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Relevant bibliographies by topics / SEL-Social Emotional Learning

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Academic literature on the topic 'SEL-Social Emotional Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "SEL-Social Emotional Learning"

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Husaj, Shqipe. "Social Emotional Learning (SEL)." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 168. http://dx.doi.org/10.26417/ejms.v1i3.p168-171.

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Being in an environment for the first time, meeting strange people is not easy and simple for everyone. Some people need help in controlling its own emotions or the others emotions and feelings. This help can come from the parents at home, teachers and classmates at school or colleagues at working place. The aim of this paper is to discuss the importance of Social Emotional Learning ( SEL), its competences, skills involved in it etc. As SEL helps develop understanding and empathy, in this paper we will discuss the importance of empathy and some tips how to develop it.

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Billy, Roslyn J. F., and Carmen Medina Garríguez. "Why Not Social and Emotional Learning?" English Language Teaching 14, no. 4 (March 9, 2021): 9. http://dx.doi.org/10.5539/elt.v14n4p9.

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Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing with others will allow them to establish and maintain positive relationships as well as aid them in making responsible decisions. SEL also touches a number of fields with which it is related: emotional intelligence, mindfulness and the recently developed concept of Mediation which was detailed in the Companion Volume of the Common European Framework of Reference for Languages. In this paper, two researchers from different countries (the USA and Spain) review the literature on SEL, give a bird’s eye view of the SEL situation in their countries, discuss its value in the classroom and make recommendations for further study.

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Gehlbach, Hunter, and Claire Chuter. "Conceptualizing the Core of “Social Emotional Learning”." ACCESS: Contemporary Issues in Education 40, no. 1 (September 1, 2020): 24–33. http://dx.doi.org/10.46786/ac20.8910.

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The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.

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Allbright, Taylor N., Julie A. Marsh, Kate E. Kennedy, Heather J. Hough, and Susan McKibben. "Social-emotional learning practices: insights from outlier schools." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 35–52. http://dx.doi.org/10.1108/jrit-02-2019-0020.

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Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

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Walker, Gabriela, and Jeni Venker Weidenbenner. "Social and Emotional Learning in the age of virtual play: technology, empathy, and learning." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 116–32. http://dx.doi.org/10.1108/jrit-03-2019-0046.

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Purpose Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy. Design/methodology/approach This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment. Findings Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations. Originality/value This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

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Woo, Chae Young. "The Educational Significance of Social Emotional Learning(SEL)." Korean Journal of Youth Studies 23, no. 3 (March 31, 2016): 163. http://dx.doi.org/10.21509/kjys.2016.03.23.3.163.

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Riley, Allison. "Social and Emotional Learning in Practice: A Resource Review." Journal of Youth Development 14, no. 3 (September 12, 2019): 212–16. http://dx.doi.org/10.5195/jyd.2019.850.

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Youth programs are an important context for social and emotional learning (SEL). To maximize opportunities for the development of skills such as self-management, empathy, and goal setting, youth workers need resources to increase practices that support SEL. Social and Emotional Learning in Practice: A Toolkit of Practical Strategies and Resources, Second Edition is a compilation of tools, templates, and activities that youth development programs can use to (a) enhance staff knowledge of SEL, how their program supports SEL, and their own emotional intelligence; (b) establish expectations, give feedback, and integrate reflection; (c) integrate SEL into program activities; and (d) collect SEL data for improvement. The 149-page toolkit is grounded in the Ways of Being model and is also informed by youth workers and youth from a variety of organizations. This is a turnkey resource that will be useful to youth development workers with a range of goals from overhauling their approach to SEL to identifying one activity for a single day of programming. The 2nd edition includes new icebreaker activities, an SEL Superpowers Board Game, creative data collection strategies, a reading list, and more.

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Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.

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Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.

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Sollom, Melissa. "A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention." Journal of Educational and Developmental Psychology 11, no. 2 (May 10, 2021): 1. http://dx.doi.org/10.5539/jedp.v11n2p1.

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The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.

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Oliver, Brandie M., and Christy T. Berger. "Indiana Social-Emotional Learning Competencies: A Neurodevelopmental, Culturally Responsive Framework." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090448. http://dx.doi.org/10.1177/2156759x20904486.

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Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs and practices, the Indiana Department of Education responded by developing the Indiana SEL Competencies to provide a unified framework and several resources with which educators in the state continue to evolve their work. This article outlines foundational principles of SEL, highlights unique aspects of the Indiana SEL Competencies, and presents implications for the school counselor’s role in working toward systemic implementation of SEL.

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Dissertations / Theses on the topic "SEL-Social Emotional Learning"

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Wilson, Rebecca A. "Social Emotional Learning Guarantee? How Ohio Can Move Beyond Adopting Sel Standards." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1615911161780767.

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Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.

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Bawahab, Afifa. "Supplementing a GED Preparation Program With Social and Emotional Learning: A Delphi Study." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48187.

