SOCIAL EMOTIONAL LEARNING

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Learning Target:

Participants will develop an awareness of the five core competencies of SEL (Self –awareness, Self-management, Social awareness, Relationship skills, and Responsible decision-making).

Success Criteria:

I can:• clearly define Social and Emotional Learning• cite research to justify the rationale for Social and Emotional

Learning • use the five SEL core competencies to enhance students’ social

and emotional growth

SOCIAL EMOTIONAL LEARNING

ZPAC Objectives

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Social-Emotional Development:Research says…

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Social Emotional Learning Workgroups

SEL spans across all divisions and departments. It impacts us all!

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SEL Leadership Team Mission

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• What is Social and Emotional Learning (SEL)?

• How does SEL promote success in school and life?

• What resources are available to support SEL?

• What will SEL integration look like at the district,

school, and classroom levels?

• What are the next steps?

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What are your hopes and dreams for your children and the children in your community?

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What is Social Emotional Learning?

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What comes to mind when you hear the words “social and emotional learning”?

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Video: CASEL

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Definition

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Social and emotional learning (SEL) provides the

structure and process for adults and students to

develop fundamental emotional and social

competencies and experiences to:• understand and manage emotions,

• set and achieve positive goals,

• feel and show empathy for others,

• establish and maintain positive relationships and

• make responsible decisions.

SEL builds and deepens a positive school

climate.

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Core Competencies of SEL

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How do you define social and emotional success in school?

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Increased Academic Outcomes Documented! Social-emotional skills led to improved attitudes about self, others, and school and an 11 % point gain on standardized achievement tests!

Reduced Risk of Failure Documented! Social Emotional Skills led to decrease in conduct problems and emotional distress!

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development: 82 (1), 405-432.

Research on SEL

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• Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments. (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008)

• Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching. (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008)

• School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community. (Patti and Tobin, 2006)

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Environments that foster successful development and prevent the development of psychological and behavioral problems•minimize biologically and psychologically toxic events•teach, promote, and richly reinforce pro-social behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society•monitor and limit opportunities for problem behavior•foster psychological flexibility—the ability to be

mindful of one's thoughts and feelings and act in the service of one's values, even when one's thoughts and feelings discourage taking valued action

(Biglan, Flay, Embry, & Sandler, 2012)

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Nurturing Environment

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Core Competencies of SEL

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Approximately one in five students has a diagnosable disorder or mental health problem • Despite being common problems experienced by

students, internalizing behavior problems are more likely to go unnoticed by educators

(Bradshaw, Buckley, & Ialongo, 2008; Costello et al., 2003; Costello, Egger, & Angold, 2005; Merikangas et al., 2010)

Schools lack systems for providing comprehensive, coordinated social and emotional supports within a prevention framework

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Description of the Problem

(Adelman & Taylor, 2008; Farmer & Farmer, 1999; Rones & Hoagwood, 2000)

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• Absenteeism• Suspension, expulsion, and absenteeism• Restraint/seclusion or other punitive strategies• Disproportionate poor outcomes• Unaddressed learning problems• Poor performance in class• Social isolation• Multiple ODRs• Safety issues (e.g., suicide, drugs, gangs, abuse/trauma)• Neglect (basic necessities missing or insufficient)

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Increased risk for students with emotional and behavioral problems:

SOME

ALL

REACTIVITY

PROACTIVITY

ISOLATION

INTEGRATION

DEFICIT BASED

ASSET BASED 18SOCIAL EMOTIONAL LEARNING

SEL Shifts

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SEL OutcomesSkills(Knowledge or progress in specific areas)

Behavior(Behavioral engagement in class/school)

Attitudes(Affective engagement)

Proximal Curriculum-based measurement, e.g. of reading fluency

Direct observation of student on-task behavior

Compliance with class rules and expectations

Academic self-efficacy

Achievement orientation

Belongingness

Distal Norm-referenced tests (of broad reading, math, science skills)

Course grades (GPA)

School attendance Office discipline

referrals (ODRs) Global ratings of

academic enablers (attention to task, active participation)

School climate Perceived

support from teachers and school

School satisfaction

(Suldo, Gormley, DuPaul, & Anderson-Butcher, 2014)

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Social and emotional supports and interventions within a MTSS can reduce risks and teach social and emotional skills and create environments that support student wellbeing and positive academic outcomes

(Bradshaw et al., 2008; Doll, Spies, & Champion, 2012; Durlak et al., 2011; Greenberg, Domitrovich, & Bumbarger, 2000; Hoagwood et al., 2007; Kutash, Duchnowski, & Green, 2011; McIntosh et al., 2008; Masten et al., 2005; Payton et al., 2008; Suldo, Gormley, DuPaul, & Anderson-Butcher, 2014)

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Multi-Tiered System of SupportsCritical Components

Data Evaluation System

Problem Solving Process

Multiple Tiers of Instruction & Intervention

Leadership

Capacity Building Infrastructure

Communication & Collaboration

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Student Learning Experience

Student

Family and Community

Instruction and

Curriculum

Safe and Supportive

Climate

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Student Learning Experience 4 Elements of Safe, Positive, Effective, and Caring Schools

Caring, Nurturing Environment

Positive Behavior Intervention & Support (PBIS)

Effective Academic

Instruction

Social and Emotional Learning

(Merrell & Gueldner, 2010)

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Complete Mental Health

Youth Mental HealthNegative Indicators Positive Indicators

Internalizing Problems, such as Anxiety and

Depression

Disruptive Behaviors, such

as Defiance, Rule Violations, Substance Use

Life Satisfaction and Positive Emotions, such as

Happiness

Strong Social Relationships

 

Trauma and other environ-mental

stressors

Thinking

errors, behavi

oral withdrawal

Risky/ unsafe setting

s

Inconsistent rules

and expectati

ons across

settings

Building blocks of

well-being

(gratitude,

empathy,

persistence)

Basic needs

are met

Social

and emotiona

l skills

Healthy interaction

s and safe/nurtur

ing environme

nts (minimal bullying,

high support)

Risk Factors Resilience Factors(Suldo & Romer, 2015)

What social and emotional challenges are

impacting our students, and how are we

supporting our students?

