From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times

P43 Partnering with 4-H and High School Culinary Club to Provide School-Based Nutrition Education to Engage Latino Youth in Teaching Cooking Classes to Younger Youth and Adapting Healthy Eating Behaviors

In this article I argue that the ethics of care provides us with a novel reading of human relations, and therefore makes possible a fresh approach to several empirical challenges. In order to explore this connection, I discuss some specific normative features of the ethics of care—primarily the comprehension of the moral agent and the concept of care—as these two key elements contribute substantially to a new ethical outlook. Subsequently, I argue that the relational and reciprocal mode of thinking with regard to the moral agent must be extended to our understanding of care. I term this comprehension “mature care”. Citing conflicts of interests as examples, I demonstrate how this conceptualization of care may further advance the ethics of care’s ability to take on empirical challenges. Finally, I discuss political implications that may emanate from the ethics of care and the concept of mature care.

The section examines the impact of cultural context on the implementation of international programs of social and emotional learning in the Ukrainian education system. The importance of adapting such programs to national cultural characteristics in order to achieve the effectiveness of their application in the educational environment is emphasized. Based on the model of cultural dimensions by G. Hofstede, an analysis of the Ukrainian cultural context is conducted. Special attention is paid to highlighting the cultural traditions of Ukraine, such as cordocentrism, collectivism, nurturing spirituality, and the desire for freedom, which were formed under the influence of historical, religious, and socio-economic conditions. It is determined that the cultural context of Ukraine is potentially favorable for the implementation of programs of social and emotional learning, since such programs emphasize the development of empathy, cooperation, and other social and emotional skills, in accordance with the cultural priorities of Ukrainian society. Empirical research using both primary and secondary data included a comparative analysis of international practices, case studies of the implementation of the social, emotional and ethical learning (SEE Learning) program in Ukraine, and a survey “Cultural Context of the SEE Learning Program in Ukraine” of 43 teachers from 24 educational institutions that have been implementing the SEE Learning program for 5 years regarding ways to adapt the program to the Ukrainian cultural environment. The study showed that adapting social and emotional learning programs to the specific cultural characteristics of Ukraine contributes to their effective implementation, increases the level of involvement of students and the parent community in the educational process, and promotes the development of students’ social and emotional skills. Based on the results obtained, recommendations are provided for educators, researchers, and practitioners on considering the cultural context when implementing social and emotional learning programs.

This research aims to describe the social and emotional learning (SEL) competency requirement of senior high school (SMA) students. The data analysis technique in this research is descriptive data analysis and requirement questionnaire analysis. The subjects of this research were 192 of 10th grade senior high school students. The results of this research showed the development of social and emotional learning (SEL) competency was needed for 10th grade senior high school (SMA) students. Social and emotional learning (SEL) competency was reflected in self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The requirement important substantiation for developing social and emotional learning (SEL) competency for senior high school (SMA) students are based on the requirement analysis result were obtained 80% for self-awareness, 69% for self-management, 73.5% for social awareness, 66% for relationship skills, and 82.5% for responsibility decision-making.

Acceptability and student engagement in high school social emotional learning: A mixed-methods study of the development of Well Connected©