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Dropping out of high school is a nationally recognized problem which has significant implications for both the individual and society as a whole. Increasing the high school graduation rate will reduce the risk for multiple problem behaviors and poor mental and physical health among at-risk adolescents. GED preparation programs are continually regarded as a second chance mechanism for high school dropouts. Social and Emotional Learning (SEL) has a foundational basis in the rigorous research that has been conducted, which clearly indicates that our emotions and relationships affect how and what we learn. SEL attempts to enhance the development of what are perceived to be fundamental social and emotional skills and competencies. This study explores the incorporation of SEL in a GED preparation program for adolescent high school dropouts between the ages of 16 and 18. Due to the exploratory nature of this study, the Delphi Method was used to gather consensus through a panel of experts.
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Emery, Carl John. "The New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales as a universal intervention : a critical discourse analysis." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-new-labour-discourse-of-social-and-emotional-learning-sel-across-schools-in-england-and-wales-as-a-universal-intervention-a-critical-discourse-analysis(ba24b8e8-b15f-4b25-99a1-ed1abf4aa8df).html.

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This thesis reports on a critical discourse analysis (CDA) of the SEL policy makers’ conversations taking place in England and Wales during the New Labour period. The research sets out to offer a critical explanation of Welsh and English SEL policy thinking and doing and how the SEL policy discourse worked to privilege certain ideas and topics and speakers and exclude others. Thinking with theory and building on the work of Apple (2007) and Ball (2012) I draw on the contemporary tenets of critical theory to examine the (dominant) English and (often subjugated) Welsh discourse(s) to historically locate and contextualise the mainstream SEL literature within the ideological discourse of neoliberalism (Harvey, 2005). This neoliberalism is one which unequivocally drives policy in the direction of markets and propounds a thorough marketization of educational provisions and practices (Lynch, 2006).Drawing on data from a series of eight semi structured interviews with key national level policymakers, alongside documentary analysis, I argue that New Labour in England, particularly in its second term, through a particular policy network and the SEAL programme, adopted SEL as a tool of managerialism designed to shape and govern a self-managing, entrepreneurial, placid subject in the service of the neoliberal economic model. Alternatively I contend that the Welsh assembly adopted SEL as a practical and progressive tool for developing a more equal society and a more egalitarian and democratic modus operandi of social justice (rooted in normative precepts of the collective and of community cohesion). This “Welsh” approach was powerfully intertwined with the devolution programme and notions of the child as a democratic citizen with agency and rights. In both England and Wales this understanding and application of SEL was intimately connected with national identity and notions of nationhood. This work was undertaken using a CDA approach. It employed Fairclough’s Three Dimensional Model (1992) of Critical Discourse Analysis and engaged with the subject and data through the three lenses of text (the written and spoken word), discursive practice (the production, distribution and consumption of the text) and social practice (the wider social, political and economic forces shaping the discourse). By illuminating through CDA the ideologically infused discursive claims to truth and value, which underpinned the rhetoric and substance of the UK (Anglo-centric) Government’s version of SEL in schools and that of the devolved Welsh Government, my findings reveal the broader scale ideas and political-ontological truth claims which drove the development of SEL across England and Wales during the New Labour period; the research therein unveils the implicit but reified notions of childhood and children’s wellbeing which were central to SEL development at both the national and devolved levels; it identifies the unspoken and latent ideological projects which were core to the production of divergent SEL discourses in each of the countries; and finally, it reveals the influence which national tradition, domestic power structures, cross-societal inequities and the subjugation of certain identities have had on the conceptualisation and practical delivery of SEL in England and Wales. The study concludes that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse. In England the result of this was a thin version of SEL co-opted into the service of the neoliberal marketplace. In Wales a similar outcome occurred but only after a very different contextualised and transformative version of SEL was relinquished due to the invasive neoliberal forces attacking Welsh education.

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Oosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.

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Active school social workers are tasked with teaching social-emotional learning to students, including high need youth placed in alternative education settings. Multitiered systems of support provide a framework utilized by school systems to identify and address all student needs. However, a gap in research exists for evidenced-based social-emotional learning practices for students falling within Tier 3 of the multitiered systems of support framework, particularly those separated from the mainstream population and educated in alternative programs. This study explored how school social workers address the social-emotional learning needs of students in alternative education settings within the state of Illinois. The qualitative case-study design used a purposive sample of school social workers. Data sources included individual semistructured and focus group interviews of school social workers, and program curricula materials. Data analysis followed the constructivist perspective that multiple explanations of reality exist and, therefore, knowledge is constructed and emerges through the social practices and interpretations of people. Results indicated that school social workers in Illinois struggle to find existing evidence-based interventions to meet the social-emotional learning needs of high-school students in alternative education due to limited resources. Social work services maintain a student-driven focus and are strengthened by school-wide systemic structures for social-emotional learning that include cohesive efforts among staff and time for individual student processing of behaviors. This research has potential for social change through expanding knowledge available for school social work practitioners to meet the social-emotional learning needs of students in alternative education.

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Underwood, Robert J. "AN EMPIRICAL STUDY OF THE R-FACTOR AND ITS IMPACT ON SOCIAL AND EMOTIONAL LEARNING, SCHOOL CLIMATE, AND STUDENT DISCIPLINE." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1623929412275699.

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Kramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.

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The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.

