Social and Emotional Learning: Research, Practice, and Policy最新文献_第9页

Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL 情感模式与教育工作者促进学生 SEL 的社会和情感能力的关系

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-30 DOI: 10.1016/j.sel.2024.100064

Patricia A. Jennings , Pilar Alamos , Rebecca N. Baelen , Lieny Jeon , Pamela Y. Nicholas-Hoff

{"title":"Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL","authors":"Patricia A. Jennings , Pilar Alamos , Rebecca N. Baelen , Lieny Jeon , Pamela Y. Nicholas-Hoff","doi":"10.1016/j.sel.2024.100064","DOIUrl":"10.1016/j.sel.2024.100064","url":null,"abstract":"<div><p>A rapidly growing body of research is examining the social and emotional competencies (SEC) educators need to effectively fulfill their professional roles (see Lozano-Peña et al., 2021 for a recent review). The prosocial classroom model highlights the importance of educators' SECs as they relate to their capacity to maintain well-being by successfully coping with the challenges of emotion-laden social interactions in the classroom, building positive relationships with students, managing classrooms effectively, and providing proficient social-emotional learning (SEL) instruction (see Figure 1; Jennings & Greenberg, 2009). These elements foster a classroom environment that supports social-emotional growth and optimal student learning outcomes. Since the publication of the Jennings and Greenberg (2009) article, research has been expanding to identify specific SECs and how they relate to educators' well-being and job performance. In this paper, we situate the construct of emotional schemas as one construct related to educators’ SEC and relevant to understanding classrooms as developmental contexts for educators and students.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100064"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S277323392400038X/pdfft?md5=fbb692752125fa2e53ba0b2acb78afa2&pid=1-s2.0-S277323392400038X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142130214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A global community-based approach to supporting social and emotional learning 支持社会和情感学习的全球社区方法

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-22 DOI: 10.1016/j.sel.2024.100063

Jae H. Paik , Shinchieh Duh , Rita Rodriguez , Won Kyung Sung , Ji Young Ha , Lisa Wilken , Jong Tak Lee

{"title":"A global community-based approach to supporting social and emotional learning","authors":"Jae H. Paik , Shinchieh Duh , Rita Rodriguez , Won Kyung Sung , Ji Young Ha , Lisa Wilken , Jong Tak Lee","doi":"10.1016/j.sel.2024.100063","DOIUrl":"10.1016/j.sel.2024.100063","url":null,"abstract":"<div><p>The benefits of social and emotional learning (SEL) are well-documented in the literature, leading to increased advocacy in school settings. In fact, it has been suggested that SEL should be integrated into all aspects of the students’ life–in every classroom, after-school activity, summer program, and beyond. Therefore, contemporary SEL programming must be flexible to meet the specific needs of the school community and be accomplished with diverse resources without imposing additional burdens on educators or schools. Furthermore, a global perspective is essential, with joint ventures among international educational communities to share teaching approaches, cultural values, and resources. We argue for the necessity of a global community-based approach to create a flexible SEL delivery model. We present two distinct SEL programs, bringing multiple international institutions together to provide enriching learning experiences for all. Through continuous communication and feedback gathered from community members, each SEL program focuses directly on what matters and what is needed for each school community at the time of the collaboration. Actively involving all relevant groups (e.g., students, educators, parents, school districts, university faculty, undergraduates, and pre-service teachers), we demonstrate how a global community-based approach can be applied to bring SEL into mainstream educational practice across the world.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100063"},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000378/pdfft?md5=0991fb6c510f0ce92541c69ef15902ea&pid=1-s2.0-S2773233924000378-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching who you are: Preliminary findings linking teachers’ and students’ social-emotional skills 教你是谁：将教师和学生的社会情感技能联系起来的初步发现

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-14 DOI: 10.1016/j.sel.2024.100062