BackgroundPhysicians’ interest in the health and well-being of their patients is a tenet of medical practice. Physicians’ ability to act upon this interest by caring for and about their patients is central to high-quality clinical medicine and may affect burnout. To date, a strong theoretical and empirical understanding of physician caring does not exist. To establish a practical, evidence-based approach to improve health care delivery and potentially address physician burnout, we sought to identify and synthesize existing conceptual models, frameworks, and definitions of physician caring.MethodsWe performed a scoping review on physician caring. In November 2019 and September 2020, we searched PubMed MEDLINE, Embase, PsycINFO, CINAHL, and CENTRAL Register of Controlled Trials to identify conceptual models, frameworks, and definitions of physician caring. Eligible articles involved discussion or study of care or caring among medical practitioners. We created a content summary and performed thematic analysis of extracted data.ResultsOf 11,776 articles, we reviewed the full text of 297 articles; 61 articles met inclusion criteria. Commonly identified concepts referenced Peabody’s “secret of care” and the ethics of care. In bioethics, caring is described as a virtue. Contradictions exist among concepts of caring, such as whether caring is an attitude, emotion, or behavior, and the role of relationship development. Thematic analysis of all concepts and definitions identified six aspects of physician caring: (1) relational aspects, (2) technical aspects, (3) physician attitudes and characteristics, (4) agency, (5) reciprocity, and (6) physician self-care.DiscussionCaring is instrumental to clinical medicine. However, scientific understanding of what constitutes caring from physicians is limited by contradictions across concepts. A unifying concept of physician caring does not yet exist. This review proposes six aspects of physician caring which can be used to develop evidence-based approaches to improve health care delivery and potentially mitigate physician burnout.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-021-07382-4.

Research is well established to indicate that the presence of competencies reflecting social and emotional learning is beneficial to students (and teachers) as they seek success in their academic development as well as life within the community (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2008; Durlak, Domitrovich, Weissberg, and Gullotta, 2015). The benefits of implementing programs schoolwide are also well documented (Brackett a Rivers, 2011; Zins et al., 2004). There are also well-researched indications that the implementation of a positive behaviour program such as Schoolwide Positive Behaviour Support provides students with a framework of behavioural expectations and support that helps to minimise negative behavioural incidences, which are distractions from learning (Sugai et al., 2010). It follows that the simultaneous implementation of both a positive behaviour program and a social and emotional learning program would maximise the opportunities for students to develop those skills required to be successful in academic learning and daily life. This thesis, grounded in the literature of social and emotional learning and positive behaviour support presents successful strategies used to teach social and emotional learning competencies in two environments, School A and School B. A key and common feature of the chosen schools is that they both implemented Schoolwide Positive Behaviour Support. School A also implemented the schoolwide social and emotional learning program You Can Do It! Education. School B mainly taught these skills to students on a perceived needs basis, as identified by their teachers. To identify the successful strategies, three case studies were conducted involving six teachers, three from each of Schools A and B. The teachers who participated in the study were nominated by either the Principal or the Deputy Principal of the relevant school and were representative of the upper, middle and lower primary. Case Study One included two Year 6 (upper primary) teachers, one from each school. Similarly, Case Study Two included two Year 4 (middle primary) teachers and Case Study Three included two Year 2 (lower primary) teachers. The teaching participants in this study, as well as the administration members from both schools, were interviewed to identify their understandings and implementation of the internationally accepted social and emotional learning competencies as documented by CASEL. Teaching participants were also observed in their classrooms. Studentsr development of social and emotional learning skills, as perceived by their teachers, were recorded through completion of a survey at both the commencement and conclusion of the study. Behavioural documentation relating to office discipline referrals and student disciplinary absences were reviewed by the researcher for each of the participating teachersr classrooms. As well, a focus group of four students from each of the classes involved in this study were interviewed. However, because of difficulties initiating discussion from the younger students, only the data collected from Year 6 students were included in the study. Administration and teacher interviews, classroom observations, surveys completed by teachers to reflect their perceptions of their studentsr development of social and emotional learning competencies and behavioural documentation were reviewed to code data. Interviews were coded to identify perceived understandings and importance of social and emotional learning competencies, as well as intervieweesr perceptions of not only how they helped students develop each of the competencies, but also school/classroom changes. Transcripts of observations of teachers were coded to identify social and emotional learning language used in their classrooms and to measure classroom climate through the presence of respect in the classrooms, studentsr motivation and morale, and tone of the teacher. Other behaviours such as non-verbal communications were also identified. Teachersr perceptions of the development of their studentsr social and emotional learning competencies combined with records relating to behavioural infractions in their classrooms completed the coded data. From this the researcher ascertained emerging themes and successful strategies relating to the development of social and emotional learning competencies, as demonstrated by the teachers. To assist with this analysis, Year 6 focus group interviews were analysed to identify the studentsr understanding and use of language reflecting feelings, their ability to identify emotions appropriately and to provide possible solutions to situations with which they could be familiar at school to demonstrate development or otherwise of the relevant competencies. The overall finding from the present study was that in classrooms implementing the behaviour framework, Schoolwide Positive Behaviour Support, students develop more social and emotional learning competencies when there is also implementation of a schoolwide social and emotional learning program such as You Can Do It! Education. This strategy, the formal schoolwide teaching of social and emotional learning skills, over and above the implementation of Schoolwide Positive Behaviour Support: 1. facilitated more development of studentsr social and emotional learning competencies; 2. provided more opportunities for student learning because there were few student disruptions in classrooms where students demonstrated well developed social and emotional learning skills; 3. provided teachers and students with a common language; and 4. facilitated a school/classroom environment more conducive to learning. This thesis makes an important contribution to the research on student development of social and emotional learning competencies. The implementation of a schoolwide social and emotional learning program which addresses all the identified competencies of self-awareness, self-management, social awareness, relationship skills and responsible decision making gives students considerable opportunity to develop the required skills. However, additive benefits are evident when a schoolwide social and emotional learning program is implemented within a schoolwide behaviour framework. This study provides preliminary research which could be used to inform a more extensive study involving a wider range of classrooms and schools, in the future. e

