Capturas y rupturas en los dispositivos de poder de la educación socioemocional

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

The objective of this article is to describe a professional teacher’s development program in socioemotional education and present some results of its impact in the self-esteem of students. It was executed in 12 subsidized private schools that attend economic vulnerable students from Preschool (4 years old) to High School (17 years old) and belong to an Educational Foundation in Santiago, Chile. It was executed the years 2007-2017, in training cycles of two years in each school. The most important topics that were addressed in the training given by experts, through theoretical sessions, workshops and educational materials, were defined with the schools. For example: Socioemotional learning in the school context; Variables that help to the construction of identity and positive self-esteem; Contribution of neurodiversity to socioemotional development; Resilience and socioemotional learning; School climate and social coexistence; Bullying and socioemotional development; Socioemotional learning and teacher well-being.The implementation of this program is described, emphasizing the value of socioemotional learning, how to develop competences in this area and how to insert it into the school context. Data are provided of 2,865 students evaluated pre-post intervention.

Socioemotional education during early childhood is pivotal for fostering integral and affective development, laying foundations for emotional regulation, social competence, and lifelong well-being. This article synthesizes contemporary research demonstrating how socioemotional learning (SEL) programs enhance children's prosocial behavior, self-awareness, and cognitive skills. It highlights the neuroscientific underpinnings of early interventions and the critical role of caregivers and educators in nurturing emotional and social growth. Longitudinal evidence underscores the lasting impact of socioemotional education on reducing behavioral problems and improving academic success, supporting the case for its inclusion in early childhood curricula worldwide. The holistic development achieved through socioemotional education contributes not only to individual well-being but also to fostering resilient and cohesive communities.

The determination of the critical breakdown path in slightly uneven electric field has played a significant role in gas discharge starting process and electrode surface erosion. In order to study the law of the critical path position in the low-pressure breakdown case, a new algorithm based on the Monte-Carlo collision model and the postulation of " forward-back trajectory for electrons” is established, namely the determination of the critical path(DCP) model. In the DCP model, some electric field lines among the electrodes are regarded as the potential breakdown paths, and the probability of the excitation and ionization collisions between the electrons and the neutrals can be obtained by the Monte-Carlo model. The most probable path to trigger the breakdown will be selected from among all the potential paths, namely the critical breakdown path, and the corresponding breakdown voltage of the critical path will be calculated. A breakdown test with two different electrode devices is performed to examine the accuracy of the DCP model: the critical path and breakdown voltage obtained by the DCP could be examined respectively by capturing the surface traces of negative electrode and measuring the breakdown voltage. According to the test results, the critical breakdown path can transit at different gap pressures or flow rates, and this observation is qualitatively consistent with the calculation results. Meanwhile, the relative error maximum of the breakdown voltage obtained by DCP is less than 7.9%. The accuracy of the DCP model partly depends on the background pressure, and the background pressure in the application case should be less than 103 Pa. Based on the DCP model, the numerical analyses of another four electrode devices are conducted to acquire the common law about the critical breakdown path. According to the calculation results, the transition zone has both a high frequency of critical path transition and a " fluctuant and similarly straight” breakdown voltage curve with the gap pressure or flow rate increasing, and the critical path transition direction follows the rule of " from longer paths to shorter paths”. Lastly, the inherent laws of those regulations about the critical path are revealed by the DCP model.

This chapter attempts to cross-compare social work field education in India and China. It reviews the development of social work education and field work practice and presents the current status of social work education and field work in these two developing countries. In doing so we aim to understand the structure, nature, and challenges faced by social work field education in these countries figuratively listed in the global south. Neither social work education nor social work practice in both India and China is well established or recognised. Nevertheless, both these countries have different administrative structures that either encourage or restrict the development and growth of social work education and practice. While social work is a State-mandated profession in China, Indian social work is still struggling for public recognition and State support despite 84 years of education and practice. This chapter examines the challenges faced by these two countries with respect to social work education with special reference to social work field education.

