SOCIAL-EMOTIONAL LEARNING THEORY

 

SOCIAL-EMOTIONAL LEARNING THEORY 

Founder

Educator-philanthropist Eileen Rockefeller Growald, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has been a pioneer in the field of Social and Emotional Learning (SEL).

 

Social Emotional Learning 

SEL is defined as the "process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions" according to the most seminal experts in the field (CASEL, 2017).   CASEL or the Collaborative for Academic, Social, and Emotional Learning is an organization deeply rooted in the research and policy of the advancement of SEL in schools.

 

Components of Social Emotional Learning

Social emotional learning involves five core components that can be applied in the classroom, at home, and in students’ communities, according to the COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING (CASEL). It is an organization dedicated to students and educators to help achieve positive outcomes for PreK-12 students. These are the five core competencies:

The five main components of Social Emotional Learning

1.   SELF-AWARENESS :

The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

●       Integrating personal and social identities

●       Identifying personal, cultural, and linguistic assets

●       Identifying one’s emotions

●       Demonstrating honesty and integrity

●       Linking feelings, values, and thoughts

●       Examining prejudices and biases

●       Experiencing self-efficacy

●       Having a growth mindset

●       Developing interests and a sense of purpose

 

2.      SELF-MANAGEMENT

The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.  Such as:

●       Managing one’s emotions

●       Identifying and using stress-management strategies

●       Exhibiting self-discipline and self-motivation

●       Setting personal and collective goals

●       Using planning and organizational skills

●       Showing the courage to take initiative

●       Demonstrating personal and collective agency

3.      SOCIAL AWARENESS

The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.  Such as:

v  Taking others’ perspectives

v  Recognizing strengths in others

v  Demonstrating empathy and compassion

v  Showing concern for the feelings of others

v  Understanding and expressing gratitude

v  Identifying diverse social norms, including unjust ones

v  Recognizing situational demands and opportunities

v  Understanding the influences of organizations and systems on behavior

4.      RELATIONSHIP SKILLS

The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed. Such as:

●       Communicating effectively

●       Developing positive relationships

●       Demonstrating cultural competency

●       Practicing teamwork and collaborative problem-solving

●       Resolving conflicts constructively

●       Resisting negative social pressure

●       Showing leadership in groups

●       Seeking or offering support and help when needed

●       Standing up for the rights of others

5.      RESPONSIBLE DECISION-MAKING

The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being. Such as:

●       Demonstrating curiosity and open-mindedness

●       Learning how to make a reasoned judgment after analyzing information, data, and facts

●       Identifying solutions for personal and social problems

●       Anticipating and evaluating the consequences of one’s actions

●       Recognizing how critical thinking skills are useful both inside and outside of school

●       Reflecting on one’s role to promote personal, family, and community well-being

●       Evaluating personal, interpersonal, community, and institutional impacts

How SEL Works

There is extensive evidence that the two key elements of evidence-based SEL programs—(1) creating positive school learning environments and (2) providing SE competency instruction—result in greater academic performance and better long-term life outcomes. These two key elements of SEL programs are mutually reinforcing. Classrooms filled with socially and emotionally skilled students are more caring and safe,and positive learning environments provide opportunities for students to use and further develop

SE competencies.

 

(1)   Contributing to Positive School Learning Environments:

Positive learning environments have caring teacher-student relationships at their center. They are also well-managed, participatory, and hold high expectations for all students. They use instructional and classroom management strategies that address students’ social and emotional needs. These environments are motivating and psychologically and physically safe. Students in these  environments feel more connected to peers, teachers, and their school, and they are more likely to adopt the prosocial and proacademic norms promoted by these individuals and settings. Students in these settings have better academic performance and attendance, as well as significantly lower rates of emotional distress, violence, delinquency, substance abuse, and sexual activity

(2) Providing SE Competency Instruction:

In order to participate fully and respectfully in a relationship centered environment, however, students need basic social and emotional skills. They need to manage themselves appropriately and interact positively with others. SE competency instruction helps all children to engage in these behaviors more effectively. SEL instruction can also produce significant improvements in school-related attitudes, behaviors, and performance. Socially and emotionally competent students are better able to take  advantage of classroom learning opportunities and experiences and facilitate rather than disrupt the learning of their peers. Furthermore, when teachers integrate the teaching of SEL with academic content, student understanding of subject matter improves. There is also evidence that providing emotional regulation skills actually improves cognitive functioning. These same core SEL skills also help children avoid risky behaviors. Social competency instruction significantly decreases delinquency and alcohol and other drug use. Numerous studies have concluded that the most effective prevention programs provide SE competency instruction, particularly in decision-making, refusal, and emotional regulation skills.

