Social Emotional Learning

Dr. F. Crawford
October 8, 2017
Agenda

Pre-assessment
Self-regulation and the Emergence of the Concept of Emotional Intelligence
Neuroscience of Social Intelligence
Why SEL
Overview and Justification for SEL
Recent Findings on SEL
Case Study & Discussion
Lunch
SEL and Children with Autism
Sample SEL program: Interpersonal Cognitive Problem Solving
Managing challenging behaviors
Post assessment
Evaluation
Pre-assessment: Self Regulation

What is self-regulation and why is it important for young learners?

In what ways will you help young learners develop self-regulatory skills?
Examples of internalized regulated
functions among children:
Greeting someone appropriately
Can translate turn-taking cues
Can share with peers
Can focus attention on something for several minutes
Can calm themselves down when frustrated
Can carry out instructions
Can get along well with others
Persistence (when children can use language such as this is hard but I
can do this
Regulated functions require intentional effort.
Involves 3 aspects of Executive Functioning:

Attentional flexibility: the ability to pay attention to instructions, ignore

distractions, and switch focus from one task or person to another (e.g.,
listening expressly for the words Simon Says)

Working memory: the ability to keep information in your mind long enough
to follow through with instructions (e.g., remembering to stay still if tagged
duck and to run if tagged goose)

Inhibitory control: the ability to stop and respond in a way that might feel
less natural, but is more appropriate (e.g., refraining from disregarding the
wishes of the mother when those differ from what is requested)
Self Regulation: A gradual, active, and
intentional process

Co-regulation: Using hints and cues

Modeling Self-
Scaffolding
Regulation

See literature about modeling

Daniel Coleman: Originator of EQ

Daniel Coleman Originator of the concept of Emotional Intelligence (EQ).

He argues that EQ is as important as IQ to an individuals success.
The Neuroscience of Social Intelligence

Managed by frontal lobes of the brain

Bill von Hippel: https://www.youtube.com/watch?v=CM2wIS8UejE

Requires doing that which we know is the right thing to do, and when
(involves our ability to detect changing contingencies--such as change in
rules--and managing the moods of others. Also involves our ability to
engage in reversal learning).
Common Terms for SEL include

Character education,
Personality,
21st-century skills,
Soft skills, and
Non-cognitive skills,
Non-academic skills

Each draws on its own related fields and bodies of literature.

Why the term SEL

Recent market research indicates that this is a familiar and preferred term
among policymakers, practitioners, and parents.
The term emphasizes learning and growthproviding a more positive
framing than terms like non-cognitive or soft skills
Includes an array of skills, such as grit, empathy, growth mindset, social skills
 Why SEL Matters (2017)

SEL matters a great deal for important life outcomes like success in school,
college entry and completion, and later earnings
SEL can be taught and nurtured in schools so that students increase their
ability to integrate thinking, emotions, and behavior in ways that lead to
positive school and life outcomes
20-year old field with a recent surge in interest in the U.S.
Collaborative for Academic, Social, and Emotional Learning (CASEL) is
supporting 10 large school districts and 45 smaller ones through its Collaborating
Districts Initiative
Aspen Institute recently launched a National Commission on Social, Emotional,
and Academic Development to explore how schools can fully integrate SEL into
policies and instruction that have traditionally emphasized academics
All 50 states has SEL standards in place at pre-school level
Source: McClelland, Tominey, Schmitt & Duncan, 2017
Definition of Social Emotional Learning
[SEL]
SEL Involves the processes through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary 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.
Video: What is SEL?

(National Research Council, 2009, 2012; Durlak, Weissberg, Dymnicki,Taylor, & Schellinger, 2011; Goleman, 2005; Greenberg et al., 2003)
as cited by Center for Academic, Social and Emotional Learning, 2013, p.6.
A More Recent explanation of SEL

SEI involves childrens ability to learn

about and manage their own emotions
and interactions in ways that benefit
themselves and others, and that help
children and youth succeed in schooling,
the workplace, relationships, and
citizenship (Jones & Dolittle, 2017)
What SEL Involves

To effectively manage emotions and social

interactions requires a complex interplay of
cognitive skills, such as attention and the ability
to solve problems; beliefs about the self, such as
perceptions of competence and autonomy;
and social awareness, including empathy for
others and the ability to resolve conflicts (Jones
& Dolittle, 2017)
SEL Explained within a Different
Framework
Cognitive regulationthe ability to focus attention, plan, solve problems,
coordinate behavior, make choices among competing alternatives, and
override a preferred response in favor of a more appropriate one

Emotional processesthe ability to recognize, express, and regulate ones

own emotions and understand the emotions of others

Social and interpersonal skillsthe ability to accurately interpret other

peoples behavior, effectively navigate social situations, and interact
positively with peers and adults.

