Socio-emotional Education Research Articles

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Development of socio-emotional skills in the training of educators in today’s society

Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration oftheir impact on others. Backed by neurology, these skills are crucial for learning and for educators’contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in theuniversity curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teachertraining. The process involved the active participation of the teacher, who took on the initial role inthe intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotionaleducation into the curriculum for university education professionals. The alignmentbetween Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,although the persistence of orthodox educational models that exclude emotions, focusingexcessively on intellectual capacities and overlooking the need for comprehensive emotionaltraining to face contemporary societal challenges, is noted.

Educación Socioemocional como Herramienta del Proceso de Enseñanza-Aprendizaje en los Estudiantes de 1ro de Bachillerato

This study focuses on the implementation of social-emotional education as a pedagogical approach aimed at strengthening adolescents' mental health. The main objective is to develop a manual of socio-emotional tools designed to improve the teaching-learning process for first-year high school students. The methodology used is quantitative, including surveys and questionnaires, to gain a comprehensive understanding of how teachers use socio-emotional tools and how this influences students in the educational context. The sample, composed of 74 young people from the Guillermo Mensi Educational Unit in Cuenca, Ecuador, was intentionally chosen. During data collection, A survey was administered to educators to investigate their use of social-emotional tools, and two questionnaires, the TMMS-24 and the SDQ-Cas, were applied to students to evaluate their emotions, skills, and emotional difficulties. The results reveal that teachers recognize the importance of training in social-emotional skills. However, significant deficiencies were identified in the emotional awareness of adolescents, who also experienced emotional difficulties, behavioral problems, hyperactivity, and challenges in their interpersonal relationships. Despite these findings, positive attitudes toward socialization, empathy, and support stood out among students. The need to train teachers and implement effective socio-emotional education programs is emphasized to improve students’ quality of life and prepare them to face emotional and social challenges in their personal and academic endeavors.

Mapping the Journey to Success: Key Characteristics of Male Youths Benefiting the Most from Therapeutic Residential Care After One Year of Intervention

ABSTRACT Therapeutic residential care (TRC) provides care for young people in the welfare system that display behaviors that are unsafe to themselves or others. The intervention provided in TRC is challenging and not always effective. The goal of this exploratory study is to compare the profiles and progress of young people treated in TRC-CREI (TRC-Intensive Educational Residential Care) in Catalonia (Spain), for at least a year, aiming to identify factors explaining intervention effectiveness. Key informants provided retrospective information from 78 treated cases on the young people’s improvements in relation to behavioral problems identified on entry. Significant differences in intervention outcomes were found among profiles. Young people with better relational skills and who adapted more quickly to the program showed a greater tendency to have positive outcomes. The poorest prognosis was for young people who ran away and had a criminal record. Logistic regression indicated that runaway behaviors predict failed outcomes, while having friends among TRC-CREI peers predicts young people’s successful trajectories. The TRC-CREI program seems to be effective for cases with moderate problems, but not for those with more serious difficulties. Specific socio-emotional education programs are needed to repair affective bonds with educators, peers, and the broader social network.

CONECTANDO RESISTÊNCIA E AFETOS COM A CONSTRUÇÃO DE UM GRAFITE NA EDUCAÇÃO INFANTIL

This article sought to narrate the daily development of a pedagogical activity using digital graffiti with Early Childhood Education students from a public school in Aparecida de Goiânia, during the transition from the Covid-19 pandemic to the post-pandemic period. The aim is to demonstrate how the practice of digital graffiti can be employed in Early Childhood Education to promote children’s creative expression and socio-emotional education. The methodology adopted was an exploratory, descriptive investigation based on the authors’ experiences and the adaptation of the Physical Education curriculum to incorporate digital graffiti activities. The sessions were structured in four stages, each inspired by songs and relevant artists from the Hip Hop movement, guiding reflections on the pandemic and the collective creation of digital graffiti. The main results include enhancing creative expression through digital graffiti and integrating digital technology into children’s educational processes. Additionally, the activity allowed participants to share experiences related to overcoming the pandemic period, strengthening their socio-emotional skills. It is concluded that digital graffiti can be used as an important curricular tool in Early Childhood Education, expanding interaction through play and paving the way for hybrid teaching models that combine innovative pedagogical practices in cyberculture.

