Social Emotional Learning

Предмет на настоящия доклад са особеностите в проявите на емоционалната интелигентност при студенти, упражняващи доброволчески труд. На основата на научните възгледи за емоционалната интелигентност са представени данни от проведено в периода март-април 2016 г. емпирично психологическо изследване (N=90), при което е апробиран инструментът „Въпросник за емоционалната интелигентност“ (R.Wood; H.Tolley). Разгледани са психометричните характеристики на въпросника и обособената 4-факторна структура, която до голяма степен се припокрива с предложената в оригиналния вариант. След анализ на данните с помощта на компютърната програма SPSS се потвърждава хипотезата, че по-голямата част от изследваните лица демонстрират високо равнище по всички компоненти на емоционалната интелигентност (самоконтрол; самооценка; самомотивиране; емпатия и управление на взаимоотношенията). Успоредно с това се установява, че независимите фактори пол, специалност и натрупан доброволчески опит оказват статистически значимо влияние върху изследвания феномен. Направените изводи свидетелстват за необходимостта от разширяване на психологическите изследвания върху емоционалната интелигентност, както и за значимата роля, която доброволчеството има за развиването на важни за професионалната реализация на младите хора умения.

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The aim of this report is to examine the specifics in the manifestations of emotional intelligence among university students, engaged in volunteer work. After providing a quick review of the theoretical concepts on emotional intelligence, this paper presents the results from an empirical psychological study (N=90), as well as an evaluation of the psychometric properties and the factor structure of the research instrument “Emotional Intelligence Questionnaire” (R. Wood; H. Tolley), used for collecting the data. The analysis of the data (SPSS) confirms the hypothesis that the majority of the participants have high levels of emotional intelligence, as far as all components (self-control; self-esteem; self-motivation; empathy and relationship management) are concerned. Findings also imply that the independent variables gender, educational specialization and volunteer experience influence the studied phenomenon in a statistically significant way. The conclusions derived from the analysis are indicative of the need for expansion of psychological research on emotional intelligence and demonstrate the important role of volunteer work as a valuable tool for developing skills crucial for the professional realization of young people.

Note: The article is written in Bulgarian.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish language so that social-emotional competency of students can be examined through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 338, the sample for CFA consisted of 220 different high school students. Since the CFA was administered first and it was decided to administer the EFA. The first and 12nd items were taken out of the scale considering the total item correlation before EFA. Two sub-dimensional structures were obtained as a result of the AFA administered with the remaining items. Sub-dimensions were given the names "self awareness" and "social awareness" in accordance with the literature. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The internal consistency coefficient for the reliability study was calculated as .70 The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. The scale is a valid and reliable tool that can be used in Turkish culture.

This study presents findings from an Infant and Early Childhood Mental Health Consultation (IECMHC) initiative in Arizona called Smart Support. The IECMHC used an early childhood mental health consultation model as an early childhood education intervention to address the needs of preschoolers with challenging behaviors. Dis- parities in teacher‐child relationships and discipline are some of the most persistent racial disparities impacting young Black children. The goal of IECMHC is to facilitate teachers' skills to respond to challenging child behavior and to shift teachers' internal representations of young children. This study is one of the first to link a statewide IECMHC intervention to the analysis of racial and gender teacher‐child relational and discipline disparities. Multi- level growth analyses examined whether child scores at baseline and growth over time differed as a function of child race and gender. At baseline, Black children, com- pared to white peers, and Black boys, compared to white boys, had higher teacher‐child conflict scores. These scores decreased more strongly over the course of IECMHC such that Black children's outcomes surpassed those of white peers by the end of consultation. A trend was also seen for the reduction of Black boys' preschool expulsion risk, al- though this trend was only marginally significant.

Appreciative inquiry is an important framework for guiding positive change. What has been missing is the critical analysis of AI to determine impacts on organizations' espoused values. The purpose of this bounded case study was to explore best practices in AI for determining impact. Positive social change occurs when practitioners and scholars include reports of impact for their AI interventions and research.

Despite an interactional analysis being able to offer valuable insight into the institutional workings of pastoral care practice, pastoral care delivery remains largely unstudied. This paper will contribute new knowledge to the field of counselling and education by offering an interactional analysis of one-to-one pastoral care provision within a primary school. Much pastoral care practice is informed by theory, often accompanied by guidelines about how to deliver pastoral care activities effectively. The pastoral carer needs to convert these guidelines into talk in order to deliver the intervention as an interactional encounter. However useful these guidelines are, they cannot show what the actual delivery of those pastoral care activities might look like in real life. Using conversation analysis, we examine video recordings of pastoral care delivery to reveal the ways in which a pastoral carer supports a child’s behaviour, social and emotional well-being. The significance of the findings is that those who provide pastoral care can see in close detail what delivery might look like as a real-life encounter, imparting valuable knowledge that can then be applied alongside theory and guidelines to enhance professional practice. Of further significance is that the findings can also show how an interactional analysis of pastoral care work can be used to demonstrate social and emotional learning and that the work being done effectively supports children.

