Development Of Emotional Competence Research Articles

Family Perceptions About the Methodology of the “We All Are Campus” Training Program

<p style="text-align:justify">The transition to adulthood involves not only the acquisition of professional skills but also the development of social and emotional competencies that enable individuals to fully integrate into society. The educational program "We all are campus" of the University of Murcia focuses on preparing young people with intellectual disabilities for the ultimate goal of employment. In this study, 30 family members or guardians of people with intellectual disabilities (PcDI) participated and were consulted about their perceptions of this educational program. The research was conducted using a mixed qualitative methodology, adopting a case study approach. The main results indicate that the training received by the students improves aspects such as their interpersonal relationships and development. In addition, it is relevant to highlight that the family members emphasize an increase in maturity and the knowledge of the people with intellectual disabilities who attended the program "We all are campus". It is concluded that there are several aspects that are relevant to the families, among them, the optimism and support that their relatives need in the face of the uncertainty of their future.</p>

Cultural adaptations to social-emotional learning programs: A systematic review.

Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The shadow of the past: How paternal traumatic experiences shape early parent-child interactions and offspring's emotional development

Introduction and AimsEarly childhood is crucial for the development of social and emotional competencies, significantly influenced by parental interactions. While the impact of maternal psychopathology has been extensively studied, less is known about the effect of paternal trauma on parenting behaviors and subsequent child development. This study examines the effects of fathers' traumatic experiences on their psychopathology, quality of feeding interactions, and children's emotional and behavioral functioning. MethodsA sample of 100 fathers and their two-year-old children participated in this cross-sectional study. Paternal psychopathology was assessed using the Symptom Checklist-90-Revised (SCL-90-R), and trauma exposure was measured with the Traumatic Experience Checklist (TEC). Parent-child feeding interactions were evaluated using the Scala di Valutazione delle Interazioni Alimentari (SVIA), and children's emotional and behavioral outcomes were assessed using the Child Behavior Checklist (CBCL 1,5-5). ResultsFathers with past trauma displayed significantly higher levels of psychopathological symptoms and engaged in poorer quality feeding interactions compared to controls. These paternal characteristics were associated with higher scores on maladaptive outcomes in children's CBCL, indicating worse emotional and behavioral functioning. ConclusionsThe findings suggest that paternal trauma is linked to increased psychopathological risks and negatively affects the quality of paternal feeding interactions, which in turnith children's emotional and behavioral development. These results underscore the importance of integrating paternal trauma into clinical assessments and interventions to support family dynamics and promote healthier developmental outcomes in children.

Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender.

Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs). This article uses data from six cohorts of approximately 16,000 students each (51% male, 73% Latinx, 11% White, 10% Black, 24% with parents who did not complete high school) in Grades 4-12. Two questions are addressed. First, how much growth occurs in growth mindset, self-efficacy, self-management, and social awareness from Grades 4 to 12? Second, do initial status and growth look different by parental educational attainment and gender? Using accelerated longitudinal design growth models, findings show distinct growth trends among the four SECs with growth mindset increasing, self-management mostly decreasing, and self-efficacy and social awareness decreasing and then increasing. The subgroup analyses show gaps between groups but patterns of growth that are more similar than different. Further, subgroup membership accounts for very little variation in growth or declines. Instead, initial levels of competencies predict growth. Also, variation within groups is greater than variation between groups. The findings have practical implications for educators and psychologists striving to improve SECs. If schools use student-report approaches, predicting steady and consistent positive growth in SECs is unrealistic. Instead, U-shaped patterns for some SECs appear to be normative with notable declines in the sixth grade, requiring new supports. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Social and Emotional Competency Development From Fourth to 12th Grade: Relations to Parental Education and Gender

Supplemental Material for Social and Emotional Competency Development From Fourth to 12th Grade: Relations to Parental Education and Gender

The Influence of Paternal Absence During Childhood on Women's Self-esteem and Self-efficacy: A Perspective Paper

This paper explores the potential impact of paternal absence on women during their childhood by examining literature and contemporary theories. Paternal absence refers to children lacking paternal love and care due to factors such as illegitimate birth, divorce, or death. In today's society, diverse marriage concepts have led to an increase in single-parent families, resulting in a growing prevalence of paternal absence. This paper comprehensively examines the influence of paternal absence on female self-esteem using theoretical frameworks from psychoanalysis, social learning, social comparison, cognitive development, and attachment. Additionally, it highlights the significance of fathers' presence during childhood in establishing women's sense of competence through Bandura's concept of self-efficacy. The results of the study revealed that the absence of a father figure may exert detrimental effects on women's self-perception, interpersonal bonding, and development of emotional and creative competence.