TVARIOS GYVENSENOS UGDYMAS IKIMOKYKLINIAME AMŽIUJE

The article discusses the aspects of integrating the topics of education of sustainable living and development strategy into the daily activities of the preschooler. Preschooler’s acquired knowledge and built habits of sustainable living remain further at school, if supported by family. Therefore, it is extremely important to apply the methods of sustainable living in teacher’s everyday activities and to introduce such educational activities which would become effective and applied without additional efforts. The habits of sustainable living at kindergarten “Rūtelė” in Plunge are being built following personal experiences by creating educational routine and including the main aspects of sustainable development strategy, such as: saving and conservation of environmental, natural and other resources, expansion of biological varieties in the territory of the kindergarten, socioemotional education, daily physical activity and healthy nutrition. Educational activities are being planned with the reference to the principles of the sustainable living, the basis of which is the perception that School is a consonant community, fostering ecology and health favourable ideas, as well as respect to a person and nature. Key words: sustainable living, strategy of sustainable strategy, preschool education, competence of natural sciences, recycling, organic nourishment, food waste

BRIDGING HORIZONS: Integrating knowledge beyond the psychological office

In this theoretical essay, we explore the imperative to reposition Clinical Psychology, emphasizing the challenges it faces due to limitations imposed by biases that restrict the utilization of its knowledge to conventional therapeutic settings. We contemplate the necessity to, at least partially, overcome the fragmentation of psychological knowledge to foster the emergence of more integrative approaches. We underscore the resistance that emerges from the broad association of Clinical Psychology with the medical model or the dichotomy of health versus disease. To address this misconception, we stress the importance of integratively linking knowledge constructed across various fields of Psychology. Examples are provided to illustrate the imperative use of innovative strategies in integrating transversal and heterodox approaches, incorporating contributions from Clinical Psychology. The application of adaptable clinical techniques for unconventional contexts, such as utilizing Psychodrama in socio-emotional education, underscores the relevance of this adaptation in addressing issues like violence and the deconstruction of prejudices. In conclusion, the promotion of a more integrative Psychology proves essential for delving deeper into knowledge and devising solutions for complex problems. By challenging prejudices and expanding the application scope of practical-scientific knowledge derived from Clinical Psychology, we highlight its potential contribution to constructing a more comprehensive understanding of the human experience.

Analysis of the impact of mentoring on the socio-emotional education of students and its influence on comprehensive development

Analysis of the impact of mentoring on the socio-emotional education of students and its influence on comprehensive development

Inmates education as a function of developing socio-emotional competences

Imprisonment is a means of depriving a person of his freedom due to behavior that has been assessed as socially harmful and dangerous. The prison sentence should re-educate the inmate so that he no longer behaves in a way that endangers society. However, the prison environment itself has a negative impact on inmates, and education is proposed as a way of influencing inmates to increase the likelihood of positive behavior. Of the various forms of education, the one focused on the development of socio-emotional competencies is particularly effective. Taking into account the theoretical models and research results of the education of inmates, especially socio-emotional education in this work, we will provide a framework for the implementation of socio-emotional education programs in prison.

Socioemotional Education to Decrease Attitudes of School Violence

The research was carried out with the purpose of demonstrating that the implementation of the Socio-emotional Education Program contributes to reducing attitudes of School Violence in Superior Basic students at an Educational Institution in Ecuador during the year 2023. To achieve this objective, an applied methodology was adopted with a quantitative approach and a quasi-experimental design. The sample consisted of 76 students, evenly divided into a control group and an experimental group, to whom a pretest and a posttest of the school violence questionnaire were administered. The pretest results revealed that 27.6% (16 participants) of the control group and 40.8% (31 participants) of the experimental group had a high attitude towards school violence. In the posttest, the control group recorded a 25% high attitude, while the experimental group, after the implementation of the socio-emotional education program, evidenced that 42.1% showed a low attitude towards school violence. The analysis of significant differences yielded a p-value of 0.00, less than 0.05. These numerical results support the importance of the specific interventions of the implemented program, as they generate significant changes in student attitudes, promoting positive school coexistence.