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Corcoran, R. P. (Principal Investigator), "Principals on the Path to Excellence: A High-Impact Support System for Novice Principals," Sponsored by US Department of Education Investing In Innovation Grant Program, Federal, $12,000,000.00, Funded - Active. (01/01/2015 - 12/31/2019). (http://www2.ed.gov/programs/innovation/2014/nationalinstitute.pdf)

EXPLORING EDUCATION PROFESSIONALS’ PERCEPTIONS OF THE CHANGES IN THEIR CONTEXTS, STUDENTS’ EXPERIENCES, AND EDUCATORS’ EXPERIENCES AS A RESULT OF IMPLEMENTING THE SECRET KINDNESS AGENTS PROJECT Ferial G. Pearson, Ed.D. University of Nebraska, 2017 Advisor: Dr. Kay A. Keiser Ed. D. This phenomenological study explored the perceptions of 23 educators as related to the implementation of the Secret Kindness Agents Project. The methodology was comprised of a researcher-designed questionnaire to capture the essence of the participants’ experiences with the project. A Conceptual Map developed by researchers at the University of Arizona in 2016 was used as the Conceptual Framework for the study. Participants reported perceived impacts of the project on themselves, their students, and their contexts. Their responses fell into the following themes: Kindness Focus, Changing Pedagogy and Classroom Management, Improved Work Environment/Morale/Well-Being, Improved Social-Emotional Skills, and Imp...

This is an example of a workshop that I delivered at Beijing Normal University in June 2011 that I hope will give people an idea of the breadth of ideas, repertoire (curriculum), creative pedagogy, and research that I bring to the enterprise of early childhood music education.

I am not a 'One Trick Pony' (to quote singer-songwriter Paul Simon) and consider my perspectives to be informed by practice and research in music learning that goes back to the works of Jersild & Bienstock in the 1920s, includes Moorhead & Pond, Andress, Boswell, Cass-Beggs, Birkenshaw, Gordon and many others. 

There are lecture notes and movie clips of my working with young children that are interspersed in this 3 hour presentation-workshop as well as another 3 hour session that refers heavily to research over the past 40 years.

I am available for workshops and lectures on this topic and can insure you that I provide informative, fun, music filled sessions for  pre-service and in-service teachers and researchers.

The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses revealed substantial correlations between learners' conceptions of autonomy and their emotional intelligence. 'Independence', 'Stress Tolerance', 'Problem-solving', 'Happiness', 'Self-actualization', 'Self-awareness', 'Optimism', 'Self-regard', 'Empathy,' and 'Impulse Control' became the most determining elements of emotional intelligence (EI) for learners. Overall, the findings led the researcher to conclude that learners' EI is a key factor influencing the extent to which they are ready to learn autonomously, and that teachers could therefore strive to ascertain learners' intelligence type before they train them to become autonomous.

In an effort to clarify the often confusing, contradictory, and ever-changing information available regarding TK in California, this project (a research-based, user-friendly TK guide) draws from existing research and synthesizes the information into an easily accessible format. Sources include TK classroom studies, surveys of TK teachers and preschool providers, interviews with TK parents, and CDE documents. The TK guide is ultimately designed to support parents, primary grade teachers, elementary school administrators, and early childhood educators as they seek to make informed decisions on behalf of young children.

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

The recent emphasis on social emotional learning (SEL) can be tied to the continued frustration of the "ineffectiveness" of American public education, the growing evidence of regarding the significance of SEL on academic achievement, and the subsequent passing of legislation mandating SEL strategies. The term "social and emotional learning" was coined at a meeting hosted by the Fetzer Institute in 1994. The meeting's purpose was to address concerns about ineffective school programming and the lack of coordination at the school level. Schools were being overwhelmed by the number of youth development programs focusing on drug and violence prevention, sex education, civic education, and moral education. These initiatives and various "wrap around" services were a response to the 1983 A Nation at Risk: The Imperative for Educational Reform report. SEL was introduced as a framework to align and coordinate services and programs meant to address the need of young people (students). Along with SEL as a framework, the Collaborative for Academic, Social, and Emotional Learning (CASEL) was formed to support research and advocate for policy (which evidentially would include legislation) that supported adoption of the SEL framework. Since the mid 1990's, many organizations have come to

The Counseling & Guidance Network recognizes the critical need for attention to the affective needs of the gifted individual. This Network is dedicated to addressing the social and emotional growth of the gifted and talented. In addition, emphasis is placed on planning and implementing a variety of systems and services for meeting these needs.

Editing & Design: Dr. William Goff II & Merzili Villanueva

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3–6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths...

new new This issue of The Progress of Education Reform reveals five surprising findings about the strong relationship between early math instruction and later student achievement. Researchers have found that early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills. The paper concludes with implications and recommendations for state policy that will support the development of early math competencies and young children. (Doug Clements and Julie Sarama, University of Denver, October 2013)

The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color – their colonial rela- tionship with inequitable social systems. In this article, we posit humanization in place of social and emotional learning because SEL’s inadequate analysis of intersecting oppressions justifies exist- ing power relations in communities and schools. In essence, this article examines the pedagogy and psychology of humanization as a viable framework to confront systemically imposed self-hate, divide and conquer, and suboppression if it teaches students knowledge (and love) of self, solidarity, and self-determination.

This report summarises findings from consultative research undertaken with a selection of KidsMatter pilot schools and project officers as part of the KidsMatter Indigenous adaptation project. The purpose of the consultations was to assess the suitability of the existing KidsMatter implementation resources for Indigenous students and families and to investigate ways that KidsMatter could support schools to cater more effectively for Indigenous communities.

This research explores the school-to-prison pipeline, and five contributing factors as well as two possible solutions. Zero-tolerance policies, school resource officers, racial disparities, reduced funding for students with disabilities, and lack of social emotional skill building are explored and studies as contributing factors to the school-to-prison pipeline. Two researched methods of possible solutions include restorative practices and improved teacher training.

Purpose: Educational approaches that advocate “well-being,” the “whole child,” “social and emotional learning,” “character,” and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to “well-being” and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to “well-being,” the “whole child,” “social and emotional learning,” “character,” and similar noncognitive ends. Findings: The article argues that any education...