How do relations of care shape trans lives? What kinds of trans care can be imagined and practiced amid ongoing transphobic violence and loss? What does a trans ethos of care look like? These are some of the central questions that animate Hil Malatino's Trans Care, a collection of essays that reflect on the significance of care in trans lives. In this little yellow book, Malatino sets out to “trans” care and to reorient common and academic understandings of care toward the sites and practices of trans relationality. What emerges from these reflections is a concept of care as a network of relations and practices, a web that has no center, “but in some significant ways . . . has emerged because of the way the normative and presumed centers of a life have fallen out, or never were accessible to or desired by us in the first place” (2). Reckoning with the mundane and more extreme failures of care in trans lives, Malatino reworks care into a vital and necessary—though potentially exhausting—practice for fostering trans lives.In thinking through “what care actually looks like in trans lives” (6), Malatino encounters the problems and possibilities of care in various moments of trans existence. Opening with a reflection on his top surgery, care first enters the scene in the form of “aftercare.” Malatino defines this as “what needs to be provided in order to help a subject heal in the wake of massive upheaval and transformation . . . what facilitates and supports emergence into a radically recalibrated experience of both bodymind and the world it encounters” (3). Here, care is what is needed for trans subjects to heal from emotional and physical trauma while coming to inhabit subjectivities and worlds that have become radically reorganized.In another moment, care is at work in the ongoing labor of trans advocacy and community building. Care is what guides a “postscarcity vision” in which trans communities are “sharing hormones, subsidizing each other's medical care, crowdsourcing money for rent, for transition, for bail” (34), amid ongoing and uneven forms of non-access, violence, and dispossession. Care names the reciprocal and interdependent forms of relationality that connect trans people. For Malatino, relations of trans care also extend backward in time, reaching toward those who came before and in some way (small or large) made trans existence more imaginable, more recognizable, and more livable.For care to do the expansive conceptual and political work that Malatino envisions—for it to encompass these various forms of relationality and labor—care must be rethought in a way that speaks to trans experience. Malatino argues that trans care is a necessary response to imaginaries and practices of care that often center on investments in the family and their associated gendered and sexualized norms. The fact that these cultural imaginaries focus on the heterocisnormative family as the primary site of care is likely to be problematic for trans people, whose relation to this family may be characterized by ostracism, violence, or estrangement. “But whatever our relationship to family,” Malatino writes, “it's also obvious that our ability to flourish is reliant on forms of care that outstrip the mythic purported providential reach of the family” (6). A conception and practice of trans care, then, would need to extend beyond the bounds of the family to encompass the forms of relationality and kin making that shape trans lives.These associations between family and care do not only exist in a collective cultural imaginary; they also make their way into more critical conceptualizations of care, including those of feminist theory. For Malatino, “transing care also means grappling with the fact that the forms of family and kinship that are invoked in much of the feminist literature on care labor and care ethics are steeped in forms of domesticity and intimacy that are both White and Eurocentered, grounded in the colonial/modern gender system” (7). He argues that feminist formulations of care ethics tend to reproduce these investments in normative concepts of gender, leaving little space to theorize, or even recognize, forms of care that shape trans subjectivities and communities.A concept of trans care, then, would need to extend beyond and unsettle a feminist care ethics, while remaining attentive to how gendered, racialized, and classed structures and norms configure care differently for a diversity of trans subjects. Reworking this concept of care might then be a step toward both recognizing and naming the failures of care that result in transphobic discrimination and violence while also fostering the kinds of relations that enable the survival and flourishing of trans people.In terms of its contribution to trans studies, Trans Care builds on and furthers discussions of care, affect, and resilience in accounts of trans experience, building on Malatino's own long-standing engagements with these themes. Malatino's retheorization of care ethics is in dialogue with others who have sought to queer or trans this concept (including Aizura 2017; Manalansan 2008; and Marvin 2019). Yet this understanding of trans care is also pulled toward other horizons through Malatino's ongoing and deep engagements with speculative thought. By bringing together ethics of care, trans embodiment, and assemblage thinking, Trans Care invites scholars in trans studies and beyond to deeply consider the modes of relationality and interdependency that operate to both constrain and sustain trans life.In short, there is a lot going on in this little book. In tracing out the meaning of care, Malatino makes his way through feminist theory, assemblage thinking, and queer and trans archives, grounding these realms in both the mundane and exceptional details of trans existence. Malatino's voice, which seamlessly blends personal narrative, trans histories, and deep intellectual musings, makes Trans Care both an accessible text and an intimate companion for thought. In thinking trans care, he not only makes critical interventions into feminist theorizations of care but also opens up a space to further explore the dynamic and uneven relations of care that shape trans lives.

