应对流行病:在加州K-12学校系统中实施社会和情感学习

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Agnes M. Varghese, Misaki N. Natsuaki
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引用次数: 4

摘要

2020年3月,世界卫生组织(世卫组织)宣布COVID-19为大流行。在美国各地发生的大规模停课事件中,加州所有K-12学校都关闭了,以保护学生的健康。然而,这种关闭及其后果会对青年的心理健康产生许多负面影响。此外,在这个前所未有的时代,这些年轻人中的许多人可能没有足够的资源来解决影响他们心理的问题。社会和情感学习(SEL)是一种儿童可以获得理解和管理情绪的知识和技能的方法,具有积极的社会,情感,教育和职业后果。加州教育部应召集一个工作组,为当地学区制定指导方针,为该州所有K-12学生提供有效的SEL,以帮助他们从大流行中恢复精神健康。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System
In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.
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来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
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