Transcript Social Emotional - The Melissa Institute

Social and Emotional Learning for
School and Life Success: SEL 101
Roger P. Weissberg
CASEL
University of Illinois at Chicago
The Melissa Institute for Violence
Prevention and Treatment
May 2, 2008
The Collaborative for Academic, Social, and Emotional Learning
UIC
Objectives
What is social and emotional learning (SEL)?
Why SEL?
What are the latest research advances?
What are the latest practice advances?
Reflection Question:
What qualities or characteristics do
we want young people to possess by
the time they graduate from high
school?
Essential Questions Each Community
Must Answer
1. What do we want our children to know and be
able to do when they graduate?
2. How can the entire community be organized to
ensure that all students reach the stated
goals?
Risky Youth Behaviors and Attitudes:
Prevalence
Issues:
Physical fight at school (12 months):
Carried a weapon (30 days):
Bullied at school (past 6 months):
5 or more drinks in a couple of hours (30 days):
Seriously considered attempting suicide:
Sexual intercourse with > 3 people:
Chronically disengaged from school:
14%
19%
28%
26%
17%
14%
40-60%
Typical Approaches by Schools
AIDS Education
Law-related Education
Bullying Prevention
Mental Health Promotion
Career Education
Multicultural Education
Character Education
Nutrition Education
Civic Education
Physical Injury Prevention
Delinquency Prevention
Sex Education
Dropout Prevention
Suicide Prevention
Drug Prevention
Truancy Prevention
Family Life Education
Violence Prevention
Health Education
Social and Emotional Skills and
Attitudes: Prevalence
Assets:
How people you know well would rate you on:
• Thinking through the results of your choices, planning
ahead
29%
• Caring about others’ feelings, feeling sad when a friend 45%
is unhappy, being good at making and keeping friends
• Respecting the values/beliefs of people of different
races/cultures
43%
My school provides a caring, encouraging environment
29%
What’s Needed?
Moving from here:
Categorical
fragmentation in
addressing learning
barriers…
SEL as a Coordinating Framework
To here:
A coordinated
approach to
promoting students’
academic and life
success
Collaborative for Academic, Social, and Emotional
Learning (CASEL): Mission and Goals
Mission: To make social and emotional
learning (SEL) an essential part of education
Goals:
– Advance the science of SEL
– Expand integrated, evidence-based SEL
practice
– Strengthen the field and impact of SEL
www.casel.org
What is SEL?
CASEL Defines the Field of SEL (Elias et al., 1997)
Social and Emotional Learning (SEL)
SEL is the process whereby children and adults
develop essential social and emotional
competencies to:
Recognize and manage emotions
Handle oneself and tasks effectively
Develop care and concern for others
Establish positive relationships
Make responsible decisions
5 Core Social and Emotional Competencies
Self
Other
Self-awareness
Social-awareness
Decision-making
Responsible
Decision-making
Self-management
Relationship
Skills
A Framework for SEL Programming to
Enhance Student Success in School and Life
Social and Emotional Learning
Learning
Environment
+
SE Skills
Instruction
=
Positive
Outcomes
Social and Emotional Conditions for
Learning
•
•
•
•
•
Safe & well-managed
Respectful & supportive relationships
High expectations and challenging
Participation and leadership opportunities
Rigorous, relevant curriculum and engaging
instructional practices
SE Skills Instruction
• Explicit SE Skills Instruction
•
•
•
•
•
•
•
•
•
Self-awareness
Self-management
Social awareness
Relationships skills
Responsible decision-making
Opportunities to practice
Modeling of skills
Reflection and acknowledgment
Evidence-based programs
Positive Outcomes
•
•
•
•
•
Academically successful
Mentally and physically healthy
Positive social relationships
Prepared to join the workforce
Engaged citizenship
Why Social and Emotional Learning?
Why Implement SEL in Schools?
• Relationships provide a foundation for learning
• Emotions affect how and what we learn
• Relevant skills can be taught
• Positive effects on academic performance, health, relationships,
and citizenship
• Demanded by employers
• Essential for lifelong success
• A coordinating framework to overcome fragmentation of
prevention and youth-development programs
What are the Latest Research Advances?