Savion Orr , Shiri Lavy

{"title":"Teaching who you are: Preliminary findings linking teachers’ and students’ social-emotional skills","authors":"Savion Orr , Shiri Lavy","doi":"10.1016/j.sel.2024.100062","DOIUrl":"10.1016/j.sel.2024.100062","url":null,"abstract":"<div><p>Despite recent emphasis of accomplished scholars on the significant role of teachers' social-emotional skills in imparting these skills to their students, there is limited empirical research on this issue. The present study addressed this gap by examining the associations between teachers’ social-emotional skills (mindfulness, empathy, and prosocial orientation) and their students' social-emotional skills. We surveyed 45 primary classroom teachers (all teachers were women) and their 852 fourth- and fifth-grade students (54 % girls), from 12 public schools in Israel (serving students from SES ranging from the third to the eighth decile). All the study’s participants completed self-report measures of their social-emotional skills. HLM analyses indicated that teachers' mindfulness was associated with students' social-emotional skills (mindfulness, empathic concern, and prosocial orientation), and teachers' empathic concern was associated with students' prosocial orientation. These findings provide initial support for the potential significance of teachers' social-emotional skills, particularly mindfulness and empathy, in scaffolding these skills in their students. Implications for teachers' training and professional development in contemporary education are discussed.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100062"},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000366/pdfft?md5=162a05d109f9e60fddb9cef9fe11bbc2&pid=1-s2.0-S2773233924000366-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning through language: The importance of emotion and mental state language for children’s social and emotional learning 通过语言学习：情绪和心理状态语言对儿童社交和情感学习的重要性

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-14 DOI: 10.1016/j.sel.2024.100061

Cassandra Bell , Laura Bierstedt , Tianyu (Amber) Hu , Marissa Ogren , Lori Beth Reider , Vanessa LoBue

{"title":"Learning through language: The importance of emotion and mental state language for children’s social and emotional learning","authors":"Cassandra Bell , Laura Bierstedt , Tianyu (Amber) Hu , Marissa Ogren , Lori Beth Reider , Vanessa LoBue","doi":"10.1016/j.sel.2024.100061","DOIUrl":"10.1016/j.sel.2024.100061","url":null,"abstract":"<div><p>Social and emotional learning is crucial for healthy development. Prior work has demonstrated that linguistic input (including emotion and mental state language) is beneficial for early social and emotional learning. In this Perspectives article, we build on existing research and consider the diverse ways in which emotion and mental state language can influence social and emotional learning. Namely, we discuss the importance of considering the <em>content</em> of language, the <em>context</em> in which language occurs, and the broader <em>sociocultural factors</em> of children’s early environments. By taking a more nuanced approach to understanding the influence of emotion and mental state language in social and emotional learning, this article aims to more comprehensively characterize how we can support social and emotional learning through everyday conversations with children. Ultimately, this will allow for advancements in research, practice, and policy to better help parents and educators guide social and emotional development through the linguistic input that they provide to children.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100061"},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000354/pdfft?md5=a18edee58de6fd0adf838d9deec12f6b&pid=1-s2.0-S2773233924000354-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Oregon’s journey creating social and emotional learning standards for educator preparation programs 俄勒冈州为教育工作者预备课程制定社会与情感学习标准的历程

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-05 DOI: 10.1016/j.sel.2024.100054

Deirdre Hon , Kristin Rush , Lina Darwich , Julie Sauve , Lauren Vega O'Neil

{"title":"Oregon’s journey creating social and emotional learning standards for educator preparation programs","authors":"Deirdre Hon , Kristin Rush , Lina Darwich , Julie Sauve , Lauren Vega O'Neil","doi":"10.1016/j.sel.2024.100054","DOIUrl":"10.1016/j.sel.2024.100054","url":null,"abstract":"<div><p>This paper summarizes Oregon’s creation and implementation of Standards in Social and Emotional Learning (SEL) for Educator Preparation programs (EPPs) in response to the House Bill 2166 passed in 2021. Initial steps included gaining an understanding of current practices and new teachers’ perspectives on preparation they received in SEL. The <em>Educator Preparation SEL Survey</em> revealed that EPP courses largely emphasized the Learning Context and Student SEL, but not Teacher SEL in their programming. Findings from the <em>New Teacher SEL Survey</em> indicated that while many new teachers felt prepared to create inclusive and positive learning environments, half felt unprepared to deliver SEL-based instruction and did not feel equipped by their programs with personal SEL skills to manage the stressors of teaching. Results from these surveys highlight the need to integrate SEL into educator preparation to develop educators who can create supportive and inclusive learning environments. An interdisciplinary workgroup utilized findings from these surveys to develop SEL standards for EPPs. The workgroup adopted the Anchor Competency Framework by Markowitz and Bouffard (2020) and aligned it with CASEL’s five SEL competencies to create comprehensive standards for EPPs. These standards were reviewed and adopted in Spring 2023 and implementation strategies are underway in Oregon. The Oregon experience highlights the necessity of systemic approaches to embedding SEL in teacher education to enhance the well-being and effectiveness of future teachers. Oregon’s process detailed here serves as an example and inspiration for states aiming to infuse SEL into their teacher preparation programs.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100054"},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000287/pdfft?md5=650f58bc63b306897862534dd2c6c7e5&pid=1-s2.0-S2773233924000287-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children "Nous项目"：促进小学生情感自我理解的 SEL 计划