The role of family and individual factors in going through adolescence having a disabled sibling - analysis of a healthy child's functioning. A case-control study protocol.

Having a disabled sibling can be a source of extremely important and enriching experiences that foster the development of social and emotional competences, as well as broadening the child's perspective and knowledge. On the other hand, it also poses many challenges for the siblings, especially in adolescence. Thus, the aim of the proposed project is to investigate the specificity of the growing up process in young people with disabled siblings. A total of 160 dyads (320 participants) - an adolescent and one of his/her parents - will take part in this cross-sectional case-control study. Participants will be assigned to four groups, having a sibling with: 1) intellectual disability, 2) motor disability, 3) chronic somatic disease, and 4) the control group - having a sibling without any disability. Both the healthy adolescent and one of the parents will fill out a set of questionnaires regarding the study variables: Questionnaire of Relationships with Siblings, Parental Attitude Scale-2, KidScreen-27, Parentification Questionnaire for Youth, Teenage Rebellion Questionnaire, Child Behavior Checklist 6-18. The primary outcomes include investigating the healthy adolescent functioning in three environments: family, peers and school. The proposed research model focuses both on the difficulties associated with having a disabled sibling (e.g. possible occurrence of disorders) and resources (e.g. higher quality of relationships in the family, especially in the sibling subsystem). The proposed comprehensive approach to the issue of disability in the family from the perspective of a healthy child will allow for a better understanding of the mechanisms underlying the process of growing up with disabled siblings.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers

Social–emotional management in educational centers is a key element nowadays to achieve quality education, having become even more important after the pandemic period caused by the COVID-19 virus. Training programs in socioemotional skills, such as the EmocionaTFamilia program, are necessary to enhance teachers’ soft skills. This research aims to understand how the EmocionaTFamilia program promotes socioemotional skills to deal with teaching management and practice, as well as the fear generated by the pandemic. For this purpose, quantitative and qualitative evaluative research on the program has been carried out using the TMMS and COVID-19 fear online questionnaires, in which emotional attention, clarity, and repair, as well as fear, have been analyzed. A total of 21 participants, including the school’s management team and elementary and secondary teachers, participated in an educational institution located in Madrid, Colombia. The age of the sample ranged from 22 to 54 years old, with 1 to 20 years of teaching experience. The program was implemented in six sessions over three months, sequenced at three levels: the development of awareness and basic training in emotional education; the development of emotional competences; and coping with fear. The results show that, once the program has been implemented, there is an improvement in the means of all the emotional dimensions and in coping with fear in the study population. These dimensions allow for becoming aware of emotions and learning to place them in the right place, acquiring awareness to accompany students in their strengths and weaknesses. Encouraging listening to peers to transform fears into gratitude is promoted. Thus, the findings of this research reveal a scenario that underscores the need for adequate continuous training in socioemotional skills to enable the management of emotions and fear in the classroom.

