Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.
Transaction Management in Database Management System
Social & Emotional Support
1. M A Y 3 , 2 0 1 3
C C P A A M E R I C O R P S T E A M
E L E V 8 / S A F E P A S S A G E S
SOCIAL AND
EMOTIONAL SUPPORT
2. What is social and emotional
learning, and why is it
important?
3. SOCIAL & EMOTIONAL LEARNING (SEL)
SEL is the continuous process through which people
enhance their ability to integrate
thinking, feeling, and behaving in order to achieve
important life tasks
“Preparing children not only for college and
career, but also for success in life and to serve as
responsible, contributing citizens to our
democracy, requires a holistic approach to
education.” – Tony Smith, OUSD Superintendent
(2011)
5. OUTCOMES OF SEL
• Environmental factors influence the circuitry of the
brain, especially during childhood and early
adolescence
• SEL changes the brain’s capacity to regulate
emotions and lowers levels of cortisol, a stress
hormone
• Behavioral interventions are biological
Key brain areas:
Orbital frontal cortex
Dorsolateral prefrontal
cortex
Insula
Amygdala
Angerior cingulate cortex
6. What skills are important to
students’ social and emotional
development?
8. 5 CORE COMPETENCIES
SELF-AWARENESS
Accurately addressing feelings,
interests, values, and strengths;
maintaining a well-grounded
sense of confidence
• Identify emotions
• Recognize strengths
• Perceive self accurately
• Have a sense of self-
confidence and self-efficacy
9. 5 CORE COMPETENCIES
SELF-MANAGEMENT
Regulating emotions to handle
stress, control impulses, and
persevere in overcoming
obstacles; setting personal and
academic goals and monitoring
progress toward them; expressing
emotions appropriately
• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal setting
• Organizational skills
10. 5 CORE COMPETENCIES
SOCIAL AWARENESS
Being able to take the
perspective of and empathize
with others; recognizing and
appreciating individual and
group similarities and differences;
recognizing and using
family, school, and community
resources
• Take others’ perspectives
• Have empathy
• Appreciate diversity
• Respect others
11. 5 CORE COMPETENCIES
RELATIONSHIP SKILLS
Establishing and maintaining
healthy and rewarding relationships
based on cooperation; resisting
inappropriate social pressure;
preventing, managing, and
resolving interpersonal conflict;
seeking help when needed
• Communicate
• Engage socially
• Build relationships
• Resolve conflicts
• Work cooperatively
• Help and seek help
12. 5 CORE COMPETENCIES
RESPONSIBLE DECISION MAKING
Making decisions based on
consideration of ethics, safety
concerns, appropriate social
norms, respect for others, and likely
consequences; applying decision-
making skills to academic and social
situations; contributing to the well-
being of one’s community
• Identify problem
• Analyze situation
• Solve problem
• Evaluate
• Reflect
• Consider ethical responsibility
13. Which of these five areas are your
students strongest? Which areas
require growth?
How have and can you promote
growth at your school site? Share
specific examples and general ideas
What strategies and structures has
your school site implemented to
encourage SEL?
14. PROMOTING SEL
TIPS FOR INSTRUCTORS
• Integrate SEL skills into the
daily curriculum
• Be a role model
• Value and praise social and
emotional intelligence as
highly as you do cognitive
development
• Create visuals and a
physical space for
reflections of emotional
competency
• Ask teachers, staff, and
other members how they
boost SEL
• Get involved with your
school’s SEL initiatives
• Remember EARS
TIPS FOR STUDENTS
• Be your own best friend, not
your worst critic
• Use “self talk” to encourage
yourself
• Be aware of what makes
you angry and upset and
think about ways to deal
with them
• Find opportunities to listen
to, cooperate with, and
collaborate with friends and
peers
• Keep a journal
• Take quite, alone time every
day
15. How did you learn these skills?
SEL is a continuous process. What are
your areas of strength? In which areas
could you use some growth?
How can you use what you’ve learned
about SEL, both today and this
year, with you in your career and
personal life?
Self-awareness . Self-management . Social awareness .
