Over twenty years of research clearly shows that social and emotional learning (SEL) is foundational to children’s success in school, work, and life. According to a growing body of research, addressing the social and emotional needs of youth not only prepares students to learn, but also increases their capacity to learn. The findings come from multiple fields and sources, including student achievement, neuroscience, health, employment, psychology, classroom management, learning theory, economics, and the prevention of youth problem behaviors. SEL interventions that address the Collaborative for Academic, Social, and Emotional Learning (CASEL’s) five core competencies increased students’ academic performance by 11 percentile points, compared to students who did not participate in such SEL programs. Students participating in SEL programs also showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school. A growing concern about the mental health of children and adolescents along with a strong base of research has led to legislation that requires schools to address the social and emotional needs of students.
What is Social and Emotional Learning?
SEL refers to both a set of core competencies and a process of learning. CASEL's five core competencies include: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making skills. Within each of these competencies are numerous other skills. For example, youth who are socially and emotionally competent are able to: · Recognize and manage emotions · Express care and concern for others · Make responsible decisions · Behave ethically and responsibly · Develop positive relationships · Avoid risky behaviors · Communicate effectively · Set and reach goals · Be self-motivated and self-directed The process of SEL refers to the creation of a safe, caring, and highly participatory learning environment where SEL competencies are modeled, taught, and reinforced. SEL is based on an understanding that learning is a social process; therefore, relationships and emotions are central to the learning process. SEL is also based on the realization that feelings, thoughts, and actions are interrelated. For learning to be effective, the needs of the whole child must be addressed.
1) SELF-AWARENESS:
The ability to identify our own feelings, as well as how our feelings and thoughts influence what we do.
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
Being willing and able to voice your emotions in an honest and mature way is among the most important relationships skills a person can have. When you allow your partner to really know you, you can achieve mutual understanding. ... Really try to hear how partner experiences a situation.
is defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as “the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.”