 1994. The PATHS Curriculum. Seattle, WA:
Developmental Research and Programs.
Riggs, N., Greenberg, M., Kusche, C., Pentz, M.A. (2006). The mediational
role of neurocognition in the behavioural outcomes of a social-emotional
prevention program in elementary school students: Effects of the PATHS
curriculum. Prevention Science. 7(1): 91-102.
SEL Research Group (2010). The benefits of school-based social and
emotional learning programs: Highlights from a forthcoming CASEL Report.
Chicago: University of Illinois at Chicago SEL Research Group & The
Collaborative for Academic, Social and Emotional Learning.
SEL Research Group/ CASEL Update, July 2010