Development Of Emotional Skills Research Articles

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration.

Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior.

School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year. Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed. Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on "reculturing" recess prior to making structural changes, and empowering recess staff to sustain change. Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.

Promoting social and emotional learning in pupils with disability. Special teachers’ perceptions and practices

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.

Comparative analysis of US and European preschool social and emotional learning programs

Social-emotional skills are crucial for preschool children’s mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the “EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

Empathetic Disposition, Stewardship as Principals’ Leadership Practices and Teachers’ Commitment in Delta State Mission Schools

This study explored the empathetic disposition, stewardship as principals' leadership practices and teachers’ commitment in Delta State mission schools. It was guided by three research questions and hypotheses respectively. The study utilized an ex-post-facto research design of the correlational method. The population consists of 906 teachers and 102 principals in Delta State mission schools, from which a sample of 204 respondents were selected through purposive sampling method. Data was collected using two researcher-designed questionnaires: The Principals’ Empathetic Disposition and Stewardship Practices Questionnaire (PEDSPQ) and the Teachers Commitment Questionnaire (TCQ). The face and content validity of the instruments was established through expert review. Pilot testing assessed the reliability using Cronbach’s alpha. In the pilot study, the PEDSPQ demonstrated a reliability coefficient of 0.79 and the TCQ had a reliability coefficient of 0.84. Data collected were analysed using coefficient of determination, Pearson’s r correlation and multiple regression to answer research questions and hypotheses testing at a 0.05 level of significance. Finding revealed that principals' empathetic disposition, stewardship practices were significantly related to teachers’ commitment. It was recommended that Mission schools leaders should prioritize the development of emotional intelligence skills among principals. Providing training and workshops focused on empathy, active listening, and understanding others' perspectives can enhance principals' ability to connect with and support their teachers effectively among other.

In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum

This study aimed to investigate the intended curriculum of a K-3 pre-service teacher education programme at a large university in Sweden and its focus on social emotional learning. Regulatory documents and semi-structured interviews with course leaders were examined through abductive content analysis. An implicit focus on pre-service teachers' social learning was identified. Further research is needed to examine a) how successful social learning can be without an explicit focus on the development of emotional skills; and b) what pre-service teachers' own social emotional learning means when it comes to their readiness and ability to support pupils’ social emotional development.

Learning to teach with patients and caregivers: a focused ethnography

BackgroundLittle is known about what happens when patients and caregivers are involved in an academic setting as co-teachers and how healthcare professionals approach a new model of partnership-based teaching. This study aimed to explore the learning and behavioural patterns of a group of healthcare professionals who were learning to teach with patients and caregivers as co-teachers in a post-graduate course.MethodsA focused ethnographic study involving 11 health professionals was conducted. Data were collected through participatory observation during the course, individual semi-structured interviews, and a follow-up focus group. Taxonomic analysis was performed.ResultsThree categories were identified: ‘group’, ‘role of narration’ and ‘applying co-teaching with patients and caregivers ’. Specifically, heterogeneity, absence of hierarchies, and balanced relationships characterised the group dynamic and promoted partnership. Narration played a key role both in learning and in healthcare professionals’ relationship with patients and caregivers and promoted emotional skills and self-awareness. Project planning and lessons simulations were essential aspects of the implementation process.ConclusionsThis focused ethnography helped further understanding of the context of a specific project involving patients and caregivers as co-teachers in healthcare professional education. The development of emotional skills and self-awareness are the main learning patterns of co-teaching, and interprofessionalism and balanced relationships are the basis of the behavioural patterns. These patterns facilitated the involvement of patients and caregivers in health education.

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment.

Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner's ecological system theory. Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children's emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour. Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals. The study advances theoretical understanding by examining how factors within preschoolers' microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.

Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students

PurposeHikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.Design/methodology/approachA qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.FindingsData are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.Originality/valueAlthough several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

Emotional education: A critical review of the voices against its implementation in schools

The uncertainty, constant changes and growing diversity that characterize the societies in which we live have a considerable impact on people's lives. Education is no stranger to this situation and, aware of its responsibility and social function of training for life, has echoed the recommendations to promote the development of emotional skills. However, there are voices critical of this initiative considering that they respond to the interest of maintaining a neoliberal economic-social order. The purpose of this article is to deepen our knowledge of these critical positions and to present a rationale for Emotional Education that includes and contextualises them, to conclude with a reflection on the need to reconcile the different views and perspectives for the benefit of the integral personal development of individuals and society. To meet the objective of this proposal a systematic literature review was carried out in the PsycInfo, Education database, Dialnet, ERIC and Scielo databases, and 14 scientific publications in specialized journals and 3 books that responded to the objective of the study were selected. As a result of the analyses of the literature we have made a categorisation of the criticisms into six areas: political, educational, psychological, sociological, philosophical, and, to a lesser extent, linguistic. The need to reconcile different perspectives for the implementation of EE in schools and the importance of teacher training for this purpose is discussed. Finally, the implications of the criticism are pointed out as well as future lines of research.