Source: Stephanie Jones, 2017

Justification for SEL from Researchers
(A few examples)
Dr. Pedro Noguera identifies why SEL is important:
http://vimeo.com/15664244

Dr. Mary Helen- Immordino Yang, neuroscientist, identifies cognition

(thinking) and emotion as inseparable: See video Emotion and Cognition:
http://www.learner.org/courses/neuroscience/videos/videos.html?dis=U&n
um=02

Video on social and emotional development:

http://csefel.vanderbilt.edu/resources/social_emotional_compet ence.html
Mary Helen Immordino-Yang, 2007
An Overview of Recent Research on
SEL
History: http://www.air.org/resource/consensus-emerging-teaching-social-
and-emotional-skills
Social and Emotional Coaching Toolkit: http://www.air.org/resource/social-
and-emotional-learning-coaching-toolkit
Transitional Kindergarten (Pre-school):
http://www.air.org/resource/transitional-kindergarten-growing-children-s-
early-academic-skills
Social and Emotional Learning, Brookings-Princeton(2017):
https://www.brookings.edu/future-of-children-research/
Young Children and SEL

Young children who enter school without sufficient social and emotional learning (SEL) skills
may have a hard time learning. Yet early childhood educators say they do not get
enough training to effectively help children develop such skills.
Three strategies appear to make interventions more successful:
First, training or professional development for early childhood teachers; some also emphasize
building teachers own SEL skills.
Second, effective interventions embed direct instruction and practice of targeted skills into
daily activities, giving children repeated opportunities to practice SEL skills in different
contexts; its best if these activities grow more complex over time.
Third, effective interventions engage childrens families, so that kids have a chance to work
on their SEL skills both at school and at home. Family components may include teaching
adults how to help children build SEL skills or teaching adults themselves how to practice and
model such skills

Source: McClelland, Tominey, Schmitt & Duncan, 2017

Components of SEL

To effectively manage emotions and social

interactions requires a complex interplay of
cognitive skills, such as:
attention and the ability to solve problems; beliefs
about the self, such as perceptions of competence
and autonomy; and
social awareness, including empathy for others and
the ability to resolve conflicts (Jones & Dolittle, 2017)
Visual of Five Components

Source: Collaborative for Social and Emotional Learning p.9

Explanation of the Five Components

Self-awareness the ability to identify ones own emotions, thoughts, and

values and understand how they guide behavior;
Self-management the ability to successfully regulate ones own emotions,
thoughts, and behaviors in different situations, and to set and work toward
goals;
Social awarenessthe ability to take the perspective of and empathize with
others, and to understand social and ethical norms for behavior;
Relationship skillsthe ability to communicate clearly, listen well, cooperate with
others, resist inappropriate social pressure, negotiate conflict constructively, and
seek and offer help when needed; and
Responsible decision-makingthe ability to make constructive choices about
personal behavior and social interactions based on ethical standards, safety
concerns, and social norms.
 Outcomes Associated with 5
Competencies

Source : Collaborative for Social and Emotional Learning, p. 10

Intra- and interpersonal skills

SEL is most important factor in ones life outcomes

The competencies, identified earlier, reflect intrapersonal and interpersonal
competencies which can be taught and measured.
Research shows that students with these skills do better in school and in life.
Theoretical Models & Interventions

Social Learning Theory

Alternative Thinking Strategies (PATHS): 30 lessons s to improve preschool childrens social-
emotional competence and cognitive regulation, and to reduce problem behaviors
Kids in Transition [KITS] to improve preschool childrens social-emotional competence and
cognitive regulation, and to reduce problem behaviors
I Can Problem Solve (ICPS), gives educators classroom lessons designed to help children
recognize emotions in themselves and others, and practice perspective taking and the
ability to think actively of prosocial solutions to problems.
Pretend play models
Tools of the Mind curriculum, emphasize practicing social roles during play. Some studies
have found that Tools of the Mind can significantly improve childrens cognitive regulation
and reduce teacher ratings of childrens problem behaviors

