Fostering Children's and Adolescents' Social and Emotional Development:

An Approach for Community Service Providers

Chelan WallaceMaster’s of Education Candidate

Human Development Learning and Culture (Social and Emotional Learning)

University of British Columbia

Outline

u My backgroundu What is Social and Emotional Learning (SEL)?u Why is social and emotional development important? u Research and an evidence-based approach for

community service providersu Evidence-based practices and key resourcesu Thank-you, references, and questions

1

Who am I?I am a child development program coordinator and community builder.

Why HDLC?

People are hungry for knowledge about how to support their children’s and students’ social and emotional development.

2

What is Social and Emotional Learning (SEL)?

3

Figure 1. CASEL SEL Core Competencies. Reprinted from CASEL. 2016,Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/

Figure 2: CASEL 5 Core Competencies Taught Across Diverse Settings Retrieved from http://www.casel.org/what-is-sel/

Figure 3: Bioecological Model of Child Development With permission from Schonert-Reichl, Lecture Notes, 2016

Attachment Theory

u Secure attachment is consistent, attuned, and emotionally responsive (Bowlby, 1977).

u Attachment with other adults (Olson, 2014; Cozolino, 2014)

5

Why is Social and Emotional Development Important?

u Self-regulation u Resilienceu Prevent mental health

issues u Positive human qualities

u Compassion u Altruism

6

(Oberle et al., 2014)

Benefits of SELu Predictor of academic

achievement (Caprara et al., 2000).

u Positive outcomes in education, employment, crime, substance abuse and mental health (Jones, Greenberg & Crowley, 2015).

u 11 percentile-point increase in academic achievement (Durlak et al., 2011).

7

Benefits of SEL in the Community

Benefits

u Positive personal and social development

u Enhanced feelings of connectedness at school

u Improved academic achievement by 12 percentile-points

8

(Durlak et al., 2010)

Educatingthe Heart The ultimate intended outcome is children’s well-being

9

Middle Years Development Instrument (MDI)u 46% thriving, 24% medium, 30% low u Valuable after school time u 32% wish they could do additional after school activities

(Pedrini, 2016)

10

Figure 4: MDI Field Guide: The Core Ideas – After School TimeRetrieved from www.discovermdi.ca

11

Start with the Community Service Providers

12

1. Modeling 2. Dialogue 3. Confirmation4. Practice

(Noddings, 2013)

The Ethic of Care

SEL Can Be Taught

RULER’s Classroom Charter

13

We will prevent and manage conflict by…

Be empathetic Taking care of ourselves Use ‘I’ statements

In order to have these feelings consistently, we will…

Listen to each other Help others Work hard

As a class, we want to feel…

Appreciated Included Respected

& CAUGHT!

Figure 5: based on RULER’s Classroom CharterRetrieved from: http://ei.yale.edu/ruler/the-anchors-of-emotional-intelligence/

SEL Can Be Taught 14

Random Acts of Kindness Outside-of-school lesson plan:Self-Care Unit

& CAUGHT!

Figure 6: RAK4KidsRetrieved from http://rakmaterials.s3.amazonaws.com /cde/en/RAK4Kids_out-of-school_lesson_plans.pdf

Self-Determination Theory in the Community

u Autonomy u Having an active voice

u Belongingu Feeling connectedness

u Competenceu Feeling valued, that

you have something to offer others and you can achieve your goals

15

(Deci & Ryan, 2000)

Collaborative Problem Solving

16

(Greene, 2011)

“What would I have to be feeling in order to act like that?” (Schonert-Reichl,class lecture, 2016)

Effective Community Service Programs are S.A.F.E.

u Sequencedu Activeu Focusedu Explicit

17

(Durlak et al., 2010)

u Challengingu Enjoyableu Passionateu Shared goals

(Diamond, 2014)

Tools for Community Service Providers

18

u Preparing Youth to Thrive

Figure 7: Preparing Youth to Thrive ResourcesRetrieved from: https://www.selpractices.org/resource/

Self-Reflection for Community Service Providers

u “Are we explicit about how the cultural experiences + values of staff and youth influence social and emotional learning?” (Walker et al., 2017).

u “I teach participants strategies to handle the emotions that affect their ability to focus in the program (e.g., stress, frustration)” (American Institutes for Research, 2015).

19

Conclusion

“Children don’t care how much you know until they know how much you care”(Schonert-Reichl, personal communication, 2017)

20

uKim Schonert-ReichluFellow class mates and lab matesuFriends and family

21

ReferencesAmerican Institutes for Research. (2015). Beyond the Bell: Social and Emotional Learning Practices. Chicago, Illinois: Yoder, N., and

Devaney, E.

Bowlby, J. (1977). The making and breaking of affectional bonds. I. Aetiology and psychopathology in the light of attachment theory. An expanded version of the Fiftieth Maudsley Lecture, delivered before the Royal College of Psychiatrists, 19 November 1976. British Journal of Psychiatry, 130, 201-210.

Bronfenbrenner, U., & Morris, P. (2006). The Bioecological Model of Human Development. In R. M. Lerner and W. Damon (Ed.), Theoretical Models of Human Development. Handbook of Child Psychology (Vol.1; 5th ed.). NY: Wiley.

Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11(4), 302-306. doi:10.1111/1467-9280.00260

Cozolino, L. (2014). Attachment-Based Teaching: Creating a Tribal Classroom (The Norton Series on the Social Neuroscience of Education). WW Norton & Company.

Diamond, A. (2014). Want to optimize executive functions and academic outcomes?: simple, just nourish the human spirit. In Minnesota Symposia on Child Psychology (Vol. 37, p. 205). NIH Public Access.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3), 294-309. doi:10.1007/s10464-010-9300-6

Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Weissberg, R. P., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi:10.1111/j.1467-8624.2010.01564.x

22

References Continued

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. doi:10.2105/AJPH.2015.302630

Greene, R. W. (2011). Collaborative problem solving can transform school discipline. The Phi Delta Kappan, 93(2), 25-29. doi:10.1177/003172171109300206

Noddings, N. (2013). Caring: A relational approach to caring and moral education (2nd ed.). Berkeley, CA: University of California Press.

Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. D. (2014). Social–emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138-147. doi:10.1016/j.appdev.2014.02.004

Olson, K. (2014). The Invisible Classroom: Relationships, Neuroscience & Mindfulness in School (The Norton Series on the Social Neuroscience of Education). WW Norton & Company.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68-78. doi:10.1037//0003-066X.55.1.68

Walker, K., Olson, B., & Herman, M. (2017). Social and Emotional Learning in Practice: A Toolkit of Practical Strategies and Resources. St. Paul, MN: University of Minnesota Extension.

23

Questions?

24