Teachers’ Beliefs : Kompetensi Emosional dan Sosialisasi Emosi pada Anak Usia Dini

Teachers' beliefs about emotions can provide an overview of how teachers support the development of emotional competence in early childhood positively. This study aimed to investigate preschool teachers’ beliefs about emotional competence and emotion socialization. A sample of 194 preschool teachers from 22 Kindergartens completed the Teachers' Emotion Beliefs Scale (TEBS) and open questionnaires. The data were analyzed using descriptive statistical techniques and thematic analysis. The research results showed that 67% of teachers had developmentally appropriate beliefs, while 33% of teachers had beliefs that were not appropriate to children's emotional development. The developmentally appropriate belief explains the importance of the teacher's role in facilitating children's emotional competence. On the other hand, unappropriateness is explained by teachers' beliefs regarding children's expressions of negative emotions (such as sadness and anger), which according to teachers, young children do not need to express these emotions. Furthermore, the results of the open-ended questionnaire showed several teacher limitations regarding conceptual understanding of children's emotional competence, as well as in using appropriate strategies for emotional socialization (especially in helping children manage negative emotions). The way teachers socialize emotions is based on their beliefs regarding children's emotional competence.

Construction and validation of the Scale of Willingness for Emotional Learning in a Chilean sample

This study aimed to build and validate a self-reported measure to assess the construct willingness for emotional learning to study individual differences in the development of emotional competences. This scale was validated by expert raters and then administered to a sample of 320 adults, mostly from northern Chile. An adequate model fit of the theoretical structure was demonstrated using a confirmatory factor analysis (CFA). The internal structure of the scale consists of two dimensions: (a) willingness to learn about the subjective aspects of emotions (feelings) and (b) external aspects of emotions (expression and recognition). They showed positive correlations with the three dimensions of perceived emotional intelligence and negative and positive associations with the three dimensions of alexithymia. The scale was also found to have adequate levels of internal consistency. Theoretical and practical implications of using the Scale of Willingness for Emotional Learning in the Chilean adult population are discussed.

The Impact of Social-Emotional Learning Interventions in Teacher Education

Social-emotional learning (SEL) plays a vital role in the realm of daily teaching and learning. As a significant pedagogical approach, it profoundly influences the teaching methods and philosophies employed by educators. This article delves into a comprehensive examination of the various forms of SEL intervention in teacher education and their resulting outcomes. Drawing upon a meticulous review of 16 previous scholarly articles, this research identifies two primary types of SEL interventions: lecture-based learning and participatory learning. The study demonstrates that SEL interventions effectively enhance teachers Social and Emotional Competence (SEC) development, foster robust teacher-student relationships, promote teachers professional growth, and contribute to overall teacher well-being. Nonetheless, it is noteworthy that the article highlights the potential influence of teachers and pre-service teachers ethnicity or racial backgrounds, as well as the prevailing school climate, on the effectiveness of SEL interventions, thus potentially hindering these interventions from achieving optimal results. This article presents an insightful and comprehensive overview of the association between SEL interventions and teacher education. The findings underscore the importance of encouraging educators to actively engage in SEL intervention programs while emphasizing the need for interventions to be tailored to accommodate the unique personal teaching experiences and individual backgrounds of teachers.

“I feel the cards are mutually beneficial”- understanding the parent’s view on the use of the friendship cards for emotional literacy and conflict management

ABSTRACT Research talks about the importance of the family in the development of social and emotional competencies of children. In this paper, we wanted to explore whether the Friendship cards (FC) (a theoretically derived preventive educational game) helped to improve the relationship between the participants and their children and whether it helped in the development of other social and communicative skills. Semi-structured interviews were used with parents from different countries. All these parents attended a 4-day online training course which dealt with the theoretical aspect, the presentation of the cards and practical ways on how to use these cards within the family context. Results from this study indicated that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool also enhances emotional expression, emotional regulation and conflict management, creating a safe space where communication can be facilitated. The research presented in the paper provides insights on how the FC can be used to enhance a positive relationship and how communication can make a difference.

Promoting social and emotional learning in early childhood through intergenerational programming: a systematic review

ABSTRACT Past research has found that intergenerational programmes can benefit the social and emotional development of participants in the early years. This paper presents a systematic review of studies that address the social and emotional outcomes of young children (aged between 1 and 6 years) who participate in intergenerational programmes. Objective The aim of the present systematic review was to (1) provide an update on the state of literature in this area and, (2) gain insight into the ways that intergenerational programming can contribute to the development of social and emotional competencies in early childhood. Method From a systematic search of four databases, 13 articles were selected for review. Results Findings indicate intergenerational programmes can provide opportunities for children to develop several social and emotional competencies, including self-management, social awareness, relationship skills, and responsible decision making. Conclusion This review identified a body of research which indicates intergenerational programmes can lead to positive social and emotional outcomes for young children. Suggestions for future research including more robust study designs are considered for how intergenerational programmes can be incorporated into mainstream early childhood education, which has the potential to lead to lasting benefits for children, older adults, and the wider community.