Source: McClelland, Tominey, Schmitt & Duncan, 2017

Short and Long-term Benefits of
Teaching SEL
Short-term:
Know and can manage themselves
Understand the perspectives of others and relate effectively with them
Make sound choices about personal and social decisions
Long Term:
More positive attitudes toward oneself, others, and tasks including enhanced self-efficacy, confidence,
persistence, empathy, connection and commitment to school, and a sense of purpose
More positive social behaviors and relationships with peers and adults
Reduced conduct problems and risk-taking behavior
Decreased emotional distress
Improved test scores, grades, and attendance

Source: Roger Weissberg, Joseph A. Durlak, Celene E. Domitrovich, and Thomas P. Gullotta, and adapted
from Handbook of Social and Emotional Learning: Research and Practice
Getting Started: Systematic
Implementation of SEL
CASEL suggests that high quality SEL must be part of any school systems
improvement effort

They developed a theory of action to guide for implementation (see:

http://casel.org/guide/

Source CASEL, 2013, p.12

Theoretical Models & Interventions

Coercion Theory
Describes a cycle of escalating negative interactions between children with
behavior problems and their parents, teachers and peers, leading to more
negative behavior. Interventions using this framework focus on how teachers can
help children de-escalate intense emotions and learn from watching teachers
and peers model appropriate behavior
Chicago School Readiness Project (CSRP) equip preschool teachers with the skills
to effectively manage their classrooms and build positive relationships with their
student
The Incredible Years series also targets teachers abilities to help children
deescalate and learn from watching teachers model appropriate behavior
Source: McClelland, Tominey, Schmitt & Duncan, 2017
Theoretical Models & Interventions

Cognitive Regulation Theory refers to a specific subset of executive function

skills, including cognitive flexibility, working memory, and inhibitory control.
Red Light, Purple Light circle-time intervention, which includes cognitively
complex music and movement games for use in preschool classrooms

Classroom Management Strategies

Tools of Mind & PATHS: These two strategies give teachers multiday training
sessions to prepare them to deliver the curricula; they also offer regular
mentoring to ensure successful implementation

Source: McClelland, Tominey, Schmitt & Duncan, 2017

Theoretical Models & Interventions

Strategies Related to SEL

RULER seeks to develop teachers own SEL skills, specifically their emotional
intelligence
Family engagement: The Chicago Child-Parent Center (CCPC) & High Scope
Perry Preschool (for high risk populations)targeted academic skills like literacy in
early childhood, but its many beneficial societal returns seem to come from
differences in SEL-related outcomes. For example, children in the program
needed fewer school remedial services, and they had fewer arrests and higher
rates of school completion through adolescence and young adulthood.
Provides childcare and parenting support: Center-based care, home visits, and group
meetings with parent

Source: McClelland, Tominey, Schmitt & Duncan, 2017

An Effective SEL Program must
be[SAFE]:
Sequenced: connected and coordinated sets of activities to foster skills
development
Active: active forms of learning to help students master new skills
Focused: emphasis on developing personal and social skills
Explicit: targeting specific social and emotional skills
CASELs Theory of Action for Schools

Engage stakeholders in SEL planning and implementation

Assess SEL resources and needs
Develop SEL vision and long term plan
Develop SEL learning standards and assessments
Design and implement effective professional
development systems and supports
Adults model social emotional competence
Monitor SEL implementation processes and
student outcomes
CASELs Theory of action for school
personnel
Establish a shared SEL vision with all stakeholders
Conduct an SEL resource and needs inventory
Develop and implementation plan
Provide ongoing professional development
Adopt evidence-based SLE programs
Integrate school-wide policies and activities to foster social, emotional and
academic learning for all students
Use data to improve practice
Overview of Programs of Social
and Emotional (SEL) Approaches