Paulo Freire and socio-emotional education

The National Common Core Curriculum (BNCC) was approved by the Ministry of Education on December 20, 2017 for the Early Childhood Education and Primary Education stages, and on December 14, 2018 for the Secondary Education stage. With its promulgation, states and municipalities are obliged to re/organize their curricular references, harmonizing them with the objectives established for basic education. The Base emphasizes the need to develop cognitive skills alongside socio-emotional skills, underpinned by curricular content. From this context, this chapter aimed to defend the thesis that many concepts related to socio-emotional skills - such as those highlighted in the BNCC's ten general competences: empathy, dialogue, cooperation, autonomy, responsibility, ethics, solidarity, among others, were cited and discussed by Paulo Freire in his works, especially in the book "Pedagogy of autonomy: knowledge necessary for educational practice" (1996).

Socioemotional competencies and behaviour management at school: An exploratory socio-educational intervention

Socioemotional competencies are based on self-knowledge, self-regulation, social awareness, relational skills and responsible decision-making, presenting a close relationship with the efficient management of behaviours in the classroom. In collaboration with 3 schools in the interior of Portugal, an exploratory socio-educational intervention project was developed over a period of 3 months, with the purpose of promoting the socioemotional competencies of 41 primary school children, as a basis for building classroom behaviour management strategies that would facilitate the teachers’ educational action. The intervention involved a process based on collaborative work between teachers, psychologists and educologists, having been able to produce 8 activities that promote socioemotional competencies. Ethnographic procedures, namely, the use of participant observation, field notes and informal interviews, were used to produce scientifically valid and socially useful knowledge. The results show that each activity works on more than one socioemotional skill. The data allowed to outline 6 efficient strategies to manage classroom behaviour. This exploratory project, besides contributing to enriching the educational project of these schools, proved to be a production of knowledge capable of contributing to filling the gap in terms of guidelines for socioemotional education in Portugal based on field evidence.

Social-emotional Skills Development, the Design of a Project in a Danish School

This study is inspired by the theoretical framework of socio-emotional education. This is concerned with the process through which children and adults acquire and apply the knowledge, attitudes, and skills to understand, manage emotions, establish, and maintain positive relationships. This study deals with a practical educational experience developed in a school in the city of Copenhagen, Denmark. The participants were teachers and children, aged 9/10 years old, from a school located in the district of Nørrebro, selected based on the necessity to develop social and emotional skills such as self-awareness and self-management. The approach of the research is qualitative, through the development of a participant observation process and an immersion in the field where the researcher has an active role and participants are conscious to be observed. The investigation shows a plan of activities to practice emotional skills and a chronogram to understand the implementation of the project. This is supplemented by an analysis of human and material resources. The present study responds to the need to spread the implementation of a socio-emotional education project in the northern European context. It marks a significant step for the diffusion of socio-emotional education in an inclusive system careful to the mental health of everyone involved.

Enseñando a Sentir. Repertorios éticos en la ficción infantil. [Teaching How to Feel. Ethical Repertoires in Children’s Fiction.] by Macarena García González