This study investigates English as a foreign language learners' emotions and questions the authenticity of the communication in language classrooms in Turkey. To become more aware of learners' emotions and to make a speaking module more engaging, the teacher-researcher decided to utilise process drama as a participatory action research intervention. The data were collected over a three-week process drama. Drawing on ‘ethics of care' and ‘social and emotional learning', the findings demonstrated that authentic communication empowered learners when the content was relevant to their emotion labour. When learners’ emotions are scrutinised explicitly through drama-in-education, they feel respected and more engaged.

The importance of social and emotional learning in the lives of children and young adults is widely acknowledged. How social and emotional learning is achieved effectively and efficiently among these groups is, however, far from clear especially within regular schools and classrooms. This chapter documents the challenges of implementing a social and emotional learning program at the junior secondary level in a large high school. The Mindfields ® High School Junior Program (HSJ) is a social and emotional learning program designed for students aged 12–14 years. The eight-session strengths-based intervention intends to assist students to develop positive emotions, character, and engagement by understanding and regulating their emotions. There are three core components of the program: social and emotional skill development; mindfulness exercises; and group-based cooperative goal-setting and achievement. This chapter reports the initial trial of the prototype Mindfields ® HSJ in four Year 8 classrooms in a high school located in a disadvantaged suburban community. The intervention used a train-the-trainer approach specifically requested by the school, with a senior teacher trained as the facilitator by the researchers. The school-based facilitator then provided a brief training program for four teachers who subsequently implemented the program. The prototype comprised eight modules presented over two school terms. One-to-one interviews were conducted with each classroom teacher at the conclusion of the trial. The outcome of this trial highlights some of the difficulty in providing a social and emotional curriculum in a large high school located in a socially disadvantaged area. There are lessons learned from the trial including the difficulties associated with training classroom teachers to implement the program, primarily the importance of trialing and modifying prototype programs intended for introduction in whole-of-class situations.