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Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase

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Theodore, Kathleen. "Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2554.

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Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.

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Clark, Rhoe Stephanie Y. "High School Teachers' Self-Reported Knowledge and Implementation of Social and Emotional Learning Competencies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5615.

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Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

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Books on the topic "SEL-Social Emotional Learning"

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Elizabeth, Devaney, and Collaborative for the Advancement of Social and Emotional Learning., eds. Sustainable schoolwide social and emotional learning (SEL). Chicago, Ill: Collaborative for Academic, Social, and Emotional Learning, 2006.

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Srinivasan, Meena. SEL Every Day: Integrating Social and Emotional Learning with Instruction in Secondary Classrooms. Norton & Company, Incorporated, W. W., 2019.

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Srinivasan, Meena. SEL Every Day: Integrating Social and Emotional Learning with Instruction in Secondary Classrooms. W. W. Norton & Company, 2019.

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Flexible SEL Classroom: Practical Ways to Build Social-Emotional Learning in Grades 4-8. Taylor & Francis Group, 2017.

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Chandler, Amber. Flexible SEL Classroom: Practical Ways to Build Social-Emotional Learning in Grades 4-8. Taylor & Francis Group, 2017.

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Everyday SEL in Middle School: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Taylor & Francis Group, 2016.

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Everyday Sel in Early Childhood: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Taylor & Francis Group, 2017.

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Philibert, Carla Tantillo. Everyday SEL in Middle School: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Taylor & Francis Group, 2016.

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Everyday SEL in Elementary School: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Taylor & Francis Group, 2016.

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Philibert, Carla Tantillo. Everyday SEL in Elementary School: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Taylor & Francis Group, 2016.

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Book chapters on the topic "SEL-Social Emotional Learning"

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Tobin, Renée M., and Rachel M. Team. "Social Emotional Learning (SEL) Programs." In Encyclopedia of Personality and Individual Differences, 5036–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_948.

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Tobin, Renée M., and Rachel M. Team. "Social Emotional Learning (SEL) Programs." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_948-1.

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Roth, Jeffrey C., and Terri A. Erbacher. "Social and Emotional Learning (SEL)." In Developing Comprehensive School Safety and Mental Health Programs, 263–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-18.

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Newman, Jessica, and Linda Dusenbury. "Social and Emotional Learning (SEL): A Framework for Academic, Social, and Emotional Success." In Prevention Science in School Settings, 287–306. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_14.

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Lawlor, Molly Stewart. "Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework." In Mindfulness in Behavioral Health, 65–80. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_5.

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Elbertson, Nicole A., Marc A. Brackett, and Roger P. Weissberg. "School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives." In Second International Handbook of Educational Change, 1017–32. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_57.

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Macklem, Gayle L. "Social Emotional Learning Movement Growing Pains." In Brief SEL Interventions at School, 1–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65695-9_1.

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Frydenberg, Erica, and Denis Muller. "SEL Approaches that Have Worked: A Case Study of the Role of Formative Evaluation." In Social and Emotional Learning in Australia and the Asia-Pacific, 371–89. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3394-0_20.

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"The ABCs of Social-Emotional Learning." In Advances in Early Childhood and K-12 Education, 1–18. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4102-9.ch001.

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Abstract:

Recent polls report a trend that school violence is steadily continuing in middle and high schools. Concurrently, schools are filled with students who cannot function academically and socially due to challenging home lives. Recognizing that social and emotional development in young adolescents is essential to academic success, educators are learning how to address these issues through social-emotional learning (SEL). The Collaborative for Academic, Social, and Emotional Learning, or CASEL, outlines components of SEL that children and youth need to understand and manage their own emotions, set and achieve positive goals, feel and show empathy toward others, establish and maintain positive relationships, and make responsible life decisions. Findings note that schools that employ SEL have better academic performance as well as fewer disciplinary incidents.

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Miltenberger, Laurel. "Overcoming Educational Challenges Through Social and Emotional Learning." In Overcoming Current Challenges in the P-12 Teaching Profession, 1–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1177-0.ch001.

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The purpose of the chapter is to examine the importance of social and emotional learning (SEL) when supporting K-12 students in academic learning for success. Components of SEL such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making will be covered. A brief look at emotional intelligence is incorporated in the contents as well. The author provides evidence-based reasons why teaching SEL is beneficial for K-12 student success in numerous aspects of their educational career. Not only K-12 students be the focus of implementing SEL, but the teacher's role in implementing SEL in the classroom is explored. Various skills taught in SEL is discussed in detail as well as the impact of SEL at various grade levels.

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Conference papers on the topic "SEL-Social Emotional Learning"

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Peña, Daniel, Pei Chun Shih, Guiomar Nocito, and Sandra Méndez. "SEL-360: SERIOUS GAMES FOR SOCIAL AND EMOTIONAL LEARNING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0096.

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Silva, Roberta, and Rosi Bombieri. "AN INTEGRATIVE REVIEW ON SOCIAL EMOTIONAL LEARNING (SEL) PROGRAMS AS A TOOL TO SUPPORT PRIMARY SCHOOL TEACHERS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1464.

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