Overview

What is social and emotional learning?

Helping young people to make responsible decisions Example and evidence

What is social and emotional learning?

“[SEL is] the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others” (Zins and Elias, 2006, p.1) Some key competencies: Self-awareness Self-regulation Empathy Social skills Responsible decision making

Key SEL competencies

The SEL logic model

Helping young people to make responsible decisions What kinds of decisions?

Healthy life choices Avoiding social problems Substance abuse Violence Academic failure

Helping young people to make responsible decisions How?

Intra-personal competencies (e.g. self-awareness, self regulation) help young people to understand and their feelings and behaviour Interpersonal competencies (e.g. empathy, social skills) enable them to navigate the social world more effectively The combination of these makes them better placed to make decisions that are more likely to lead to positive outcomes as their emotions can be used to facilitate (rather than impede) the process

Example of a school based approach

Social decision making/problem solving program Developed by Elias and colleagues in New Jersey, USA Universal approach (e.g. for everyone, not targeted at children ‘at risk’) Curriculum-based instruction Suitable for K-8 (e.g. age 5-14)

Example of a school based approach

Lessons on Self-control and social awareness Provides foundation – primary focus with younger children Social decision making Applications to academics and ‘real life problems Transfer emphasized throughout, but particularly with older students

Evidence

One of several studies that have evaluated the SDM/PS programme Elias et al (1991), American Journal of Orthopsychiatry Abstract: Students who participated in a 2-yr social decision-making and problem-solving program in elementary school showed higher levels of positive prosocial behavior and lower levels of antisocial, self-destructive, and socially disordered behavior when followed up in high school 4–6 yrs later, compared with controls. Boys who did not receive training were characterized by higher levels of self destructive/identity and alcohol-related problems, while girls were involved most prominently in tobacco use. Involvement in the program seemed to strengthen competencies in social behavior and work performance that might offset such problems

Some useful links

In the UK (SEAL) http://nationalstrategies.standards.dcsf.gov.uk/nod e/87009 In the US (Various) CASEL www.casel.org