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

In this empirical and conceptual paper, I explore the potential of puppets and puppetry in supporting social and emotional learning in early childhood educational settings—a practice often overlooked in conventional classrooms. Drawing on posthumanist perspectives and third space theory, I conceptualize the puppet-in-use as a “third existence” that occupies a space between human and material. I refer to this unique role of the puppet as the “Conduit” to capture its mechanism and illustrate its significance. Then, using empirical data, including interviews with early childhood educators and observations, I examine how the Conduit supports social and emotional learning among young children and educators in preschool classrooms. I conclude that the empirical data can support the theory of the Conduit. Lastly, suggestions for the field and directions for future research are presented.

With more than 1,000 entries by more than 200 expert contributors, this encyclopedia is the most comprehensive reference available on African American literature. While most of the entries are on individual authors, the encyclopedia gives special attention to the historical, cultural, and political contexts that have shaped African American writing. Included are entries on critical movements and terms, critics and scholars, historical and social issues, cultural and historical figures, literary forms and genres, literary schools and organizations, and many other topics. The entries cite numerous print and electronic resources, and the encyclopedia concludes with a selected, general bibliography. Designed to meet the needs of high school students, undergraduates, and general readers, this encyclopedia is the most comprehensive reference available on African American literature from its origins to the present. Other works include many brief entries, or offer extended biographical sketches of a limited selection of writers. This encyclopedia surpasses existing references by offering full and current coverage of a vast range of authors and topics. While most of the entries are on individual authors, the encyclopedia gathers together information about the genres and geographical and cultural environments in which these writers have worked, and the social, political, and aesthetic movements in which they have participated. Thus the encyclopedia gives special attention to the historical and cultural forces that have shaped African American writing. In addition to drawing upon the learning of Hans Ostrom, J. David Macey, Jr., and more than 200 expert contributors, the encyclopedia benefits from an editorial board of such distinguished scholars as: Houston A. Baker, Jr., Emily Bernard, Michele Elam, Dolan Hubbard, and Sheila Smith McKoy. Because of its broad scope, substantial entries, current coverage, and extensive attention to historical, political, and social contexts, this encyclopedia will be the major resource for high school students and teachers interested in the full range of the African American experience. Academic and public libraries will also treasure this work as an incomparable guide to our nation's African American heritage.

