Socio-emotional Learning Research Articles

The effectiveness of family-based empowerment on changing the emotional atmosphere of the family and prevention of addiction in adolescents with substance-dependent parents

Aim: The aim of this study was to investigate the effectiveness of family empowerment based on socio-emotional learning on changing the emotional atmosphere of the family and prevention of addiction in adolescents with substance dependent parents. Methods: The method of the present study was quasi-experimental with pre-test-post-test design and control and follow-up group. The statistical population consisted of adolescents with substance dependent parents who had referred to drug addiction treatment centers in Tabriz. 30 of them were sampled in a targeted and accessible manner and were randomly assigned to the experimental and control groups. Research data were collected using the Nordgah Fard Family Emotional Atmosphere Questionnaire (1994) and the Mousavi et al. Addiction Tendency Scale (2008) and analyzed by repeated measures analysis of variance. Results: The results of the present study showed that family empowerment is effective on changing the emotional atmosphere of the family and prevention of addiction in adolescents with substance dependent parents and this effectiveness is stable in quarterly follow-up. Conclusion: According to the results of the present study, it can be concluded that family empowerment based on socio-emotional learning is one of the effective therapies on the emotional atmosphere of the family and addiction prevention.

Eficácia Docente e Dificuldades Emocionais/Comportamentais Infantis: Resultados do Programa FAVA

ABSTRACT Through a quasi-experimental design, the results of FAcilitando o conVívio com Alunos - FAVA´s program for elementary school teachers, were evaluated, aiming at promoting teaching effectiveness and reducing child behavior problems, as measured by Teacher’s Effectiveness Beliefs Scale and Strengths and Difficulties Questionnaire, respectively. The FAVA contemplated psychoeducation about cognitive model, socioemotional development and behavior modification. The comparison between experimental groups (GE1 that received complete intervention and GE2 that did not have the cognitive model) and comparison group showed the promotion of teaching staff effectiveness (GE2) and the reduction in the perception of child behavioral difficulties (GE1). The contribution of the cognitive model and socioemotional learning in interventions with teachers is emphasized.

Measuring the Influence of Socio-Emotional Learning Curriculum on Children’s Development in Kindergartens

The study contributes to the ongoing debate regarding the significance of the socio-emotional learning (SEL) curriculum and its significance concerning the development of children’s socio-emotional; competencies. To address this gap in the literature, a quantitative study into the influence of socio-emotional learning curriculum on children’s development in kindergarten classrooms was explored. The study was guided by four (4) hypotheses namely; Hypothesis one (1): There is no statistical difference in the pre-test social skills of the participants based on age, Hypothesis two (2): There is no statistical difference in the post-test social skills of the participants based on age, Hypothesis three (3): There is no statistically significant difference in the pre-test social skills of the participants based on gender, Hypothesis four (4): There is no statistical difference in the post-test social skills of the participants based on gender. The study’s findings revealed that the intervention was robust because it enhanced and promoted the socio-emotional competencies of the participants. It was recommended that future research works on this issue should explore another socio-cultural context to determine whether similar or divergent findings would be established. This electronic document is a “live” template. The various components of your paper [title, text, heads, etc.] are already defined on the style sheet, as illustrated by the portions given in this document.

Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching

The research aims to discover how non-cognitive skills influence students' academic achievement. The particular emphasis was put on how non-cognitive skills influence academic achievement in students from families with low socio-economic status. The study uses the data of the Programme for International Student Assessment (PISA) collected in Russia in 2018. The PISA-2018 provides nationally representative data that contains information from more than 7000 students in the 9th grade in Russia. For data analysis, propensity score matching was used as one of the causal analysis methods used in econometrics. The study results reveal that the development of such non-cognitive skills as growth mindset, self-efficacy, and grit lowers students’ probability to become low achievers. The effect is particularly strong for the students from the poorest families. In conclusion, the authors suggest recommendations for educational policy on the inclusion of socio-emotional learning programs in educational standards of school education.

A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

Students’ Perception to Online Distance Learning (ODL) and Socio-Emotional Skills During Covid-19 Pandemic

This study assessed the perception of online distance learning and the socio-emotional learning skills of grade 11 chemistry students in the Philippines during the Covid-19 pandemic. The Socio-emotional Skills Domains of Science Students Questionnaire (SSD-SSQ) is administered at the end of the school year. The study revealed high average socio-emotional skills in all the socioemotional learning domains (Task￾Performance, Emotion Regulation, Collaboration, Openness, Extraversion, and Compound Skills). Thematic Analysis is utilized in the research to determine the perceptions of the students. Responses of the students in their E-Portfolio were collected and analyzed. The study generated the following themes: opportunities to express, awareness and management of emotions, variation of activities, and interaction and support system. This study revealed the importance of socio-emotional learning in developing resiliency.