Taken from 2013 CASEL Guide: pp. 23-30

How CASEL Selected SEL Programs

CASEL reviewed 80 Social and Emotional Learning Programs and selected

22 programs based on the following criteria:
Well-designed in that they addressed all 5 CASEL competencies (identified
earlier)
Provided repeated opportunities for students to practice in classroom and
beyond, in real-time situations and across multiple years
Used a sequenced, step by step approach
Emphasized active learning that required students to practice
new skills
Focused specific time and attention on skill development
Were explicit in defining social emotional skills they are attempting to promote
SEL Programs were only selected if they

Were research, and classroom-based

Included preschool programs
Were developmentally focused and specific to different
age groups
Provided initial training and implementation support
(see, for example, Botvin, Baker, Dusenbury et al, 1990)
Had an in-school evaluation which documented outcomes on student
social or academic behavior
Results showed that the probability was less than one chance in 20 that the
results happened by chance.
Case Studies

Olivia, older student, demonstrates 5 competencies:

http://www.air.org/resource/air-whiteboard-keeping-social-and-emotional-
learning-center-teaching-and-learning
Developing awareness of others emotions: Emotion Case Simulation
https://www.youtube.com/watch?v=anHnpDfsItc
Strategies for developing social and emotional intelligence:
https://www.youtube.com/watch?v=FS-Gl2UowX4
Interpersonal Cognitive Problem
Solving [ICPS]
Interpersonal Cognitive Problem Solving is also known as I Can Problem
Solve among children
Goal: To teach thinking skills that can help prevent people problems
Focus:
how, not what to think
think for themselves
how to evaluate their own ideas
Come up with many solutions to problems

Source: Shure, 2001; CASEL, 2012

ICPS Method

Teaches the way children learn. Teaches skills through games, stories, puppets
and role- playing
Guides the use of skills in real-life situations
Integrates ideas into standard curriculum
Educators receive support not only to implement the curriculum, but also to
embed key principles from the curriculum into teacher-child interactions and
childrens interactions with one another in the classroom
By directly measuring childrens ability to brainstorm solutions, two randomized
controlled trials and one quasi-experimental trial of ICPS found medium-size
increases in preschool childrens abilities to solve interpersonal problems.
Children who participate in ICPS exhibit fewer problem behaviors in the
classroom than children who dont.
Benefits of ICPS to Children
Fun
Builds self confidence
Builds listening skills
Encourages generation of
alternative solutions
Provides skills applicable to other
situations
Facilitates social interaction among
peers
Increases sensitivity to others,
sharing and caring
Sources: Shure, 2001; CASEL, 2012
Increases independence
Increases ability to wait
Increases ability to cope with
frustration
Decreases impulsivity
Decreases social withdrawal
Are less impatient, over- emotional,
and less aggressive.
Are better liked and more
concerned about their peers
Are More likely to enter into
activities with others
Benefits of ICPS to Teachers

Reinforces curriculum goals

Creates a more positive classroom atmosphere
Decreases time spent handling conflicts
Enhances teachers own problem solving skills
Deepens insight into childrens thoughts and feelings
Social learning theories, like ICPS, that emphasize the development of social skills
have had positive impacts on social problem solving and cognitive regulation, and
have reduced problem behaviors and aggression.

Sources: Shure, 2001; CASEL, 2012

 ICPS Content: Pre-Problem Solving Skills

Learning a problem-solving vocabulary

Identifying ones own and others feelings
Considering other peoples points of view
Learning sequencing and timing of events

Sources: Shure, 2001; CASEL, 2012

 ICPS Content: Problem Solving Skills

Thinking of more than one solution

Considering consequences
Deciding which solution to choose
Thinking of a sequenced, step-by-step plan to reach a goal

Sources: Shure, 2001; CASEL, 2012

Steps for Proceeding with child-child
problems
Step 1: Define the problem
Step 2: Elicit feelings
Step 3: Elicit consequences
Step 4: Elicit feelings about consequences
Step 5: Encourage evaluation of the solution
Step 7: Encourage child to think of potential obstacles.
Step 8: Encourage sequential thinking
Step 9: Guide thought about time or timing
Step 10: Praise the childs act of thinking
Proceeding with teacher-child
problems: An example
Can I talk to you and to ___________at the same time?
Is that a good place to______________________?
Is that a good time to_______________________?
How do you think I feel when you________________________?
Can you think of something different to do until_____________________?