Learning Outcomes and Social Emotional Competences: A Cross-Feeding Relationship to Promote Meaningful Learning Experiences

Since the beginning of the employment of Learning Outcomes (LO), the educational field has been marked by significant changes. This approach, by being deliberately learner-oriented, influenced several knowledge fields to promote relevant shifts in different levels of educational programs offered by prominent institutions. Parallelly, the last decades have been characterized by an increasing concern with the development of Social Emotional Competences (SEC) in educational contexts. In this complex scenario, the main aim of this article is to reflect on the relevance of teachers’ social emotional competences in the construction of a healthy learning environment that equally embraces students with different social and cultural backgrounds. Thereby, the current work presents two specific aims: 1) to review the literature that discusses the connections between education and social emotional learning; and 2) to discuss the relevance of cultural identities and SEC for LO in an increasingly intercultural world. To achieve these objectives, the Qualitative Document Analysis’ methodology was employed to identify, examine and select the scientific sources to support the knowledge development which background the proposed discussions. Considering the intrinsic link between cultural identity and learning outcomes, this article defends the development of educators’ social emotional competences as a pathway to provide not only the best educational experiences for students with different cultural backgrounds but also to contribute to the construction of equitable societies by fostering the development of students’ intercultural competences.

Silencing screaming with screens: The longitudinal relationship between media emotion regulation processes and children's emotional reactivity, emotional knowledge, and empathy.

Many parents use screens to regulate their young children's emotions. We know very little, however, about how this parenting practice is related to the development of emotional competencies (i.e., emotional reactivity, emotion knowledge, and empathy) over time. The current longitudinal study examined bidirectional associations between media emotion regulation and various emotional competencies across a 1-year period during early childhood (between ages 3.5 and 4.5 on average). Participants included 269 child/parent dyads who completed a number of in-home tasks and questionnaires. Results revealed that higher levels of media emotion regulation were associated with worse emotional knowledge and empathy and higher emotional reactivity at the cross-sectional level. However, early media emotion regulation was associated with higher levels of child empathy 1 year later. We discuss these results in the context of general parenting practices and encourage future research on the topic with a focus on how these processes develop over time. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Reconceptualizing Social and Emotional Competence Assessment in School Settings.

The mental health needs of youth are both significant and increasing. Recent advancements have highlighted the need to reduce psychological distress while promoting the development of important social and emotional competencies. Current social and emotional assessment tools are limited in important ways that preclude their widespread use. In the current article, these limitations are discussed. A novel social and emotional learning assessment framework guided by methodological and theoretical innovations is presented. Future research directions and opportunities are discussed.

Educação emocional e desenvolvimento de competências emocionais em estudantes de cursos da área da saúde: revisão integrativa

Health undergraduate education is characterized by exhausting study periods and impactful clinical scenarios. This situation contributes to the development of numerous psychopathologies and reduced academic performance. However, the development of Emotional Competencies (EC) through Emotional Education (EE) plays a significant role in promoting the physical and psychological well-being of health undergraduates. This study examined the role of EE in the development of EC in healthcare students. An integrative literature review was conducted between August and September 2021 involving the Virtual Health Library: VHL (BIREME) - with access to MEDLINE, LILACS and IBECS, PubMed, PsycINFO, SciELO (Scientific Electronic Library Online - Regional Portal), Scopus and Web of Science databases. The search retrieved 385 articles, of which four were included in the review. The study results showed the intrinsic relationship between EE and the development of EC in health undergraduates. In addition, EC were associated with better academic performance, higher levels of Emotional Intelligence (EI) and greater professional opportunities.