The Teaching of Historical Memory as a Tool for Achieving SDG 16 and Teachers’ Views on the Exile Memorial Museum (MUME) Routes

This article analyses the educational role of historical memory in Spain in the context of Education for Sustainable Development and the Sustainable Development Goals. The main objective is to show the utilitarian value of historical memory as an enabling element to achieve SDG 16: “Peace, justice and strong institutions”. The study analysed focuses on a very specific heritage product, the exile routes of the Exile Memorial Museum—MUME (La Jonquera, Spain), through a series of semi-open in-depth interviews with teachers who visited the routes. Their responses were cross-checked with the learning objectives for SDG 16 in its three categories: cognitive, socio-emotional and behavioural. The results of this cross-referencing show that there is a significant relationship between the teaching of heritage in places of memory and the block of socioemotional learning objectives, and more specifically with the third category, related to the display of empathy and solidarity.

Effectiveness of a school-based substance use prevention program taught by police officers in Brazil: Two cluster randomized controlled trials of the PROERD

The Drug and Violence Resistance Educational Program (PROERD) is widely disseminated and implemented as a public policy in Brazil. PROERD's current curricula are the translation of the North American program DARE-Keepin'it REAL, based on the theories of socio-emotional learning and resistance training. The present study aims to evaluate the effectiveness of PROERD in the prevention of drug use. Two PROERD curricula were analyzed through two cluster randomized controlled trials conducted with 4030 students (1727 5th graders and 2303 7th graders) in 30 public schools in São Paulo. The intervention group received ten PROERD classes delivered by trained police officers, and the control group received no intervention. Data collection was performed using self-administered questionnaires on smartphones at two points in time (baseline pre-intervention and nine months follow-up). The outcomes evaluated were initiation and recent drug use. Two different paradigms were used in a multilevel analysis: an analysis of complete cases (CC) and an intention to treat missing data through full information maximum likelihood and selection model. We found no evidence of the effectiveness of PROERD as an intervention for the prevention of drug use. For the conditional transition analysis, we found that 7th graders in the PROERD group who were already binge drinking at baseline had a significantly higher chance of maintaining this consumption pattern when compared to the control group. The lack of preventive effects found here suggests that a process evaluation may address concrete implementation and cultural adaptation issues.

Serious game to promote socioemotional learning and mental health (emoTIC): a study protocol for randomised controlled trial

IntroductionThe development of emotional competences may be a protective factor for mental health problems, promoting well-being at such a complex age as adolescence. Technologies may be used to carry out...

Bridge Over Troubled Water: A Teacher Education Program’s Emergent Methods for Constructing an Online Community of Practice During a Global Pandemic

With the sudden shift to emergency remote instruction during the COVID-19 global pandemic in the spring of 2020, teacher education programs were confronted with the dual responsibility of teaching pre-service teachers how to teach and how to teach in synchronous P-12 classroom settings utilizing educational technologies. Building a community of practice (CoP) and attending to P-12 students’ socio-emotional health and learning were the backdrop to a Masters of Arts and Teaching (MAT) program as it prepared its teacher candidates for full-year teaching residencies. In this retrospective, researchers reflect on practices for building community in an online setting and strategies for supporting teacher candidates’ and P-12 students’ socio-emotional learning.

Tablet applications as socializing platforms: The effects of prosocial touch screen applications on young children's prosocial behavior

The high prevalence of touch screen devices in the lives of preschool children has prompted increased research on the effects of tablets on children's learning and skills. However, to date, little empirical research has investigated how this technology can influence young children's socio-emotional learning. The present study reports two experiments that examined the effects of playing prosocial touch-screen applications on preschool children's subsequent prosocial behavior. In both experiments, 3- to 6-year-olds were randomly assigned to one of three game application conditions (prosocial, violent, or neutral). Prosocial behaviors after the game were examined with laboratory tasks and vignettes. Experiment 1 (N = 186) showed that playing the prosocial game application produced higher levels of helping behavior towards the experimenter than playing the violent and neutral games. Experiment 2 (N = 189) found a wider range of effects of the prosocial application play on children's prosocial behaviors towards same-aged actual and hypothetical peers compared to the violent and neutral game conditions. Low theory-of-mind and high empathic abilities moderated and enhanced the effects of prosocial application play on prosocial outcomes. These findings suggest that touch screen applications may contribute to fostering prosocial behavior in early childhood.

