Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Cette présentation a été effectuée le 28 novembre 2011, au cours de la Rencontre internationale La prochaine décennie pour les écoles favorisant la santé, le bien-être et la réussite éducative dans le cadre des 15es Journées annuelles de santé publique (JASP 2011). L’ensemble des présentations est disponible sur le site Web des JASP à la section Archives au : http://jasp.inspq.qc.ca/.
Educating the Heart as Well as the Mind: Why Promoting Children’s Social and Emotional Learning Should Be an
Essential Part of Education
Kimberly A. Schonert-Reichl, Ph.D.University of British Columbia
3rd International Conference on Schools that Promote Health Well being andPromote Health, Well-being and
Educational Success15th Annual Public Health Days
Montréal, Québec, CanadaNovember 28, 2011
Why is Social and Emotional Learning Important?
“Teaching and learning in schools have strong social, emotional, and
academic components.”
(Zins, Weissberg, Wang, & Walberg)
15es Journées annuelles de santé publique 1
“Emotions can facilitate or impede children’s academic engagement,
work ethic, commitment, and ultimate school success.” (Durlak et. al., 2011)
Wh N ?Why Now?
15es Journées annuelles de santé publique 2
Changes and Challenges: Changes and Challenges: Societal RisksSocietal Risks
•• POVERTYPOVERTY
•• LOSS OF SUPPORTLOSS OF SUPPORT
15es Journées annuelles de santé publique 3
•• ROLE MODELSROLE MODELS
•• EXPOSURE TO VIOLENCEEXPOSURE TO VIOLENCE
15es Journées annuelles de santé publique 4
One in five childrenand adolescents experience problems
severe enough togwarrant the need for
mental health services
(Romano et al. 2001; U.S. Public(Romano et al. 2001; U.S. Public Health Service 2000).
+Social and EmotionalEmotional Learning (SEL)
A Growing Movement
15es Journées annuelles de santé publique 5
Social emotional learning is the process through which we learn to Social emotional learning is the process through which we learn to d b h k dd b h k drecognize and manage emotions, care about others, make good recognize and manage emotions, care about others, make good
decisions, behave ethically and responsibly, develop positive decisions, behave ethically and responsibly, develop positive relationships and avoid negative behaviors.relationships and avoid negative behaviors.
Source:ZinsZins, , BloodworthBloodworth, , WeissbergWeissberg, and Walberg (2004), and Walberg (2004)Building Academic Building Academic Success on Social Emotional LearningSuccess on Social Emotional Learning
SEL is...
Self Responsible
Recognizing one’s emotions and values
as well as one’s
Making ethical, constructive
choices about
Social &
Emotional
Learning
Awareness Decision-Making
SelfManagement Relationship
Skills
as well as one s strengths and
limitations
choices about personal
and social behavior
Managing emotions andbehaviors to
achieve one’s goals Learning
SocialAwareness
Forming positive relationships,
working in teams, dealing effectively with
conflict
one s goals
Showing understanding and empathy for others
Source: CASEL – Collaborative for Academic, Social, and Emotional Learning
15es Journées annuelles de santé publique 6
Effective SEL l i Self Awareness e
sons
Teacher Social and Emotional Competence & Pedagogical Skills
CASEL Heuristic Framework
Healthy Relationships
Effective Classroom
Management
Implementation
Academic
CASEL Five Core Domains of S‐E Competence
Self‐Awareness
Responsible Decision‐Making
Self‐Management
Social Awareness Relationship Skills
d Emotional Competencie
ext: Clim
ate an
d In
teractio
School & Community Context; District, State & Federal Policy
Instructional Support
Academic, Achievement, Behavioral, and Emotional Health So
cial an
Classroom Cont e
Social and Emotional Learning Across the Globe
Canada United States Latin America (e.g., Colombia) United Kingdom (e.g., England, Ireland) Denmark Sweden
Norway Spain (Basque Region?) The Netherlands Germany Israel Turkey
Japan Singapore Phillippines Cambodia Thailand New Zealand Australia Africa
15es Journées annuelles de santé publique 7
A PARADIGM SHIFT:FROM ILL‐BEING TO WELL‐BEING
SEL & Neuroscience
Brain
Plasticity
Early Experience
&
Sensitive Periods
Prefrontal
Cortex
Environment
Source: CASEL’s 2007 Forum: Dr. Richard Davidson’s Presentation
15es Journées annuelles de santé publique 8
What do we know about the Effectiveness of SEL Programs?
Many SEL programs help students apply skills in preventing specific
problems like:
Substance useInterpersonal violence
Bullyingy gSchool failure (Zins & Elias, 2006)
15es Journées annuelles de santé publique 9
Meta-analysis of 213 school-based, universal SEL programs
270,034 kindergarten through high school students
E tensi e literat re search andExtensive literature search and analysis identified SEL programs to
be studied
STUDENT GAINS REDUCED RISKS FOR FAILURE
Source: Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82, 474‐501.
• Social & Emotional Skills
• Improved attitude about self, others, and school
• Conduct problems
• Aggressive behavior
• Emotional distress
school
• Positive behavior
• 11 percentile point gain on standardized achievement
15es Journées annuelles de santé publique 10
How Can We Nurture SEL’s Growth?
•• ““Every child requires someone in his or her Every child requires someone in his or her life who is absolutely crazy about themlife who is absolutely crazy about them..””
•• UrieUrie BronfenbrennerBronfenbrenner
15es Journées annuelles de santé publique 11
The “Roots of Empathy”
Source: “Roots of Empathy” (http://www.rootsofempathy.org/)
Helps children and teenagers cope withteenagers cope with feelings of fear, worry, and depression by building resilience and self-esteem and teaching cognitive and emotional skills in a simple, well-structured format.
Acknowledged by the g yWorld Health Organization for its 10 years of comprehensive evaluation and practice. It has proved effective for up to 6 years after initial exposure.
15es Journées annuelles de santé publique 12
MindUP and Scholastic, Inc.
Social and EmotioanlLearning (SEL) in Teacher
Training at the University of g yBritish Columbia, Vancouver,
Canada
15es Journées annuelles de santé publique 13
+
Thank you!!Thank you!!
Ideas, questions, comments welcome!!comments welcome!!
“The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their sense of being loved, valued, and included in the families and societies into which theyfamilies and societies into which they are born.”
Child Poverty in Perspective: An overview of child well‐being in rich countries
Unicef, 2007
15es Journées annuelles de santé publique 14