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100060

Luigina Mortari, Federica Valbusa, Rosi Bombieri

{"title":"“The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children","authors":"Luigina Mortari, Federica Valbusa, Rosi Bombieri","doi":"10.1016/j.sel.2024.100060","DOIUrl":"10.1016/j.sel.2024.100060","url":null,"abstract":"<div><p>This article presents “The <em>Nous</em> Project,” a SEL program designed to promote and analyze the capacity for emotional self-understanding among children attending elementary schools in Italy. The project rests on the conceptual framework that authentic educational research should be not only explorative of a phenomenon but also transformative of a context and, to achieve this, it should introduce into schools new meaningful experiences and investigate them. The children involved in the project were invited to narrate the emotions they felt during the day in a “diary of emotional life” and analyze them with the help of the metaphor “vegetable garden of emotions.” These reflective exercises were qualitatively analyzed in order to understand what ways of emotional self-understanding emerge from the realized educative experience. At the end of the program, children were asked to write what they thought they had learned, and findings from the qualitative analysis of their answers highlight their perceptions about the effectiveness of the educative experience in which they were involved.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100060"},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000342/pdfft?md5=9fa9622c70744e96797f38d36feab681&pid=1-s2.0-S2773233924000342-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation 幼儿教育和保育中的情绪社会化--学前教师如何帮助儿童调节情绪

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100057

Judith Silkenbeumer, Luisa Marie Lüken, Manfred Holodynski, Joscha Kärtner

{"title":"Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation","authors":"Judith Silkenbeumer, Luisa Marie Lüken, Manfred Holodynski, Joscha Kärtner","doi":"10.1016/j.sel.2024.100057","DOIUrl":"10.1016/j.sel.2024.100057","url":null,"abstract":"<div><p>Children’s emotional experiences during early childhood education and care (ECEC) are important for children’s emotional development and the socialization of this development by teachers. One central goal of emotion socialization is that it should help children acquire reflective regulation of their emotions, resulting in socially acceptable and age-appropriate experience and behavior. The current study is based on emotionally challenging situations of children in ECEC and aims at investigating, first, associations of teachers’ emotion coaching and co-regulation with children’s self-regulation, and, second, how teachers’ emotion coaching and co-regulation are linked with characteristics of the specific emotion episode and the involved child. Based on extensive video observations in the preschool setting (<em>N</em> = 19 groups), this study analyzed episodes with teacher interventions (<em>N</em> = 48 teachers) following a negative emotion expression by one or two children (<em>N</em> = 213 children aged 2–6 years old). Multilevel results show, first, that teachers’ initial emotion coaching and co-regulation through meta-cognitive prompts were associated with children’s independent self-regulation. Second, teachers’ emotion coaching and co-regulation were systematically associated with characteristics of the emotion episode, especially emotion quality and intensity. The findings support the assumption that emotion coaching and co-regulation are especially valuable tools to support self-regulation. However, emotion coaching and the different co-regulation levels and strategies do not turn out to be universal strategies that are used indiscriminately, but teachers use them depending on individual child and situational characteristics.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100057"},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000317/pdfft?md5=2f3560d0e6dfbf12a56fc47227f4655f&pid=1-s2.0-S2773233924000317-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program 观察到的和自我报告的以情感为重点的教学的变化：在幼儿替代执照课程背景下的辅导