Developing social and emotional competencies in incarcerated young people in seven countries in Europe through the use of active games and sport

ABSTRACT Social and emotional competencies (self-regulation, coping with challenges, positive relationships) are related to positive life outcomes. Justice involved children and young people have not always had the opportunities to develop these competencies due to a range of disadvantages. This research explores the extent to which identified competencies can be developed through specially designed active games. Qualitative and quantitative data were collected to assess the bespoke games’ effectiveness and tested in seven European countries (Italy, Spain, Portugal, Hungary, Romania, Turkey, UK). A total of 326 young people participated across 17 settings with 105 educators trained in the methodology. The findings suggest that participation in the active games had demonstrable impact, both overall, and for the specific identified competencies. Participation in such programmes can support the holistic development of social and emotional competencies which can facilitate readiness and openness to learning for other interventions. This key finding contributes to dis/engagement theory, recommending that such programmes should form the basis of a suite of interventions designed to support the educational (re)engagement and development of justice involved children and young people. These findings have currency for developing policy which promote positive outcomes on release back into the community, across a range of national contexts.

Forced distance learning at a Russian technical university: A comparative analysis of key challenges assessment

Introduction. On the example of a technical university, the article presents a comparative analysis of assessments of key difficulties identified among the faculty during the transition to distance learning in the spring of 2020 and 2022 throughout the COVID-19 pandemic. The authors identified trigger challenges, which do not lose relevance in the context of the recurrence of a pandemic (and not only) and a person’s ability to adapt to the situation. Generalised recommendations are proposed to compensate for the influence of socio-psychological and communicative barriers to improve the quality of teaching activities of the faculty mediated by information and communication technologies.Aim. The presents paper aims at conducting a comparative analysis to assess key challenges, which are determined by the human factor and affect the implementation of the educational process by the lecturers during distant work with students.Methodology and research methods. The analysis was carried out during spring semesters 2020 and 2022 amid the realisation of forced distance learning. The authors used the methods of scientific and theoretical analysis, synthesis; empirical collection of a dataset of 2 cross-sectional studies using a questionnaire, the C. Rogers & R. Diamond SPA test, and the social stratification level test. Two respondent pools included 307 lecturers from Tomsk Polytechnic University. The results were processed by comparative analysis and using the SPSS 26.0 statistical package program for social sciences.Results. The comparative analysis of the results in two pools showed that the key challenges were: 1) socio-psychological challenges associated with frustration, the challenge for adapting to the remote implementation of the educational process due to the certain disorientation and unprepared teachers; 2) communicative barriers related to the complexity of keeping students’ attention and reducing the quality of materials, the necessity for lecturers to have special communicative skills that meet the conditions of remote work (linguistic, subject, discursive, pragmatic, socio-cultural, technical), and supraprofessional competencies necessary when working in conditions different from traditional methods of teaching. It is concluded that the prerequisites for successful distance learning are determined by the presence of digital educational platforms and hardware resources for their implementation, and by the socio-psychological training of the faculty. In this regard, the authors made the recommendations on the organisation of consistent systematic work by the university personnel service in terms of organising teacher training in the specifics to work in a remote format from the point of view of not only technological (acquisition of skills to develop electronic courses, introduce types of tasks focused on interactive, group collaboration, gamification elements, fractional materials and their visualisation, etc.), but also the psychological acceptance of the situation, the development of emotional competence, adaptability, socio-psychological stability, as well as the improvement of communicative competence that meets today’s challenges.Scientific novelty and practical significance. The comparative analysis in dynamics revealed that the socio-psychological and communication barriers do not lose significance and influence on the lecturers, despite the repeatability of situations associated with a sharp transition in the implementation of the educational process from the traditional to the remote format. There is, therefore, a need for comprehensive work of the university HR service to compensate for the identified difficulties and build a trajectory for the consistent preparation of the faculty for the likely repetition of the situation with the forced distance learning, since the risk of its repetition due to a pandemic, a change in geopolitical or other conditions, is high enough. The implementation of the proposed recommendations for building a vector of readiness for remote work will reduce the negative socio-psychological impact of stressors and improve the quality of the educational process.