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As a group discuss:

Identify specific challenges at your site and how

you are addressing them or could be addressing

them within the context of the SEL Goals (On

handout)• Individual interactions with students• Groups and clubs• Classroom practice and activities• School-wide Initiatives• Community Initiatives

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Activity Guidelines

Broward County Public Schools Resources

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Wikispace: http://mtss.pds-hrd.wikispaces.net/

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• Student Support Initiatives • BCPS Character Education

Program• Scholar Centric• LEAPS • Plasco Trac/HERO• Cultural Responsiveness

Training• Courageous • Mega Skills Program• AWARE Training• School Counseling

• Reading Pals (United Way)

• Why Try Program• Typical or Troubled Training• 21st Century After-School

Programs• District Mentoring

Programs• Mentoring Tomorrow’s

Leaders• Crisis Response Teams• Mental Health Support Staff

Broward County Public Schools Resources

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HEALING THE INSIDE CHILD

Addressing Dysregulation with

Brain Based Wellness Approaches

(A trauma informed attachment focused program)

John Micsak MA, LLPC, CTCClinical Director and Founder

National Institute for Resiliency and WellnessHealingtheinsidechild.org

In collaboration with The Creative Learning Center, Inc.

Take a short walk on the dark side of our public education

system,

And you learn some disturbing lessons about school

punishment.

U.S. schools suspend millions of kids —3,328,750, to be exact. And only 5% were suspended for weapons or drugs

Most are for “disruptive behavior” and “other”, which includes violation of dress code, being “defiant”, and in at least one case, farting.

National Education Policy Center report published in October 2011.

Thirty five of the best developmental scientist in the United States studied why we haven’t been able to improve school trajectories since the 1960's. What do you think was the number one reason they came up with?

Dysregulation

“We are complex human organisms with a cortical, psychological region and a vast horizon of sub-cortical and biological influences. The key to working with trauma content is to seek healing and integration within the various corridors of the body and mind system.”

John Micsak

REGULATION DYSREGULATION

 REGULATION: The ability to experience and maintain stress within one’s window of tolerance; generally referred to as being calm, focused or relaxed.

DYSREGULATION: The experience of stress outside of one’s window of tolerance; generally referred to as being stressed out, or in a state of distress.

Symptoms of Un-Discharged

Toxic Stress

The Zone SELF-REGULATION

Hyper Arousal

Stuck on “ON”

Hypo Arousal

Stuck on ‘OFF”

Chronic Fear and Anxiety Aggression, Rage, Tantrums. Sense of Urgency Fight or Flight Sensations Hyper Active / Hyper Vigilant

Chronic Fear and Anxiety Depression and Sadness Withdrawal and Isolation Attention Problems Sleep and Eating Disorders State of Immobilization

Calm Body and Mind StateContentment and JoyFocus and ConcentrationHigh PerformanceConnection and Empathy

Thinking or Neo cortex- figure things

out, language, problem solving, sends accurate info

Emotional or Limbic- social

relationships, empathy, non-verbal, good and bad feelings

Animal or survival brain. Instinct,

reacts doesn't think, fight, flight and freeze

THE TRIUNE BRAIN

The Intersection of Social-Emotional Learning and Trauma-Informed Schools Social-Emotional Learning and Trauma-Informed Care are often discussed, researched, and practiced as separate fields. However, in the context of students experienced chronic adverse child events, the two fields have interrelated characteristics that when addressed in tandem, can help a student succeed in school. This info-brief will define Social-Emotional Learning and Trauma-Informed Care, outline the impact and behavioral manifestations of trauma, and offer a glimpse into the positive educational outcomes that can result from a trauma-sensitive approach.

For many students, homelessness is a traumatic event in and of itself. In addition, they may have been exposed to other experiences that were traumatic such as violence, substance abuse, or untreated mental illness. The following diagram illustrates how trauma can manifest in a school setting and how those manifestations can put a student at higher risk for academic failure.

While everyone can benefit from the continual growth of social-emotional skills, students experiencing homelessness need an approach that is trauma-sensitive in order to be successful. The following diagram illustrates the positive effect of a trauma-sensitive approach to teaching and learning. If we approach educating students with trauma-sensitivity first, social-emotional skills will more naturally develop and the ability to succeed both behaviorally and academically will follow.

STRESS

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• Build Awareness: District, School, Community

• Work in Innovation Zones• Make Connections with SEL Goals/Standards

and Current Practices• Identify Curriculum Resources and

Assessments• Share videos and suggested readings

Next Steps

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• Barrett, S., Eber, L., & Weist, M. (2013). Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. Retrieved from Positive Behavioral Interventions and Supports website: http://www.pbis.org/common/cms/files/Current%20Topics/Final-Monograph.pdf

• Doll, B., Cummings, J.A., & Chapala, B.A. (2014). Best practices in population-based school mental health services. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Systems level perspectives (pp. 149-163). Bethesda, MD: National Association of School Psychologists

• Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.), (2015). Handbook of Social and Emotional Learning: Research and Practice. Guilford Publications, 2015.

• Weist, M. D., Lever, N.A., Bradshaw, C. P., & Sarano Owens, J. (Eds.), (2014). Handbook of school mental health: Advancing practice and research. Springer.

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Suggested Reading

Thank you for your participation in

today’s discussion!

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