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Communities In Schools of Chicago
Social Emotional Learning in School-Focused Programs
Presented by
Caryn Curry
Program Director
Mental Health America of Illinois
March 5, 2015
Today’s Objectives
◦Understand: what is social and emotional learning, really?
◦How do you apply the SEL Standards to your work
◦Reflect on personal social and emotional competenciesWhat’s impact on your effectiveness
Shared Agreements
What do you need to make this environment safe and most conducive to your learning and participation today?
4
Featured films are the results of years of scientific study combined with the experience of years.
Food for Thought
“No Significant Learning Occurs Without a
Significant Relationship.” -James Comer
Social and Emotional Learning (SEL)
A PROCESS FOR ACQUIRING SKILLS TO:
Recognize and manage emotionsDemonstrate caring and concern for othersEstablish positive relationshipsMake responsible decisionsHandle challenging situations effectively
Collaborative for Academic, Social and Emotional Learning,(CASEL), 2005
Social and Emotional Skills
social & emotional learning
Self-awareness
Social awarenes
s
Relationship
Skills
Responsible decision-
making
Self-managemen
t
Forming positiverelationships, working in
teams, and dealing effectivelywith conflict
Making ethical, constructive
choices aboutpersonal and
social behavior
Managing emotions andbehaviors to
achieve one’s goals
Showing understanding and empathy for others
Recognizing one’s emotions and values as well as one’s strengths
and limitations
Source: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Importance of Emotions
…despite the great value that business cultureoften places on intellect devoid of emotion, our emotions are, in a very real sense, more powerful than our intellect. In moments of emergency, our emotional centers – the limbic brain – commandeer the rest of the brain.
Goleman, Boyatzis, McKee, Primal Leadership, 2002
Emotional Intelligence
Four Dimensions1. Self-Awareness2. Self-Management3. Social Awareness4. Relationship Management
Emotional Intelligence is learned, not innate
Daniel Goleman, 2006
Social IntelligenceKnowing what a person is feeling and acting
effectively based on that. Social intelligence includes:
social awareness, empathy, ability to be attuned to or in rapport with
another person. Social intelligence is foundational to
meaningful relationships and one’s ability to successfully navigate a social world.
Goleman, Social Intelligence 2006
Reality Check
Consider:◦Atmosphere in school building◦Physical/Emotional availability of teacher
◦1-3 class periods to change the world
◦Whatever baggage – real or perceived – you brought to your workshop
Video
Amygdala HijackAnd Emotional
IntelligenceKirsten Johnson
http://www.youtube.com/watch?v=Lr-T6NAV5V4
Brain Basics
Neuroplasticity
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Brain Basics
Practice
Practice
Practice
10,000 hours to mastery 14
Activity
How socially and emotionally intelligent am I?
Paired Share
What?◦ Any new insights?
So What?◦(Why) Is this important or relevant?
Now What?◦How might I use what I’ve learned?
17
Illinois Social and Emotional Learning Goals
Self-Awareness
Social Awareness Responsible
Decision-makingSelf-
ManagementRelationship
Skills
Goal 31:Develop self-awareness and self-management skills to achieve school and life success.
Goal 32:Use social awareness and interpersonal skills to establish and maintain positive relationships.
Goal 33: Demonstrate decision-makingskills and responsible behaviors in personal, school and community contexts.
Graphic: University of Illinois Extension
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SEL Standards for Goal 31
Goal: Develop self-awareness and self-management skills to achieve school and life success.
Standards:
A. Identify and manage one’s emotions and behaviors.
B. Recognize personal qualities and external supports.
C. Demonstrate skills related to achieving personal goals.
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SEL Standards for Goal 32
Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships.
Standards:
A. Recognize the feelings and perspectives of others.
B. Recognize individual and group similarities and differences.
C. Use communication and social skills to interact effectively with others.
D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
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SEL Standards for Goal 33
Goal: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Standards:
A. Consider ethical, safety and societal factors in making decisions.
B. Apply decision-making skills to deal responsibly with daily academic and social situations.
C. Contribute to the well-being of one’s school and community.
You’ve Got This
Activity:List activities/lessons that you
use/teach
List SEL skills that you are teaching through those activities/lessons
Align activities/lessons to one or more SEL Standards
What You Can Do
Every interaction presents an opportunity to: model adaptive behaviors build skills foster a healthy relationship
What You Can Do
Build strengths and resilience
• Work with natural talents and interests–Drawing, writing, sports, music,
• Strengths can include developing–Spiritual beliefs–Cultural identity
What You Can Do
Teach Calming skills◦Recognize physical signs of escalation◦Use Relaxation techniques
Teach Coping skills◦Use verbal responses rather than behavioral◦Seek adult support
Teach Problem solving skills◦Alternate responses◦Role models◦Practice, practice, practice
What You Can DoBe consistent
Set limits appropriately◦No violence◦No yelling◦No retaliation: Separate out your anger
Praise youth for positive behavior
Model appropriate coping, anger management and problem solving
Paired Share
What?◦ Any new insights?
So What?◦(Why) Is this important or relevant?
Now What?◦How might I use what I’ve learned?
Caryn CurryProgram DirectorMental Health America of Illinois (MHAI)312-368-9070, x318ccurry@mhai.orgwww.mhai.org
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