Enseñando a Sentir. Repertorios éticos en la ficción infantil. [Teaching How to Feel. Ethical Repertoires in Children’s Fiction.] by Macarena García González Agustina Palenque ENSEÑANDO A SENTIR. Repertorios éticos en la ficción infantil. [TEACHING HOW TO FEEL. Ethical Repertoires in Children’s Fiction.] By Macarena García González.1 Ediciones / Metales Pesados, 2021, 182 pages. ISBN: 978-956-6048-46-6 ________ Teaching How to Feel: Ethical Repertoires in Children’s Fiction (2021) is a book that challenges. It challenges the premise of children’s literature as “useful” to teach about emotions as it challenges adults’ hopes for literature as a way to raise more empathetic people (9). Macarena García González approaches the widely spread discourses about emotions from an innovative perspective. In her work, emotions are analyzed as part of social relationships instead of individual responses that need to be understood and managed. Moving beyond the discussion between aesthetic or pedagogical purposes in the field, she proposes a rather original angle: “We return again and again to the question of the uses of fiction to think about the emotional and affective dimensions that are also ethical and political”(24).2 The book is structured into eight chapters that focus on the emotional dimension of texts for children from different points of view. Some of these offer critical analyses of literary texts, and others share research experiences of reading responses with children. “The Rise of Picture Books and Socio-Emotional Education” reflects on the growing production of picturebooks and the agendas of socio-emotional education for early childhood in public discourses. The author dialogues with the contributions of sociology of emotions to reflect on a specific trend of picturebooks. She observes that these narratives may work as accomplices of a pedagogy of emotions that tends to “discipline” feelings in the pursuit of a certain idea of happiness. “Politics of Emotions in Inside-Out” examines Pixar’s movie as a good example of how certain psychological traditions shape popular narratives of emotional culture (42). García González reflects on the way this text may be read as an example of the “imperative of happiness” as an individual achievement. “Emotions on the Edge: Taboo Subjects and Adult Anxieties” presents an empirical study of children and books. The author analyzes how certain “edgy” topics are discussed with young audiences. This chapter offers important reflections about adult interventions in these mediated situations. “Imagining Migration: Narratives of Hospitality” deals with a frequent theme in current children’s literature. García Gonzalez shares [End Page 70] reflections from the analysis of a corpus of texts that deal with the subject of migration in general and international adoption in particular—the subject of her doctoral thesis. The author warns that in many cases, these texts approach complex issues in a simplistic way, telling singular stories of people who migrate and mobilize the help of the locals: “The operation of these stories is to leave out of our knowledge something that would seem harmful for us to know: global injustice” (84). “Necropolitics in The Isle and The Mediterranean” builds on the theme of the previous chapter with Achille Mbembe’s concept of necropolitics. García González analyzes here two works by Armin Greder, which highlight the brutality with which certain populations are left to die. “The Problem with Narratives of Empowerment for Girls” problematizes certain books for children aligned with mainstream “girl power” discourses. According to the author, the problem with these narratives is that they suggest a simplistic idea of individual empowerment. From an intersectional perspective, the author wonders: “Can a text be feminist and, at the same time, reproduce colonial imaginaries? I am afraid that a merely post-feminist text that embodies ideas of achievement and overcoming, or an approach to liberal feminism with the slogan for gender equality does not involve rethinking how dominations are produced, and how some lives develop more precariously than others” (121).3 “Narrating the Silences of the Dictatorship” studies the way the Chilean dictatorship is presented in books for children. The author analyzes several texts to understand how both references and silences work to express the intensity of...

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers.

Emotional intelligence is the key to students’ psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as a result, that of their students. This study seeks to gain an insight into the levels of socioemotional skills of emotional perception, emotional understanding, and emotional regulation and how these are linked to the sociodemographic and career profile of teachers in infant and primary education. For this, we surveyed 351 teachers—310 female and 41 male—aged between 20 and 69. We used the Trait Meta-Mood Scale-24 (TMMS-24) together with a questionnaire (ad hoc) to determine the sociodemographic and career profile of participating teachers. Statistical analysis of the data showed that gender impacts on emotional regulation and emotional perception, while age and number of the children were also seen to have significant difference on emotional regulation and emotional perception. In contrast, professional qualifications were only seen to affect emotional perception. The variable reflecting the level at which staff teach showed significant difference on emotional perception and emotional understanding, while administrative posts held by teachers also demonstrated significant difference on their emotional understanding. The results confirm that sociodemographic and work-related variables impact the level of socioemotional skills of infant and primary education teachers. These aspects should be taken into account in the structure and planning of training aimed at developing socioemotional skills in order to ensure their success.

THE EXPRESSION OF SOCIO-EMOTIONAL COMPETENCE AMONG YOUNGER LITHUANIAN ADOLESCENTS AS THE PRECONDITION FOR THEIR CREATIVITY

