the collaborative for academic, social, and emotional learning uic social and emotional learning for...
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The Collaborative for Academic, Social, and Emotional Learning UIC
Social and Emotional Learning for School and Life Success: SEL 101
Roger P. WeissbergCASEL
University of Illinois at Chicago
The Melissa Institute for Violence Prevention and Treatment
May 2, 2008
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Objectives
What is social and emotional learning (SEL)?
Why SEL?
What are the latest research advances?
What are the latest practice advances?
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Reflection Question:
What qualities or characteristics do we want young people to possess by the time they graduate from high school?
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Essential Questions Each Community Must Answer
1. What do we want our children to know and be able to do when they graduate?
2. How can the entire community be organized to ensure that all students reach the stated goals?
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Risky Youth Behaviors and Attitudes: Prevalence
Issues:Physical fight at school (12 months): 14%
Carried a weapon (30 days): 19%
Bullied at school (past 6 months): 28%
5 or more drinks in a couple of hours (30 days): 26%
Seriously considered attempting suicide: 17%
Sexual intercourse with > 3 people: 14%
Chronically disengaged from school: 40-60%
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Law-related Education
Mental Health Promotion
Multicultural Education
Nutrition Education
Physical Injury Prevention
Sex Education
Suicide Prevention
Truancy Prevention
Violence Prevention
Typical Approaches by Schools
AIDS Education
Bullying Prevention
Career Education
Character Education
Civic Education
Delinquency Prevention
Dropout Prevention
Drug Prevention
Family Life Education
Health Education
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Social and Emotional Skills and Attitudes: Prevalence
29%
45%
43%
29%
Assets:
How people you know well would rate you on:
• Thinking through the results of your choices, planning ahead
• Caring about others’ feelings, feeling sad when a friend is unhappy, being good at making and keeping friends
• Respecting the values/beliefs of people of different races/cultures
My school provides a caring, encouraging environment
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Moving from here:
Categorical fragmentation in addressing learning barriers…
What’s Needed?
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To here:
A coordinated approach to promoting students’ academic and life success
SEL as a Coordinating Framework
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Collaborative for Academic, Social, and Emotional Learning (CASEL): Mission and Goals
Mission: To make social and emotional learning (SEL) an essential part of educationGoals:– Advance the science of SEL– Expand integrated, evidence-based SEL
practice– Strengthen the field and impact of SEL
www.casel.org
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What is SEL?
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CASEL Defines the Field of SEL (Elias et al., 1997)
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Social and Emotional Learning (SEL)
SEL is the process whereby children and adults develop essential social and emotional competencies to:
Recognize and manage emotionsHandle oneself and tasks effectivelyDevelop care and concern for othersEstablish positive relationshipsMake responsible decisions
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5 Core Social and Emotional Competencies
Self-awareness Social-awarenessResponsible
Decision-making
Self Other Decision-making
Self-management Relationship Skills
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Social and Emotional Learning
A Framework for SEL Programming to Enhance Student Success in School and Life
Learning Environment
SE Skills Instruction
Positive Outcomes+ =
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Social and Emotional Conditions for Learning
• Safe & well-managed• Respectful & supportive relationships• High expectations and challenging• Participation and leadership opportunities• Rigorous, relevant curriculum and engaging
instructional practices
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SE Skills Instruction
• Explicit SE Skills Instruction• Self-awareness• Self-management• Social awareness• Relationships skills• Responsible decision-making
• Opportunities to practice• Modeling of skills• Reflection and acknowledgment• Evidence-based programs
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Positive Outcomes
• Academically successful• Mentally and physically healthy• Positive social relationships• Prepared to join the workforce• Engaged citizenship
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Why Social and Emotional Learning?
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Why Implement SEL in Schools?
• Relationships provide a foundation for learning
• Emotions affect how and what we learn
• Relevant skills can be taught
• Positive effects on academic performance, health, relationships,
and citizenship
• Demanded by employers
• Essential for lifelong success
• A coordinating framework to overcome fragmentation of
prevention and youth-development programs
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What are the Latest Research Advances?