The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well‐being

ABSTRACTThe growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts. Using a qualitative design, 24 children aged four to five participated in focus groups, and eight primary school teachers and six clinicians participated in semi‐structured interviews. Data were analyzed using inductive thematic analysis. Five diverse uses and functions of mindfulness were identified: social and emotional skills development, behavioral and emotional regulation, the recognition and awareness of emotional health and well‐being, the promotion of resilience, and contributing to long‐term outcomes for children. These findings contribute toward the interdisciplinary knowledge and research base for child well‐being practices and the diversity in the use and functionality of mindfulness.

Assessment of Play in Preschool-Age

Abstract: The construct of play lacks a universal and consensual definition, due to its inherent complexity. It is during childhood play is fundamental to the development of cognitive, social, emotional, physical, and language skills. Therefore, it is pertinent to conduct research on play in preschool age, seeking to identify predictors of development and methods to assess the specific components that make up the different dimensions of play. The evaluation of preschool play, using valid and reliable instruments, supports the construction of intervention programs that enhance the child’s full development. This systematic review aimed to investigate national and international instruments and tasks that assess play. The results indicate the existence of several instruments and tasks at pre-school age. However, the complexity of the construct still hinders the clear definition of the specific components to be assessed. There was a prevalence of the assessment of the social and cognitive dimensions over the assessment of the affective dimension, which is in line with the perceived frequency of the use of instruments that assess social interaction during play. So, this systematic review was a valuable contribution to the development and support of future research on tools for play assessment, specifically in preschool age.

A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries.

Effective school-based mental health promotion and prevention interventions in low-and middle-income countries (LMICs) can positively impact the mental health and well-being of large numbers of young people. This scoping review aimed to investigate the implementation of effective mental health promotion and prevention interventions in LMIC schools. A scoping review of the international literature was conducted and followed the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews guidelines. Medline, PsycInfo, Scopus, Embase, CINAHL and Cochrane were searched for peer-reviewed literature published from 2014 to 2022. PsycExtra, Google Scholar and the websites of key organisations were searched for relevant grey literature. Study selection focussed on mental health promotion interventions, including the development of social and emotional skills and mental health literacy, and prevention interventions, including anti-bullying and skill-based interventions for "at-risk" students. Twenty-seven studies evaluating 25 school-based interventions in 17 LMICs were included in the review. Fifteen interventions were developed in the implementing country and 10 were adapted from high-income countries (HICs) or other settings. Findings from the studies reviewed were generally positive, especially when interventions were implemented to a high quality. Universal life-skills interventions were found to increase social and emotional skills, decrease problem behaviours and positively impact students' mental health and well-being. Mental health literacy interventions increased mental health knowledge and decreased stigma among students and school staff. Outcomes for externally facilitated anti-bullying interventions were less positive. All 19 effective studies reported on some aspects of programme implementation, and 15 monitored implementation fidelity. Eleven studies outlined the programme's underpinning theoretical model. Only four studies reported on the cultural adaptation of programmes in detail. Including young people in the adaptation process was reported to facilitate natural cultural adaptation of programmes, while input from programme developers was considered key to ensuring that the core components of interventions were retained. The review findings indicate increasing evidence of effective mental health interventions in LMIC schools. To facilitate the sustainability, replication and scaling-up of these interventions, greater attention is needed to reporting on intervention core components, and the processes of implementation and cultural adaptation in the local setting.

Casework intervention research on interpersonal communication disorders of unsupported children

Abstract This study aimed to critically evaluate the effectiveness of casework intervention in addressing the interpersonal challenges encountered by de facto unsupported children. An in-depth analysis of casework practices revealed positive outcomes, with significant advancements observed in the children’s social interaction capabilities. Leveraging a psychosocial therapy framework, the intervention strategically provided emotional support and social skills development, crucial for bolstering self-esteem and improving communicative competences. The results of this study illuminate the substantial benefits of casework interventions, confirming their essential role in facilitating the holistic growth and interpersonal health of unsupported children.

Peningkatan kompetensi guru SMP Kristen Taaba melalui pelatihan Kurikulum Merdeka Belajar

The Independent Learning Curriculum is a new educational initiative in Indonesia aimed at producing high-quality education relevant to the evolving times. It emphasizes the development of students' potential, interests, social, emotional, and spiritual skills. This study focuses on implementing the Independent Learning Curriculum at SMP Kristen Taabah, Malaka District, with the objective of enhancing teachers' competencies in applying this curriculum. The training method used involved lectures and demonstrations. The activity was attended by 25 participants, consisting of 15 students and 10 teachers. The study results showed an increase in the understanding and readiness of teachers to implement the independent learning curriculum. Before training, teachers' understanding of the Independent Learning Curriculum was only 40%, which increased to 75% after training. Students also showed an increase in understanding, from initially 30% to 70% post-training. This activity successfully raised awareness and the ability of teachers to develop more creative and innovative learning approaches and strengthened students' understanding of the importance of education aligned with their interests and talents. The conclusion of this study emphasizes the importance of training and socialization in implementing the Independent Learning Curriculum, both for teachers and students, to achieve more effective and enjoyable educational goals