 

BENEFITS OF PRACTICING SOCIAL EMOTIONAL LEARNING (SEL)

An SEL approach helps students process and integrate their social and emotional skills in school.  According to research, social/emotional learning offers the following benefits:

1. Academic Success.
2. Fewer Behavioral Problems.
3. Less Emotional Distress.
4. Positive Social Behavior.
5. Promotes Resilience- Withstand
6. Improves Mental Health
7. Increases Equity

 

Academic success.

Developing stronger social/emotional skills improves the academic performance of students. In a 2014 meta-analysis, SEL was shown to raise students’ achievement scores by an average of 11 percentile points. The ‘soft skills’ that students develop through SEL are shown to improve their attitudes towards school and as a result, increase their performance in the classroom. When a student knows that his or her feelings will be heard and respected, it’ll be easier for that student to relax and focus at school.

Fewer behavioral problems.

Students engaged in SEL are less aggressive and disruptive in school. Studies have shown these benefits are long-term as SEL students still have 10% fewer psychological, behavioral, or substance abuse problems when they reach the age of 25. For example, if a student can learn to find his or her voice and express anger appropriately, it could prevent him or her from acting inappropriately and damaging relationships.

Less emotional distress.

SEL students also have fewer occurrences of depression, anxiety, stress and social withdraw as evidenced by measures like the Children’s Manifest Anxiety Scale. Research suggests that SEL programs actually affect central executive cognitive functions which improves students’ inhibitory control, planning, and ability to switch attention from one task to the other. Essentially, as students practice the new behaviors that they learn in SEL programs, they develop stronger self-regulation skills.

Positive social behavior.

Students get along better with others, as reported by fellow students, teachers, parents, and independent observers. Social interaction skills and self-knowledge— essential for students to develop and maintain positive, productive relationships with peers, parents and teachers— are hallmarks of SEL. Close student-teacher relationships definitely make students want to perform better in school and have positive long-reaching benefits when teachers inspire their students to embrace challenges beyond the classroom, such as applying to college or looking for a full-time job.

 promotes resilience

Research has shown that children with the ability to self-regulate, (an important SEL skill), are less likely to get frustrated or angry when they face obstacles. SEL also builds children’s self confidence, which motivates them to build realistic goals. Want to help your students become more resilient? Here are four SEL techniques promoted by the  American Psychological Association: 

1.    Prioritize relationships

2.   Practice mindfulness

3.   Set goals 

Improves mental health

Schools and districts around the world are focusing on mental health issues by developing students’ skills. They’re finding that kids with SEL skills are less likely to experience anxiety, depression, or other psychological problems.  There’s no doubt that a school that supports SEL will have a positive impact on its students. When pupils participate in  activities that promote social-emotional well-being, like arts programs or drama clubs, they can find new ways to  develop essential life lessons. In other words, promoting social awareness and emotional development in schools is a great way to support mental health

Increases equity

SEL focuses on creating caring learning environments for ALL students. By encouraging them to reach their full potential with full support from staff members. According to CASEL, SEL advances educational equity and excellence by:

1.       Supporting authentic school-family-community partnerships

2.      Fostering trusting and collaborative positive relationships

3.      Promoting rigorous and meaningful curriculum and instruction

4.      Applying ongoing evaluation of policies, practices and outcomes

 

 

Social Emotional Learning Activities

Many schools have begun to teach students how to deal with emotions, make objectives, and get along with others. Parents can also assist their youngster practice these abilities at home. 

Here are a few socio-emotional learning activities to assist children regulate emotions and improve social skills while also having fun. These low-tech social-emotional learning activities are really effective. And they are all made to fit into one’s regular routine.