Socio-emotional education is sometimes referred to as the missing part that links academic knowledge to success in school, family, community, workplace, and life. Emotion intelligence is basically a construct that has gained rather great interest nowadays, especially its influence on interpersonal relationships by contributing to optimal social functioning. Recent events both in the country and in the world show how dangerous it is when children do not acquire a solid moral foundation in acquiring knowledge. Meanwhile, socio-emotional education linked to academic teaching helps to solve this issue. Recently, there has been more and more discussions about socio-emotional education and its positive impact on children’s psychological health. Socio-emotional abilities (so-called “emotional intelligence”, “social intelligence”) are the abilities to work together with others, to learn productively, to play the most important roles in the family, community, workplace. Success not only in school but also in later life phases accompanies those students who: a) realistically evaluates oneself and one’s possibilities (self-awareness); b) properly manages their feelings and controls their behavior (self-control); c) accurately interprets the signs of the social environment (social awareness); d) effectively resolves interpersonal conflicts (communication skills); e) makes good decisions in the face of day-to-day difficulties (responsible decision making). Therefore, this paper discusses on how to identify the knowledge and skills of students in socio-emotional education and at the same time to identify certain areas where some gaps still exist.

Dependence of Socio-Emotional Competence Expression on Gender and Grade for K5–K12 Students

Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this study back in October 2020. A statistically validated and partially modified questionnaire according to The Limbic Performance Indicators™ (Cronbach’s alpha = 0.92, p < 0.000) was used to assess general education school students’ social–emotional competencies. The study uses an abbreviated version of the questionnaire adapted by the Lithuanian Association of Social Emotional Education, which has been adapted with the consent of the selected age group. As a result, this study explores how to determine general education school students’ knowledge and skills in socio-emotional education while also identifying the best pedagogical approaches to addressing socio-emotional education. According to research findings, students that participated in the study displayed more personal values, respect for others, internal balance, collaboration, emotional perception of others, or basic emotional needs. Personal values, respect for others, emotional perception of others, internal balance, support, and basic emotional needs were estimated to be greater in the target group of girls than in the target group of boys.

Percepciones docentes de la educación socioemocional en la atención de estudiantes con TDAH de nivel primaria en el estado de Aguascalientes

Attention deficit hyperactivity disorder (ADHD) becomes more prevalent in boys and girls in Basic Education. The World Health Organization (WHO) reports that there is a prevalence of attention deficit hyperactivity disorder (ADHD) of five percent, and in the case of Mexico, without having a precise figure, it is estimated that it affects one and a half million boys and girls under the age of 14. (UNAM, 2020, para. 1). ADHD has a growing population of children; students with ADHD have difficulties expressing their emotions and acting in a self-regulated manner in daily interactions with their peers, teachers and with their family, some actions undertaken at school or family complicate the behavior of boys and girls (NN) , excluding them from activities, labeling them as problem students and suffering the rejection of their own peers, causing childhood depression and discouragement from attending school, the above harms their socio-emotional education "these children are frequently classified as rude, making the child responsible and /or their relatives of their behavior as something voluntary and perfectly avoidable” (De Burgos, sf para.3). The perceptions of NN with ADHD are often not the most favorable to contribute to a Socioemotional Education that helps them exercise their right to education in harmony, respect for integrity and, above all, enjoy the moments significant learning that favors you to comply with the principles of the New Mexican School (NEM). The president of the article shares the perceptions that teachers have in the area of Socioemotional Education, with a proposal that aims to link attention to students with ADHD and meaningful learning as a pedagogical approach to the current curriculum. Returning to Socioemotional Education as a core area for all children, in particular for students with ADHD. The study shown below is a qualitative research framed under the phenomenological paradigm, it wants to understand social phenomena from the actor's own perspective. It examines the way the world is experienced. The reality that matters is what people perceive as important. (Taylor and Bogdan, 1987)

Reading promotion, conflict negation and peaceful conviviality: the uses and hopes for literary education in Chile

ABSTRACT This article inquires into what sort of socioemotional education and conviviality are produced when pleasurable literary reading is encouraged in neoliberal cultures. We critically explore the celebration of reading for socioemotional education as it is produced in official government documents distributed to schools in Chile. Assisted by Sara Ahmed’s conceptualisation of the cultural politics of emotions and Chantal Mouffe’s agonistic theory, we highlight how literary reading is promoted as a tool to manage difference and resolve conflict. We relate the hopes set on reading to a celebratory cult of happiness in which structural injustices are erased.

Socio-emotional education: paths to inspire studies, research and practices

This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepening the theoretical foundations of emotions is essential for understanding the process of self-awareness; creating pedagogical sequences coherent and consistent with social and emotional development, requires the exercise of transposing theory into practice, respecting each educator’s singularities according to his/her reality in class.