REVIEWS 369 Gerasimov. Ilya. Plebeian Modernity: Social Practices, Illegality, and the Urban Poor in Russia, 1906–1916. University of Rochester Press, Rochester, NY, 2018. xi + 275 pp. Illustrations. Notes. Selected bibliography. Index. £55.00. Plebeian Modernity is a provocative book. I expect a number of readers, like this reviewer, will not fully accept the author’s theoretical approach or interpretations of Russian society (and, in the conclusion, Soviet society), but the book is thought-provoking and worth reading by scholars interested in Russia as an empire, urban society, everyday life, illegality, violence, ethnoreligious identities and communities. Gerasimov poses big and difficult questions. Among these: how did ethnicity and class actually work on the ground in everyday social interactions? What is the relationship between public and normative discourses and the social practices of the urban lowerclasses ? Seeking to recover the subjective and social worlds of a social sphere he variously terms plebeian, the urban poor and subaltern, he focuses on the most visible expressions of plebeian body language, especially illegality, particularly around sex, money and violence (or all three) in a selection of imperial cities: Kazan´, Nizhnyi Novgorod, Odessa and Vilna. The book is rich in stories of the street, bold arguments and insights. Concerning the important ‘sphere of illegality’, Gerasimov shows how local knowledges and systems of value often differed considerably from normative definitions. For example, we see the distance between, as it were, theory and practice concerning prostitution, business (and criminal) relations between ethno-religious groups, and the definition and place of crime in communities. He argues that the street (to use another possible term for the social sphere he investigates) organized itself as a ‘middle-ground’ (Richard White’s concept) shaped by alternative understandings and useful misunderstandings, critical to social sustainability and cooperation but also a source of unruliness. He questions, as many scholars have, overly simple characterizations of violence between ethnic groups as primarily about ethnicity rather than politics, space and work. He shows that ‘vice’ was often tolerated in communities because it was understood, at the level of lived practices, differently than official discourses. He explores the expressive side of violence as a social language. Indeed, he shows illegality itself functioning as language and interpretation. Deepening the complexity, he shows boundaries breached, norms defied and authority ignored, without any of these being consciously ‘political’. I admire Gerasimov’s sensitivity to complexity (even excess), variability, ambiguity, nuance, flux and uncertainty. And this is precisely the ground on which I find the book frustrating. Alongside numerous insights, I found that all too often his theoretical and interpretive arguments introduced new simplifications while overturning others. We could explore this, for example, SEER, 97, 2, APRIL 2019 370 concerning his arguments about religion, identity, or violence. But I will focus on his most persistent argument (for it is related to these questions): the relationship between social discourses and plebeian practices. I appreciate his challenge to our (yes, my own) reliance on the textual sphere for interpreting lower-class lives. I agree, and find his evidence compelling, that on-the-ground social practices are a revealing window into lived meanings and logics — even though we have little access to these practices apart from textual traces in newspapers and records of police and courts. But it is quite another thing to say that these practices stand outside discourse, that the vast majority of the urban population were ‘living largely beyond discourses’ (p. 54) in ‘a prediscursive agglomeration of local knowledges’ (p. 53), that the lowerclass had a fully ‘sovereign subjectivity’ (p. 25). Need we construct this boundary of otherness? Can we not take seriously body language and deviating relationships to normative discourses — and, for that matter, take seriously the sphere of emotions, though he does not draw on affect theory or histories of emotions — while still recognizing the power, influence and internalization of available ideas and language in a complex and situational relationship? In the course of his narrative, he regularly shows how urban life was entwined with words and texts of all sorts that could not be ignored, though were adapted and ‘freely arranged’ (p. 52). Gerasimov is at his best in Plebeian Modernity when recognizing how the evidence speaks of...

The article examines the relevance of implementing socio-emotional education in the context of modern global challenges, which include social instability, information overload, and mental health problems among children and youth. Socio-emotional education is presented as a strategically important approach to the formation of emotional literacy, the development of empathy skills, self-regulation, self-awareness, and constructive interaction. Using the example of the project «Expanding Opportunities for Children and Youth through Learning, Skills Development, and UPSHIFT», implemented by the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University in cooperation with the NGO «SCC «Zadzerkalya» with the support of UNICEF Ukraine, the effectiveness of integrating SEA into various educational and social spaces is analyzed. The study covers multi-vector activities carried out on the basis of preschool institutions, libraries, youth centers and social institutions, which ensures inclusiveness, intersectoral interaction and wide coverage of the target audience. The article presents data from a survey of parents on the emotional state of children, the results of which indicate positive dynamics in the psycho-emotional sphere, the development of communicative and cognitive skills. Special attention is paid to the structure of educational modules, the role of specialists in the formation of a safe educational environment, effective methods of working with children that take into account age characteristics and the needs of internally displaced persons. Conclusions are drawn regarding the high effectiveness of the implemented practices of socio-emotional education, their impact on the harmonious development of the child and the need for further implementation of SEA in the system of training pedagogical and social personnel.