1. Starfish and Tornadoes
   
   

The idea is to teach kids how to recognize how much energy they have inside. When they realize they have too much energy, they can either apply self-calming techniques or seek help from a trustworthy adult.

Playing Instructions: Draw a thermometer on a piece of paper. At the bottom, draw a starfish, and at the top, draw a tornado. Inquire whether the youngster is quiet and tranquil, like a starfish, or frantic and agitated, like a tornado. When a youngster is very energetic, mentors can discuss with him or her ways to make him or her feel more like a starfish. For instance, bouncing a ball can assist in the release of some of that energy.

Mentors can help the mentee define their energy levels by playing this game at different times of the day.

Points to remember: Self-awareness can aid in the development of a skill called self-regulation in children. It is all about managing one’s own energy when it comes to self-regulation. It aids children in controlling their emotions and body movements in stressful situations. Moreover, it aids their ability to pay attention and learn.

2. Turtle Time
   The idea is to assist children in developing their ability to see what is happening around them. Picking up on social signs allows children to get their needs satisfied while also understanding the viewpoints of others.

Playing Instructions: When the mentor and mentee arrive at the playground or other location, they must look around slowly and exaggeratedly like a turtle. They should take turns describing what they see: “All the swings have been taken.” “For the slide, there is a short line.”
The mentor must assist the child in making the connection between his or her observations and the behavior choices he or she makes.

Points to remember: Mentors are not required to dress up as turtles. To aid their vision, they may use their pretend binoculars or a special pair of spectacles. A mentor could also participate in a game of “I spy with my little eye.” The mentor and the youngster can take turns observing and reporting social encounters until the other participant finds what they are looking for.

3. “Who am I right now?”
   
   

The idea is to help the child develop self-awareness and identify his or her strengths. These abilities can also aid in decision-making and understanding others’ viewpoints.

Playing instructions: The mentor can get some index cards and start playing. Draw drawings of the child doing something positive, such as being a good helper or a good teacher, with them. Consider what additional cards the youngster could create.

Mentors can comment on their child’s positive behaviors to encourage them to come up with ideas: “You just offered to teach your sister a nursery rhyme.” Let us talk about what kind of person you are right now for a second.”

Points to remember: Mentors must remember that many families attempt to teach social-emotional skills by criticizing undesirable behavior. But they must not forget to praise the youngster when he or she does something good. Praise for good behavior frequently leads to more of the same.

Mentors can also purchase these cards or they can find templates online. Children, on the other hand, could enjoy crafting their own cards.

4. Let us Make a Deal
   
   

The idea is to assist children in learning to compromise. Practicing how to perceive things from someone else’s point of view will assist the youngster consider the needs of others.

Playing instructions: When the mentor and the youngster cannot agree, the mentor can sing these words to the tune of ‘This Old Man.’ “You want this. That is something I would want. How can we both get what we want?” Then come up with a few ideas and pick the best one for now.

Points to remember: The child may have problems letting go of a notion. Mentors can combine their efforts to select the best of the runner-up ideas and place them in a unique container.

5. Take turns Taking Charge
   
   

The idea is to aid in the development of self-awareness, decision-making, and seeing things from other people’s perspectives.

Playing instructions: Mentors can start a custom where they and the child take turns preparing a fun night once a week. They might choose a topic, such as what meal to eat, what movie to watch, or what game to play. Alternatively, they can leave everything open and let the person in control choose.

Points to remember: Making a chart with categories like “Waiting my turn” and “Staying cool when doing something I do not like” might be helpful. The mentor can have everyone rate themselves after the exercise. Then they discuss what has been working well and what they would like to improve.

The Importance of SEL

In today’s ever-diversifying world, the classroom is frequently the first location where children are exposed to people from a variety of backgrounds, hold differing ideas, and possess unique abilities. 

Social emotional learning aims to help students — both children and adults — better understand their thoughts and emotions, become more self-aware, and develop more empathy for others in their community and the world around them. Mentors must do this in order to account for these differences and help put all students on an equal footing to succeed.

Students can become better, more productive, self-conscious, and socially aware citizens outside the classroom if these attributes are developed in the classroom.