Durlak, Weissberg et al. (2008) Meta-analysis:
Enhancing SEL Promotes Success in School
Coordinated School, Family, and Community Programming
Positive Social
Behavior
SEL
Learning
Environment
SE Skills
Instruction
SE Skill
Aquisition
Improved
Attitudes
Conduct
Problems
Emotional
Distress
Academic
Success
Durlak, Weissberg et al. (2008) Meta-analysis:
Core Questions and the Answers
1. Does school-based SEL programming
positively affect students? – YES
2. Do the impacts on student functioning endure
over time? – SOMEWHAT
3. Are SEL programs conducted by existing
school staff effective? – YES
4. Do training practices and the quality of
implementation affect student outcomes? YES
Durlak, Weissberg et al (2008) Meta-analysis:
Inclusion Criteria
School-based interventions that promote social
and emotional competencies
K to 12th-grade students
Reported by June 2007
Employed a control group design
Assessed outcomes related to students’
behavioral adjustment or school performance
Sample of SEL Intervention Studies
Pre to post = 207 studies
Number of students: 288,221
Since 1990 = 75%
Randomized = 45%
Elementary (56%), middle (31%), and high
school (13%)
Urban, suburban, and rural
< 1 year (76%), > 1 year (24%)
Social and Emotional Learning:
How is it Taught?
Teacher- or researcher-led SEL
instruction
Guided practice opportunities with
feedback and reinforcement
A supportive classroom context
Multi-component with school-wide
and family collaboration
Does SEL programming positively
affect students?
Outcomes
Social-emotional skills
Attitudes
Positive social behavior
Conduct problems
Emotional distress
Academic performance
Percentile
Imp & (ES)
23 (.60)
9 (.23)
9 (.24)
9 (.22)
10 (.25)
11 (.28)
SEL Improves Academic Outcomes
Improvements in:
Attitudes
– Motivation, commitment
Behaviors
– Participation, study habits
Performance
– Grades, subject mastery
Source: Zins, Weissberg, Wang, & Walberg (2004). Building Academic Success on Social
and Emotional Learning (SEL): What Does the Research Say?
Do Impacts on Student Functioning
Endure over Time?
Follow up: 6 months to many years.
SEL students showed significant
improvement on all 6 outcome areas.
The effects were smaller than at post.
SEL is beneficial but not a
permanent inoculation.
What Influences Positive
Student Outcomes?
School staffs
SAFE programming
– Sequenced development of skills
– Active instruction (e.g., behavioral
rehearsal)
– Focused on SE skills
– Explicit targeting of specific SE skills
Implementation
Implications for Practice & Policy
SEL works
– Multiple positive outcomes including academic
achievement
– Across grade levels
– In all contexts
SEL is doable
– Good results from programs run by existing school
staff
SEL needs support
– Evidence-based training procedures are better
– Implementation matters
– Supported by federal and state policies, leadership,
and professional development
What are the Latest Practice
Advances?
5 Core Social and Emotional Competencies
Self
Other
Self-awareness
Social-awareness
Decision-making
Responsible
Decision-making
Self-management
Relationship
Skills
Safe and Sound: An Educator’s Guide to
Evidence-based SEL Programs
© CASEL 2008
39
22 “SELect” Programs
Outstanding SEL Instruction of five SE
competencies
Evidence of Effectiveness with at least one
rigorous study demonstrating positive SEL
outcomes for students
Outstanding Professional Development that
provides training and ongoing follow-up support
SEL is for ALL Students
Three-level Prevention/Intervention Services
Treatment:
Few
Provide intensive interventions for a few
children
Early Intervention:
Some
Intervene early for some children
Universal Prevention:
All Students
Focus on SEL skill instruction and learning
environment
Adapted from Osher, Dwyer, Jackson (2004)
What Does Schoolwide SEL Look Like?
Parent/teacher conferences
Front Office
Playground
Hallways
Teacher’s Lounge
Sporting Events
Bus
SEL
School
Lunchroom
Classrooms
Afterschool/
Extracurriculars
Bathrooms
Integrated Schoolwide SEL
An Integrated Schoolwide Model for
Academic, Social, and Emotional Learning
Planned, systematic
classroom-based SEL
instruction and a supportive
school climate
Coordinated mental health and
health services that reinforce
SEL instruction
School-Family-Community
partnerships to enhance social,
emotional, and academic
competence
After-school and community
activities that are coordinated
with SEL efforts
Schoolwide SEL
CASEL’s Sustainable Schoolwide
Social and Emotional Learning (SEL):
Implementation Guide and Toolkit
3 Phases
10 steps
7 Sustainability Factors
3 Illinois Social & Emotional Learning Goals
Self
Other
Decision-making
SEL Goal 31
SEL Goal 32
SEL Goal 33
Develop selfawareness and
self-management
skills to achieve
school and life
success.
Use socialawareness and
interpersonal
skills to
establish and
maintain positive
relationships.
Demonstrate
decisionmaking skills
and responsible
behaviors in
personal, school,
and community
contexts.
Summary
SEL is the process whereby children and adults
develop essential social and emotional competencies.
SEL improves school-related attitudes, behaviors, and
academics and provides the foundation to life success.
Well-designed, well-implemented SEL programming
produces the best outcomes.
Sustainable, effective schoolwide SEL requires 3 Ps:
Policy, principals, and professional development.