7.9 OUTBURSTS IN THE AFTERTIME: WHERE DO WE GO FROM HERE?

Outbursts and chronic irritability are indicators of emotional dysregulation across multiple mental health diagnoses, and they have the potential to disrupt or delay achievement of typical developmental milestones and result in lifelong functional impairment. Evidence-based preventive interventions are limited, and more research is needed to determine whether irritability and outbursts are disorder-specific or share common neurobiological underpinnings. We will summarize the primary, secondary, and tertiary relapse prevention strategies, with an emphasis on strategies that build resilience in youth that mitigate the onset, recurrence, and progression of outbursts in children and adolescents. Preemptive interventions promote resilience through encouraging the regulation of emotion and teaching prosocial behaviors. Parent (targeting parental psychopathology and teaching parenting skills), child (eg, targeting emotion dysregulation, self-esteem, and self-compassion), and community-based approaches (eg, after-school programs for at-risk youth to promote socioemotional learning, gun control, and violence prevention programs) have empirical support. Secondary prevention studies that target family functioning have the potential to change the course of high-risk syndromes and can help clarify treatment targets and mechanisms. Tertiary prevention in youth with mental health disorders aims to reduce symptom severity and enhance psychosocial functioning. A research agenda focused on systematically measuring outbursts and their premorbid risk factors in order to develop more targeted primary, secondary, and tertiary preventions will be essential to promoting resilience and reducing risks of later psychopathology and functional impairment.

Paint your heart with love: social work and art project (Pinta tu corazón con amor: Proyecto Trabajo Social y Arte)

ABSTRACT In this article I present how the development and implementation of the Social Work and Art Project, Paint Your Heart with Love, which was carried out during the period from 2018 to 2021 in the Puerto Rican context, as an innovative strategy for working with groups. Its main purpose is aimed at strengthening the socio-emotional learning of childhood in the school stage, through the integration of the group method and art as a medium, based on five competencies: self-knowledge, self-regulation, social awareness, interpersonal relationships, and decision-making. In addition to this, during all phases of the project it has had the participation of social work students at the undergraduate level, which contributes to the innovation of the project. Topics presented include everything from the idea phase to the training and publication of the activity guide. This project offers its workshops from an experiential approach to professionals who are trained to facilitate the eventual implementation of the project, which makes it more relevant. As part of this trajectory, in 2019 it was recognized by International Association for Social Work with Groups as a SPARC project.

Implementing Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) in a Low-Income School.

Adolescents living in low-income areas often have high need for mental health supports due to experiences of poverty and trauma, coupled with limited access and availability of such supports. This study investigated the implementation of a socio-emotional learning curriculum titled, “Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A),” which was integrated into health classes in a low-income high school. While preliminary evidence suggests that DBT STEPS-A can be effective in reducing mental health symptoms in high school students, this study is the first to explore the program’s acceptability, appropriateness, and feasibility when implemented in a low-income school. The implementation presented here also diverged from recommended training protocols due to time and cost limitations. Quantitative and qualitative data were collected from 29 school stakeholders prior to implementation and from 23 school stakeholders post-implementation. Our results indicate that DBT STEPS-A is acceptable and feasible for teachers involved in offering the program and that more work is needed to address appropriateness of the content for racially and socio-economically diverse students, ease of implementing lessons, and support for teachers using DBT STEPS-A skills outside of class. We conclude with a discussion of key implementation challenges and solutions generated.

Betwixt and Between: Exploring the Liminal Space of the ‘First Generation’ Filipino Physician Through the Lens of the Rites of Passage

Introduction: The ‘first generation’ physician gathers a lot of strength to venture into a world unknown to him. Unlike a physician born to a family of physicians who has a family to guide him, the ‘first generation’ physician only has himself to survive this endeavor. Through the life worlds of a select group of ‘first generation’ physician-in-training, this study seeks to answer the following central question: How do ‘first generation’ Filipino physicians collectively characterize their liminal spaces in transition from medical school to clinical practice? Methodology: Anchored on the Theory of the Rites of Passage, this phenomenological inquiry, intends to surface the lebenswelt or essence of the experience of being the only physician in the family. Respondents comprised a purposive sample of physicians-in-training (residents and fellows), who are the only physicians in the family. Data were gathered using semi-structured interviews. Triangulation and member checking procedures were done to ensure the data reliability. Data were then subjected to cool (categorization) and warm analysis (thematization) using the Colaizzi's method. Findings and Discussion: With all the transcribed experiences summarized and those with the same meaning analyzed, the following categories and themes were generated: The Intending Facet / Purpose: From Uncertainty towards Redefinition; The Thinking Facet / Process: From Perplexity towards Self-efficacy; The Relating Facet / People: From Isolation towards Integration; and The Transforming Facet / Power: From Vulnerability towards Empowerment. It was shown that a ‘first generation’ physician in this liminal space undergoes challenges and struggles during his training in medicine. This served as his Rite of Passage to transition him to someone dreaming only to become a physician, to become redefined with conviction, supported and integrated into the health system, empowered and transformed to the physician he is meant to be. Recommendations: Physicians undergo a lot of challenges and mental stress and it means a lot for trainers to enter into the trainees’ life-world, especially that of a ‘first generation’ physician, so that they can build socio-emotional learning and mentoring programs and counselling services that address different facets of liminal space that the trainees go through.