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Durlak, Weissberg et al. (2008) Meta-analysis: Enhancing SEL Promotes Success in School
SEL
Learning Environment
SE Skills Instruction
Positive Social Behavior
Coordinated School, Family, and Community Programming
SE Skill Aquisition
Improved Attitudes
Conduct Problems
Emotional Distress
Academic Success
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Durlak, Weissberg et al. (2008) Meta-analysis:Core Questions and the Answers
1. Does school-based SEL programming positively affect students? – YES
2. Do the impacts on student functioning endure over time? – SOMEWHAT
3. Are SEL programs conducted by existing school staff effective? – YES
4. Do training practices and the quality of implementation affect student outcomes? - YES
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Durlak, Weissberg et al (2008) Meta-analysis: Inclusion Criteria
School-based interventions that promote social and emotional competencies
K to 12th-grade students
Reported by June 2007
Employed a control group design
Assessed outcomes related to students’ behavioral adjustment or school performance
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Sample of SEL Intervention Studies
Pre to post = 207 studies
Number of students: 288,221
Since 1990 = 75%
Randomized = 45%
Elementary (56%), middle (31%), and high school (13%)
Urban, suburban, and rural
< 1 year (76%), > 1 year (24%)
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Social and Emotional Learning:How is it Taught?
Teacher- or researcher-led SEL instruction
Guided practice opportunities with feedback and reinforcement
A supportive classroom context
Multi-component with school-wide and family collaboration
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Does SEL programming positivelyaffect students?
23 (.60)
9 (.23)
9 (.24)
9 (.22)
10 (.25)
11 (.28)
Social-emotional skills
Attitudes
Positive social behavior
Conduct problems
Emotional distress
Academic performance
OutcomesPercentile Imp & (ES)
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SEL Improves Academic Outcomes
Improvements in:Attitudes– Motivation, commitment
Behaviors– Participation, study habits
Performance– Grades, subject mastery
Source: Zins, Weissberg, Wang, & Walberg (2004). Building Academic Success on Social and Emotional Learning (SEL): What Does the Research Say?
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Do Impacts on Student Functioning Endure over Time?
Follow up: 6 months to many years.
SEL students showed significant improvement on all 6 outcome areas.
The effects were smaller than at post.
SEL is beneficial but not a permanent inoculation.
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What Influences Positive Student Outcomes?
School staffs
SAFE programming
– Sequenced development of skills
– Active instruction (e.g., behavioral rehearsal)
– Focused on SE skills
– Explicit targeting of specific SE skills
Implementation
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Implications for Practice & Policy
SEL works– Multiple positive outcomes including academic
achievement– Across grade levels– In all contexts
SEL is doable– Good results from programs run by existing school staff
SEL needs support– Evidence-based training procedures are better– Implementation matters– Supported by federal and state policies, leadership, and
professional development
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What are the Latest Practice Advances?
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5 Core Social and Emotional Competencies
Self-awareness Social-awarenessResponsible
Decision-making
Self Other Decision-making
Self-management Relationship Skills
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Safe and Sound: An Educator’s Guide to Evidence-based SEL Programs
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© CASEL 2008 39
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22 “SELect” Programs
Outstanding SEL Instruction of five SE competencies
Evidence of Effectiveness with at least one rigorous study demonstrating positive SEL outcomes for students
Outstanding Professional Development that provides training and ongoing follow-up support
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Three-level Prevention/Intervention Services
SEL is for ALL Students
Treatment:
Provide intensive interventions for a few children
Early Intervention:
Intervene early for some children
Universal Prevention:
Focus on SEL skill instruction and learning environment
Some
Few
All Students
Adapted from Osher, Dwyer, Jackson (2004)
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What Does Schoolwide SEL Look Like?
SEL School
Classrooms
Lunchroom
Hallways
Teacher’s Lounge
Afterschool/Extracurriculars
PlaygroundFront Office
Bus
Bathrooms
Sporting Events
Parent/teacher conferences
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An Integrated Schoolwide Model forAcademic, Social, and Emotional Learning
After-school and community activities that are coordinated
with SEL efforts
Coordinated mental health and health services that reinforce
SEL instruction
Planned, systematic classroom-based SEL
instruction and a supportive school climate
School-Family-Community partnerships to enhance social,
emotional, and academic competence
Integrated Schoolwide SEL
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Schoolwide SEL
CASEL’s Sustainable Schoolwide Social and Emotional Learning (SEL): Implementation Guide and Toolkit
3 Phases10 steps7 Sustainability Factors
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3 Illinois Social & Emotional Learning Goals
SEL Goal 31
Develop self-awareness and
self-management skills to achieve school and life
success.
SEL Goal 32
Use social-awareness and interpersonal
skills to establish and
maintain positive relationships.
SEL Goal 33
Demonstrate decision-
making skills and responsible
behaviors in personal, school, and community
contexts.
Self Other Decision-making
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Summary
SEL is the process whereby children and adults develop essential social and emotional competencies.SEL improves school-related attitudes, behaviors, and academics and provides the foundation to life success.Well-designed, well-implemented SEL programming produces the best outcomes.Sustainable, effective schoolwide SEL requires 3 Ps: Policy, principals, and professional development.