이 연구의 목적은 오토마타의 기계공학적 원리를 활용한 SEL(Social and Emotional Learning, 사회정서학습) 기반 융합인재교육 프로그램을 개발하고 이를 적용하여 현장 적합성을 확인하는데 있다. 이를 위하여 준비, 개발, 개선의 단계에 따라 오토마타의 기계공학적 원리를 활용한 SEL 기반 융합인재교육 프로그램을 개발하고 이를 전문가의 내용 검토와 학생 평가 결과를 바탕으로 수정, 보완하였다. 이 연구를 통해 개발된 융합인재교육 프로그램의 특징은 다음과 같다. 첫째, 개발된 융합인재교육 프로그램은 SEL을 기반으로 한 것으로 2015 개정 교육과정에 기초한 것이다. 둘？？, 개발된 융합인재교육 프로그램은 중, 고등 차시대체형 4종, 중학교 자유학기 2종 총 6개의 프로그램이며 20차시의 프로그램으로 구성되었다. 셋째, 개발된 융합인재교육 프로그램은 오토마타의 기계공학적원리를 기반으로 하여 ‘가족’, ‘과학기술의 영향’, ‘안전’, ‘독서’, ‘생태계’, ‘나’를 주제로 융합되었으며 상황제시, 창의적설계, 감성적체험의 단계에 따라 오토마타의 기계공학적원리를 활용한 교수, 학습 활동이 이루어졌다. 넷째, 개발된 융합인재교육 프로그램은 교사용 교재와 학생용 교재로 구분되었으며 다양한 읽을거리, 활동 예시, QR코드가 포함된 참고자료 등 구체적인 자료로 구성되어 현장 활용도를 높였다. 이 연구를 통하여 개발된 융합인재교육 프로그램은 오토마타의 기계공학적 원리를 이해하는 동시에 사회적으로 충분한 공감능력을 갖출 수 있도록 구성되었으며 이를 통해 인문과 기술이 자연스럽게 융합된 미래 지향적 창의 인재 양성에 기여할 것으로 기대된다.The purpose of this study is to develop a SEL(Social and Emotional Learning)-based STEAM program that utilizes the mechanical engineering principle of automata; it further aims to apply these principles to verify field suitability. For this study, a SEL-based STEAM program was developed using mechanistic principles of automata according to preparation, development, and improvement stages, and revised and supplemented based on the contents of expert review and students’ evaluations. The characteristics of the STEM program developed through this study are as follows. First, the developed STEAM program is based on SEL as well as on the 2015 revised curriculum. Second, the developed STEAM curriculum comprises a total of six programs, and consists of four programs that can be substituted for classes at the middle and high schools and two programs for free semester classes at the middle schools. Third, the developed STEAM program is based on the mechanical engineering principles of “automata,” converging on “family,” “the influence of technology,” “safety,” “reading,” and “ecosystems.” Based on the creative design and the stage of students’ emotional experiences, teaching and learning activities are carried out using the mechanistic principles of automata. Fourth, the developed STEAM program is divided into teachers’ textbooks and students’ textbooks, and it is composed of specific materials such as various readings, activity examples, and reference materials, including QR codes, thus enhancing the utilization of the field. The STEAM program developed through this study was structured to help students to develop adequate social and empathic ability by utilizing the mechanical engineering principles of Automata. Through this program, it is expected to contribute to fostering creative people whose humanities and technology are naturally convergence.

Contents: P. Salovey, Foreword. Part I: Introduction. J. Pellitteri, R. Stern, C. Shelton, B. Muller-Ackerman, The Emotional Intelligence of School Counseling. Part II: Foundations. B. Muller-Ackerman, C. Shelton, Practitioners' Perspective on School Counseling and Emotional Intelligence. J. Pellitteri, Emotional Intelligence: Theory, Measurement, and Counseling Implications. R. Stern, L. Hyman, C.E. Martin, The Importance of Self-Awareness for School Counselors. Part III: Applications in School Settings. C. Fasano, J. Pellitteri, Infusing Emotional Learning Into the School Environment. B. Muller-Ackerman, S. Stillman, An Elementary Counseling Program: Nurturing Social and Emotional Learning for Life. C. Shelton, J. Allen, Middle School Challenges: Reflection, Relationships, and Responsibility. M.T. Dealy, J. Pellitteri, Emotional Networks and Counseling the High School Student. Part IV: Applications With Specific Groups. V.A. Poedubicky, L.B. Butler, J. Sperlazza, Promoting Social and Emotional Intelligence for Students With Special Needs. K. Mildener, C.R. Keane, Collaborating With Teachers on Social Emotional Learning. K.P. Brady, Emotionally Intelligent School Administrators: Developing a Positive School Climate. J. Field, J. Kolbert, Enhancing Emotional Intelligence in Parents: The Professional School Counselor's Role. Part V: Applications With Special Modalities. J. Pellitteri, The Use of Music to Facilitate Emotional Learning. M.J. Elias, B.S. Friedlander, S.E. Tobias, Integrating SEL and Technology Within the Curriculum. Part VI: Success Stories. L.B. Butler, V.A. Poedubicky, J. Sperlazza, Social and Emotional Learning Through Comprehensive School Counseling: A Case Study. S. Brown, J. Tobin, R. Stern, Emotionally Smart School Counselors: A School District's Initiative to Create Emotionally Intelligent Schools. M. McCabe, T. Tollerud, J. Axelrod, A State Mandate for Social-Emotional Literacy: Implications for School Counselors. Appendices: A Brief Historical Perspective of Emotional Intelligence. B. Muller-Ackerman, Web-Based Resources for Social Emotional Learning.