Correspondence on “Ensuring best practice in genomics education and evaluation: Reporting item standards for education and its evaluation in genomics (RISE2 Genomics)” by Nisselle et al

Video gaming addiction has been increasingly recognized as a concern among adolescents, potentially affecting their emotional regulation, social interactions, and academic performance. Thus, study aims to examine the relationship between video gaming addiction and socio-emotional learning (SEL) among pre-university students using quantitative survey design. The study utilized two standardized instruments; the Gaming Addiction Scale (GAS) and the Social-Emotional Learning Scale (SELS) to measure students' levels of gaming addiction and SEL components. Researchers employed stratified random sampling technique and obtained 200 successful response to the survey from pre-university students across various institutions of Bangalore, India. Data were analysed using Pearson correlation analysis and simple linear regression (SLR) to determine the extent to which video gaming addiction influences different dimensions of SEL, such as task articulation, peer relationship, and self-regulation. The study found a weak negative correlation and GAS could account for 4% of SEL as revealed by SLR. Future research may focus on educational policies and intervention strategies to promote healthier gaming habits and improved socio-emotional learning among young learners.

This project evaluates the effectiveness of the Norwegian version of Second Step Early Learning (Nor-SSEL), a translated and culturally adapted Norwegian version of the American Second Step program, compared to free play in kindergartens, in a cluster-randomized controlled trial. Nor-SSEL is a socio-emotional learning (SEL) program that spans 28weeks, emphasizing the development of learning skills, friendship skills, and emotional management. We hypothesize that Nor-SSEL is superior to free play in enhancing children's social-emotional learning (SEL). We will allocate 990 children within 66 kindergartens, which will be randomized at the kindergarten level. The primary outcome is child psychosocial adjustment, assessed using the Strengths and Difficulties Questionnaire (SDQ), as reported by parents and teachers at baseline, immediately after the 28-week intervention in the kindergarten, and then 7months after the transition to the new school (K1). The secondary outcome is empathy, assessed using the Empathy Questionnaire for Children (EmQue), which parents and teachers report at the same time points as the SDQ. Mediator analysis will be explored using the Joint Attention Scale, and as the moderator, we will analyze the parents' socioeconomic status. A distal exploratory variable in follow-up assessment is academic achievement at the end of the first grade (math and reading skills). To reduce missing data, a web application will be developed to track children's behaviors via teachers, parents, and children's activities. We believe that the Nor-SSEL impacts the joint attention score, which, in turn, affects the SDQ score. This study contributes to the scientific understanding of how the SEL curriculum intervention can impact SEL and future academic achievement in kindergarten-aged children. This could shape early education policies and practices in kindergartens, as well as their potential application to social, emotional, and academic skills. ClinicalTrials.gov NCT06975267. Registered on 16 May 2025. https://clinicaltrials.gov/study/NCT06975267 .

Part 1 Introduction - preliminary demarcation of a type of Bourgeois Public Sphere: the initial question remarks on the type representative publicness on the genesis of the Bourgois Public Sphere. Part 2 Social structures of the Public Sphere: the basic blueprint institutions of the public sphere the Bourgois family and the institutionalization of a privateness oriented to an audience the public sphere in the world of letters in relation to the public sphere in the political realm. Part 3 Political functions of the public sphere: the model case of British development the continental variants civil society as the sphere of private autonomy: private law and a liberalized market the contradictory institutionalization of the public sphere in the Bourgeois constitutional state. Part 4 The bourgeois public sphere - idea and ideology: publicity as the bridging principle between politics and morality, Kant on the dialectic of the public sphere, Hegel and Marx the ambivalent view of the public sphere in the theory of liberalism, John Stuart Mill and Alexis de Tocqueville. Part 5 The social-structural transformation of the public sphere: the tendency toward a mutual infiltration of public and private spheres the polarization of the social sphere and the intimate sphere from a culture-debating (kulturrasonierend) public to a culture-consuming public the blurred blueprint - developmental pathways in the disintegration of the bourgeois public sphere. Part 6 the transformation of the public sphere's political function: from the journalism of private men of letters to the public consumer services of the mass media - the public sphere as a platform for advertising the transmitted function of the principle of publicity manufactured publicity and nonpublic opinions - the voting behaviour of the population the political public sphere and the transformation of the liberal constitutional state into a social-welfare state. Part 7 On the concept of public opinion: public opinion as a fiction of constitutional law-and the social-psychological liquidation of the concept a sociological attempt at clarification.