The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

AbstractBoth linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an average age of M = 37 months (SD = 4.00) at t1, this longitudinal study aimed at investigating the role of the HLE for the development of children's linguistic and socioemotional competencies in the early years. Children's receptive and expressive linguistic abilities were assessed with standardized tests and educators and parents reported on the HLE and shared reading routines, as well as children's socioemotional competencies and problem behavior three times across 1 year. In a structural equation model, children's HLE was a significant predictor of children's socioemotional competencies and problem behavior via linguistic abilities. Consequently, children's HLE and parental shared reading habits may be a good target for interventions to support young children's socioemotional learning by contributing to their linguistic development.

How to Effectively Integrate Socioemotional Learning and Innovation into Student-Driven Classroom Instruction

The rapid and continued global proliferation of internet usage and digital tools and technologies over the last 26 years since the introduction of the World Wide Web has been well documented. Equally well documented are ever-changing shifts in skills necessary for learning, working, and engaging in the world with new networks, digital tools, and technologies. Researchers and policymakers agree that deep learning experiences with digital texts and tools shape life options. Accordingly, supporting students’ development of what we refer to as digital literacies is critical for teachers, school leaders, community educators, and other educational stakeholders. However, many educational settings, including schools and community centers, do not have the necessary resources, including trained teachers and personnel and access to technologies and digital networks, to make digital literacies a central component of all instruction and learning. The lack of clear policies to guide teaching and learning, professional development, leadership, infrastructure building, and research is a key factor driving these disparities. Based on a review of research related to digital literacies, this policy brief identifies five action items related both to supporting the development of digital literacies through improving literacies instruction and increasing access to digital literacies for all learners.

Determinant Social-Emotional Skills for the Employability in the Graduates of the Continental University

Nowadays, the labor market is more demanding and dynamic, therefore social-emotional skills become a key factor for the employability of university graduates. In that sense, this research had as population of analysis the graduates from 2003 to 2016 of the professional careers of Administration and Systems and Computer of the Continental University. According to the findings, the importance of the competencies of self-awareness, self-management, awareness of others, social skills and responsible decision-making is evident, skills that are part of the methodology of Socio-Emotional Learning (SEL). The qualitative method was used, with a non-experimental design of the descriptive transversal type, applying the Delphi survey and prospective method as a data collection technique. As a result of the research, it is observed that the most valued and important competence for employers is Responsible Decision-Making for both careers, with 41% in Administration and 47% in Systems and Computer Engineering. In the case of the Systems and Computer Engineering career, it coincides with the ability that graduates of this degree have developed during their university career, while graduates of the Administration degree have more developed Social Skills by 39.3%.

Educational growth trajectories in adulthood: Findings from an inner-city cohort.

Educational attainment is typically examined as a static status. As adult learners have become the new trend in higher education, the changes in educational attainment in adulthood warrant more attention. Using data from the Chicago Longitudinal study (CLS), an ongoing panel investigation of 1,539 children, predictors of educational growth trajectories in adulthood were investigated. Of the study sample (N = 1,418), 51.8% were women, 93.2% were Black, 6.8% were Hispanic, 83.4% were eligible for free lunch between birth and age 3. The average age of the study sample in June 2015 was 35.1, ranging from 34.4 to 36.6. Hierarchical linear modeling (HLM) was used to analyze the changes in educational attainment between ages 24 and 35. Findings indicate that mothers not completing high school by child's age 3 and days of absence at school were significantly associated with lower educational attainment at age 24. Classroom adjustment, student college expectations, 8th grade reading scores, and on-time high school graduation were significantly associated with higher educational attainment at age 24. Classroom adjustment, 8th grade reading score, and on-time high school graduation were significantly associated with a positive growth of education between ages 24 and 35. Findings suggest that improving academic achievement and socioemotional learning skills in elementary and middle school and promoting on-time high school graduation are likely to increase one's chances to continue pursuing higher education in adulthood for Black low-income children. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.