Abstract
Youth programs are an important context for social and emotional learning (SEL). To maximize opportunities for the development of skills such as self-management, empathy, and goal setting, youth workers need resources to increase practices that support SEL. Social and Emotional Learning in Practice: A Toolkit of Practical Strategies and Resources, Second Edition is a compilation of tools, templates, and activities that youth development programs can use to (a) enhance staff knowledge of SEL, how their program supports SEL, and their own emotional intelligence; (b) establish expectations, give feedback, and integrate reflection; (c) integrate SEL into program activities; and (d) collect SEL data for improvement. The 149-page toolkit is grounded in the Ways of Being model and is also informed by youth workers and youth from a variety of organizations. This is a turnkey resource that will be useful to youth development workers with a range of goals from overhauling their approach to SEL to identifying one activity for a single day of programming. The 2nd edition includes new icebreaker activities, an SEL Superpowers Board Game, creative data collection strategies, a reading list, and more.
Highlights
A helpful overview of the toolkit, including background and structure, and a Readiness Inventory
Social and Emotional Learning in Practice the development of social and emotional skills, youth programs must be intentional in their approach to social and emotional learning (SEL)
The SEL toolkit is grounded in the Ways of Being model (Blyth, Olson, & Walker, 2017), which builds on existing SEL frameworks (e.g., CASEL, www.casel.org), but includes a focus on identity and cultural values in the SEL process
Summary
A helpful overview of the toolkit, including background and structure, and a Readiness Inventory. This section includes activities, tools, and templates for use with youth that help staff establish and reinforce co-created expectations, give feedback that supports development, and create space for reflection. Programs that do not currently focus on the development of SEL skills should consider identifying outcomes of interest and an overall SEL strategy instead of selecting single activities from the toolkit to implement within their existing program. The strategies and resources in the toolkit can be used simultaneously with the Youth Program Quality Assessment (Smith & Hohmann, 2005) or other tools to support quality programming (Herman & Blyth, 2016)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