Relationship skills . Self-responsible decision making
16. TO LEARN MORE…
• … about SEL
http://www.casel.org
http://www.edutopia.org/social-emotional-learning-overview-
video
http://www.aboutourkids.org/articles/social_emotional_learning
_what_it_how_can_we_use_it_help_our_children
• … about OUSD’s efforts to promote SEL, see
http://www.thrivingstudents.org/35/ousd-selected-join-national-
collaborating-districts-initiative
• … about related youth development programs & strategies
http://www.ousd.k12.ca.us/restorativejustice
http://www.ubhcisweb.org/sdm/
http://www.character.org
http://esrnational.org/professional-services/elementary-
school/prevention/resolving-conflict-creatively-program-rccp/
17. REFERENCES
• Anchorage School District. (2005, Sept). Social and emotional learning: standards
and benchmarks for the ASD. Retrieved from
http://smhp.psych.ucla.edu/pdfdocs/SEL standards and benchmarks _anchorage
school dist_.pdf
• Background on social and emotional learning (sel). (2007, Dec). CASEL
Briefs, Retrieved from http://casel.org/wp-
content/uploads/SELCASELbackground.pdf
• CASEL. (2013). Why it matters [Web]. Retrieved from http://casel.org/why-it-
matters/
• CASEL. (2013). Social and emotional learning standards [handout].
• Davidson, R. (2007). The heart-brain connection: the neuroscience of
social, emotional, and academic learning [Web]. Retrieved from
http://www.edutopia.org/richard-davidson-sel-brain-video
• Edutopia. (2013). Social and emotional learning. Retrieved from
http://www.edutopia.org/social-emotional-learning
• Johnson, K (2013). Personal interview at CCPA in Oakland, CA.
• Oakland Unified School District. (2011, Dec 16). Ousd selected to join national
collaborating districts initiative. Retrieved from
http://www.thrivingstudents.org/35/ousd-selected-join-national-collaborating-
districts-initiative
• Stern, R. (2013). Social and emotional learning: what is it? how can we use it to help
our children?. Retrieved from
http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can
_we_use_it_help_our_children
Hinweis der Redaktion
Give an overview of the format and purpose of the seminar
The effectiveness of SEL is broad-based. Several hundred studies have documented the positive effects of SEL pro- gramming on children of diverse backgrounds from pre- school through high school in a wide variety of settings.3 SEL promotes positive development among children and youth, reduces problem behaviors, and improves academic performance, citizenship, and health-related behaviors. Academic outcomes promoted by SEL include greater motivation to learn and commitment to school, in- creased time devoted to schoolwork and mastery of subject matter, improved attendance and graduation rates, and improved grades and test scores. The same research showed that even as SEL pro- grams produce positive effects in students, they also prevent negative outcomes. The retention (hold-back) rate of students who received SEL in grades 1-6 was 14 percent, versus 23 percent of students in a control group. The same students at age 18 showed a 30 per- cent lower incidence of school behavior problems, a 20 percent lower rate of violent delinquency, and a 40 percent lower rate of heavy alcohol use.2 A recently completed meta-analysis of 270 SEL programs nationwide found that these interventions significantly improved students’ attachment and attitudes towards school while decreasing rates of violence, aggression, disciplinary referrals, and substance useResearch has shown that many of the elements important to social and emotional learning help to prevent high-risk behaviors including drug and alcohol use, violence, delinquency, school non-attendance, depression, and early sexual activity that put adolescents at risk for substance abuse problems, dropping out, suspensions or incarceration, suicide, and pregnancy.
Orbital frontal cortex – emotional judgments about information; whether things are good or badDorsolateral prefrontal cortex – approach-related positive affect, goal-oriented behaviorInsula –autonomic monitoring and controlAmygdala – learning, threat detection, negative emotionsAnterior cingulate cortex – cognitive and affective conflict monitoring
Some tips for educatorsIntegrate SEL skills into the daily curriculum.Exhibit pro-social and emotionally intelligent behavior to your students.Be alert to teachable moments that occur naturally in the classroom; for example: moments when you notice a shift in mood, a conflict, a caring act.Value social and emotional intelligence in your students as highly as you value their cognitive development.Create reflections of emotional competency building in your classrooms. For example: a bulletin board with full feeling vocabulary, a bulletin board for student to student compliments or issues to be talked about.Check with other teachers about what classroom strategies they have used to boost social and emotional competencies for their students.Keep a journal which will allow you to be more reflective about your emotional self, and encourage your students to keep a journal.Check out the CASEL website or the website for the Center for Social and Emotional Education (See Resources.)\\RJ