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100059

Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos

{"title":"Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program","authors":"Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos","doi":"10.1016/j.sel.2024.100059","DOIUrl":"10.1016/j.sel.2024.100059","url":null,"abstract":"<div><p>Preschool teachers’ emotion-focused teaching (modeling of, responding to, and instructing about emotions) is associated with children’s observed and teacher-reported expression and regulation skills, as well as their engagement with peers and learning tasks. The present study reports findings from an alternative licensure program in which teachers receive coaching during a residency on how to support children’s social and emotional development through emotion-focused teaching. Using baseline and post- observed and self-reported emotion-focused teaching from two cohorts of teacher residents (<em>N</em> = 65), we examined the extent to which emotion-focused teaching changed as a function of the number of coaching feedback sessions each teacher received as well as coaching modality, duration, and topical focus. Findings indicated that teachers improved in their observed and self-reported emotion-focused teaching, but characteristics of the feedback sessions were not individually associated with these improvements.</p></div><div><h3>Impact statement</h3><p>Early educators play a significant role in promoting children’s emotional competence, especially in early childhood. Unfortunately, teachers receive little training on how to do so except through delivering curricula. This study assesses a new licensure program for early educators that uses flexible, individualized coaching to promote emotion-focused teaching. Participating preschool teachers significantly improved their emotion-focused teaching and were highly satisfied with the program overall. These findings can inform decisions by policy-makers and higher-education administrators as they seek to address critical shortages in skilled, emotionally attuned educators to meet the needs of young children.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100059"},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000330/pdfft?md5=7be98c5b4349c9af29089aaef171f9f3&pid=1-s2.0-S2773233924000330-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141953353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Oregon’s K-12 transformative social and emotional learning framework and standard development 俄勒冈州 K-12 转型社会和情感学习框架及标准制定

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-07-23 DOI: 10.1016/j.sel.2024.100058

Vanessa Martinez , Beth Wigham , Kristin Rush , Deirdre Hon

{"title":"Oregon’s K-12 transformative social and emotional learning framework and standard development","authors":"Vanessa Martinez , Beth Wigham , Kristin Rush , Deirdre Hon","doi":"10.1016/j.sel.2024.100058","DOIUrl":"10.1016/j.sel.2024.100058","url":null,"abstract":"<div><p>In 2021, Oregon's legislature passed House Bill 2166, which mandated that the Oregon Department of Education (ODE), in collaboration with the Early Learning Division and the Teacher Standards and Practices Commission (TSPC), develop K-12 Social and Emotional Learning (SEL) standards for students across the state. This manuscript highlights how Oregon used the Transformative SEL framework to guide their multi-phase process, which involved extensive input and collaboration from a diverse group of educators, policy makers, parents and students. This collaborative approach ensured that the standards reflected a wide range of perspectives and addressed the unique needs of various student populations. The manuscript discusses the challenges encountered in the process, such as resistance to change, resource allocation, and professional development needs. This work contributes to the growing body of research on SEL by providing a model for states and districts to develop and implement SEL standards that align with legislative mandates and educational equity goals.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100058"},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000329/pdfft?md5=c63d5ccf0ca897ea931c702bcfff9632&pid=1-s2.0-S2773233924000329-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141849202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SEL Insights: Applying behavioral insights to social and emotional learning programs in global settings SEL 见解：将行为洞察力应用于全球环境中的社会和情感学习计划

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-07-08 DOI: 10.1016/j.sel.2024.100056

Natasha Raisch, Rebecca Bailey, Stephanie M. Jones

{"title":"SEL Insights: Applying behavioral insights to social and emotional learning programs in global settings","authors":"Natasha Raisch, Rebecca Bailey, Stephanie M. Jones","doi":"10.1016/j.sel.2024.100056","DOIUrl":"10.1016/j.sel.2024.100056","url":null,"abstract":"<div><p>Research suggests that strong implementation across various dimensions, such as fidelity and dosage, contributes to the effectiveness of social and emotional learning (SEL) programs. Nevertheless, those who implement SEL programs are often faced with a variety of implementation barriers, especially as they relate to program characteristics or fit. These challenges are exacerbated in global crisis and education in emergency settings, where implementers often confront a unique set of implementation challenges related to feasibility and relevance. The paper presents a methodology for addressing these challenges using a behavioral insights approach, which draws on theories and evidence from a diverse set of fields to understand the root causes of human behavior as they relate to program uptake and use. Through a case study, the authors demonstrate how behavioral insights was used to explore implementation barriers and design potential solutions in a project to contextualize SEL programming in northeast Nigeria. Findings suggest that behavioral insights contributed to lowering implementation barriers and increasing participant motivation that ultimately encouraged increased uptake, dosage, fidelity, and quality of SEL programming. This work furthers the emerging integration of behavioral insights into SEL program design and implementation by describing a suggested methodology for the application of behavioral insights and outlining important lessons learned that may be relevant to future projects that seek to model this approach.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100056"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000305/pdfft?md5=c9cbe84a61b5b3b117577395910c903c&pid=1-s2.0-S2773233924000305-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0