This study used Q methodology to analyze the subjective perception types of the preliminary social workers who performed social welfare field training in the COVID-19 situation. As a result of the analysis, a total of four types of subjective perceptions about the social welfare field practice experience of the students who completed social welfare field training were derived. The type were that ‘Measures need to be developed’, ‘uncertainty of the performance of practical education’, ‘More needed role in times of disaster’, ‘The meaning of practice in the contextual limitations of practical education’. Based on these perceptions of the students, three suggestions are as follows. A sustainable social welfare practice education system even in the closed situation of social welfare practice sites, education for the diversification of social welfare service provision methods that can be used in the social disaster situations, and strengthening competence in the social welfare and the nature of the social worker’s role.

In social work education, we strive for integration of theory and practice in educating research-based professionals. What do social work students think about this? Are they eager to integrate theory and practice or does practice perhaps win students’ interest? The article explores how second year bachelor level social work students at a Finnish university construct themselves as learners in relation to theory and practice. The article utilizes the integrative pedagogy model, which combines different kind of knowledges needed in developing professional expertise: theoretical, practical, sociocultural, and self-regulative, reflective knowledges. Students’ reflective field reports serve as data, which is analyzed by category analysis. In their reports, students categorize themselves as integrators but also as challengers. The integrators apply knowledge from university classes to practice, yearn for more theoretical knowledge, and get ideas for theses. The challengers see a gap between theory and practice and reflect university teaching critically. The integrative pedagogy model serves well in studying and developing social work practice teaching. In integrating theoretical and practical knowledges and constructing reflective knowledge, accomplished supervision, supportive sociocultural knowledge in workplaces, and collaboration between universities and social work field is needed.

IntroductionThe field of comprehensive sexuality education (CSE) has switched from a focus on adolescents’ health to a more holistic approach, embracing the concept of sexual development with the aim of improving adolescents’ sexual well-being. The growing interest in the link between CSE and socio-emotional learning (SEL) competencies led to the development of the Journey4Life (J4L), a comprehensive sexuality education curriculum based on socio-emotional learning. In the current research, we evaluate the effectiveness of this program on perceived behavioral control, gender equality attitudes, norms, and intentions related to sexual and reproductive health and rights.MethodsTo this end, we conducted a Cluster Randomized Trial among 14 senior secondary schools in Jakarta, Indonesia. A questionnaire was administered before and after implementation of the J4L program among 16–17 year old pupils; n = 906 completed baseline measurement, n = 771 completed endline measurement. With a final matched sample of N = 466 (65.5% girls) we conducted a mixed model repeated measures ANOVA.ResultsUnfortunately, only limited and inconsistent results were found. We found that at endline, girls had stronger positive gender equality attitudes than boys; that overall attitudes towards reporting sexual violence were stronger for girls than for boys. However, contrary to our expectations, respondents had more positive attitudes toward child marriage at baseline than at endline.DiscussionInconsistency and non-statistical significance of results limit our ability to draw firm conclusions about the effectiveness of the Journey4Life. We discuss how complex comprehensive sexuality education interventions could best be evaluated, since our study highlights the need for better conceptualization, operationalization and measurement of the interconnection between comprehensive sexuality education and socio-emotional learning.

The problem in this research is to analyze the role of Mahatma Ghandi in the field of Religion and Social Affairs in realizing Indian independence. The purpose of this study is to analyze and describe the role of Mahatma Ghandi in realizing Indian independence in the religious and social fields. The research method using historical research methods is a review and other sources that contain information about the past and carried out systematically. Based on the results of research, in the field of Religion, Ghandi's life journey studied other religions as a reference because it can instill a sense of belief in religion, besides Ghandi also believes that the Almighty God is the basis of all religions according to Gandhi, is also a thestarting point of all religions. By mentioning religion, Gandhi pointed to it not formally and traditionally, but rather something that underlies all religions that will bring us to meet God. In the social sphere, Gandhi's Teachings flow with them together in the social life of the Indian people. Gandhi's main thoughts are summarized in a span of history and history in the midst of the struggle of the Indian people. Mahatma Ghandi played a role in realizing Indian Independence in the Religion and Social Fields through his teachings, Gandhi in carrying out resistance actions always put forward human values as the basic basis of his movement. Gandhi's teachings flowed together in the social life of the Indian people. Gandhi's main thoughts are summarized in a span of history and history in the midst of the struggle of the Indian people, for future researchers, it is hoped that Mahatma Ghandi's research in politics, economics and others will be further developed in order to realize Indian independence.Keywords: The Role of Mahatma Gandhi, Religion, Social Affairs