Social and Emotional Learning: From Individual Skills to Class Cohesion

Autor/inn/en	Dobia, Brenda; Parada, Roberto H.; Roffey, Sue; Smith, Madelaine
Titel	Social and Emotional Learning: From Individual Skills to Class Cohesion
Quelle	In: Educational & Child Psychology, 36 (2019) 2, S.78-90 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Social Development; Emotional Development; Elementary School Students; Inclusion; Student Behavior; Program Effectiveness; Learner Engagement; Self Efficacy; Elementary School Teachers; Empathy; Altruism; Friendship; Foreign Countries; Positive Attitudes; Gender Differences; Interpersonal Competence; Classroom Environment; Group Activities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Inklusion; Student behaviour; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Empathie; Altruistic behavior; Altruismus; Freundschaft; Ausland; Geschlechterkonflikt; Interpersonale Kompetenz; Klassenklima; Unterrichtsklima; Gruppenaktivität
Abstract	Aim: To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools. Rationale: Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion. Method: Teachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions. Findings: Although quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students' emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement. Limitations: Issues with systemic implementation were identified. Conclusion: Circle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01