Intergenerational psychological intervention programme - PIN - Exploratory study with children and seniors

Intergenerational programs involving children and seniors are a form of psychological and social intervention that promote the development of cognitive, linguistic, motor, emotional and social skills and well-being, with significant results and benefits described for both children and seniors, such as intergenerational socialization and increased self-esteem and self-efficacy, intellectual development, increased happiness, and improved quality of life. In Portugal, programmes intervening in the psychological domain are scarce, which justifies our proposal. We present a P-IN Program: Intergenerational Psychological Intervention Program: Cri(activ)age, Health and Well-Being focused on the promotion of creativity, cognitive preservation/development and well-being associated with intergenerational coexistence. 
 The P-IN programme aims to: (i) Promote through an intergenerational psychological intervention, cognitive development/preservation, creativity and well-being, in children (5-6 years) and seniors (+60). (ii) To evaluate the effectiveness of the intervention on cognitive development/preservation, creativity and well-being. This paper presents the conceptual structure of the programme, its organization into three main components: Beliefs and attitudes; Emotions and well-being; Cognitive stimulation and creativity, and its operationalization in 10 90-minute sessions. Finally, we present the evaluation plan of the quality and effectiveness of the programme based on a qualitative methodological approach using semi-structured interviews to the participants (N= 23 children and 18 seniors; professionals= 4). Of the results we highlight: increase in autonomy, self-confidence and social participation in both groups. In specific terms, the increase in the emotional well-being and psychosocial and physical autonomy of the seniors is highlighted.

Barriers and facilitators: The contrasting roles of media and technology in social–emotional learning

Media and technology have come to play a ubiquitous role in children’s lives. In response, researchers continue to explore the impact of media and technology on children’s overall health and development. Since the COVID-19 pandemic, our paradigms have increasingly shifted from asking whether technology is influencing children’s experiences to how technology is influencing child development. Accordingly, numerous studies using varied theoretical frameworks document how context, content, and amount of media and technology use influence children’s social–emotional skill development. This perspectives paper collates and synthesizes theoretical frameworks and empirical evidence relevant to children ages 0-12 years to address the question, “What are the ways, positive and negative, that media and technology use impact children’s social and emotional learning (SEL)?” Our findings point toward opportunities to mitigate barriers and leverage facilitators to support children’s social–emotional learning and development as we progress into a technology-driven future.

Emotional intelligence in children with special educational needs

Despite the vigorous discourse surrounding education, current measures remain insufficient for effectuating substantive benefits for children. Guaranteeing the holistic development of children, particularly those with special educational needs, necessitates the provision of universally high-caliber educational experiences. It is critical to cultivate competencies for self-regulation and management of emotions from an early age, which is instrumental in fostering emotional stability and equipping children with the resilience to navigate life's adversities. Individuals with disabilities encounter significant societal disadvantages, arising not only from their inherent circumstances but also from societal reactions and the manner in which they are treated within these social structures. Therefore, in this thesis I have chosen to address two of the most relevant and important issues, the development of emotional and social skills in pre-school children, aged 3-6/7 years, with special educational needs. If this skill is not developed, it can affect the balance of mental health, leading to anxiety, depression, low mood and other repercussions. The role of emotions in each individual's life is as important as life itself. First of all, it should be noted that emotions manifest themselves constantly and differently. Different motives and contexts can provoke positive or negative emotions that cause changes in people's behaviour, the effectiveness and direction of decision-making, the formation of relationships and other aspects of everyday life. Emotional intelligence is an important skill for all children, including those with special needs. They may face unique challenges in developing emotional intelligence, but with appropriate support and interventions, they can still make progress. Once a child develops this skill, it becomes easier for them to control their behaviour, which will lead to optimal social interactions. A child's behaviour can be influenced by how they analyse the emotions conveyed by the people they interact with. So the child shapes and modifies behaviour based on what is shared with him/her through the emotions expressed by others.

Crime prevention by adjusting educational contents to the dynamics of society: an argument for the individualization of the educational process

The education of the population cannot be achieved without taking into account the dynamics of society. This fact must be taken into account especially at the level of formal education. A fair approach to educational contents determines the solution and prevention of many social problems, especially criminality, because education is the most accessible tool through which we can influence people’s behavior in a positive way. In the specific case of the Republic of Moldova, the development of emotional and civic skills in the context of the instructional-educational process is of particular importance at the moment. The structure of criminality in the Republic of Moldova reflects the most serious social problems: corruption, family violence, hostile attitude towards the tax system, alcoholism, unsafe road traffic, etc. All solutions developed in the justice system are ineffective. Only in the field of education is there hope, and at the same time only educational institutions can fulfill the preventive role of educating and informing the population by cultivating prosocial values. Law through punishment only has the ability to curb people’s negative impulses, but not to make them act prosocially due to their own conviction.