Sources: Shure, 2001; CASEL, 2012

Helping Children Develop a Problem
Solving Style
Encourage there is more than one way
For example, there is more than one way to:
explain anothers behavior
Explain anothers motivation
Find out others feelings and preferences
Solve a problem
ICPS Program Outline: Lessons 1-28

Purpose of pre-problem
Lessons solving skills
1-10 Concepts (IS, Not, Some, All, or, and, same -
different)
11-18
Help children identify their own feelings: Happy,
sad & angry
19-22

To encourage skills of listening and paying

23-28 attention

Concepts: Why because; might-maybe

ICPS Program Outline: Lessons 29-33

Purpose of Pre-Problem Solving

Lessons Skills
29-31 Recognition of individual
differences; peoples preferences,
e.g. Do you like?
32-33
To understand what is fair and
not; and to know that sometimes
being fair sometimes means
having to wait.
ICPS Outline: Lessons 34-59

Purpose of Problem
Lessons Solving Skills
34-38 Alternative Solutions: To learn what
a problem is and to generate many
possible solutions
Consequences: To help children to
39-50 learn to think sequentially; a
precursor to understanding cause
and effect, and to encourage what
51-59 might happen next if they
implement a particular solution
Solution-Consequence Pairs: Linking
solution to possible consequence in
a one-to-one fashion
(Shure, 2001, pp. 4-5)
Challenging Behavior

What happens when children display more challenging behavior?

Negative Attention is desirable for
some students because:
It is predictable and consistent
Easier
It is intense and dramatic
It is obvious
Negative attention verifies a childs poor self-image
 Four Functions of Behavior

Attention Escape Tangible Sensory

Peer attention Avoid a task Want an item Tactile
Adult attention Avoid a demand Want to follow his Olfactory
Group or individual Avoid an activity own specific Taste
attention Avoid a person agenda Visual
Negative attention Avoid an Auditory
Positive attention environment Proprioceptive
Nonverbal and Vestibular
verbal attention
Fair Plan: An Intervention for
Addressing Challenging Behavior
Consider the psychological profile of student
Emphasizes preemptive strategies (with reaction as last resort)
Rewards students for ability to use prevention strategies rather than simply
being good
The Fair Plan is practical, empathetic and successful
The goal of the Fair Plan is to change inappropriate behavior to
appropriate behavior
Intervention: 5 Steps in the Fair Plan

1. Manage what occurs in the environment immediately prior to the

behavior, with necessary accommodations or modifications and change
the way you interact with the student
2. Reinforce desired behavior
3. Teach a replacement behavior (must achieve the same results as the
inappropriate behavior and must be within a students ability).
4. Address underdeveloped skills that are at the root of a childs inability to
behave appropriately
5. Respond to a students inappropriate behavior in a way that deters it.
Relationship-Building Ideas

Go for a walk with the student

Take the student along to do errands like making copies
Have the student help organize a bookshelf or other materials in the
classroom
Have lunch with the student
Bring in small items the student likes
Listen to the students favorite music with him/her, and talk about it
Have food delivered for a special lunch with the student
Helpful Resources

American Institute for Research: Social and Emotional Learning: http://www.air.org/resource/social-and-

emotional-learning-explained-how-sel-helps-students-college-career-and-life
Center on the Social and Emotional Foundations of Early Learning [CSEFEL] (n.d.). Resources: Videos:
Social andemotional competence. Available at
http://csefel.vanderbilt.edu/resources/social_emotional_competence.html
Collaborative for Academic, Social and Emotional Learning (2012). 2013 CASEL Guide: Effective social
and emotional learning programs. Preschool and elementary school edition. RSA Communications Inc.
Available at http://casel.org/guide/
Immordino-Yang, M. H. & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective
and social neuroscience to education. Mind, Brain and Education 1(1) 3 -10. International Mind, Brain
and Education Society and Blackwell Publishing. Available at http://www-
bcf.usc.edu/~immordin/papers/Immordino- Yang+Damasio_2007_RelevanceofNeurotoEdu.pdf
Immordino-Yang, M.H. (2011). Emotion and cognition. Available at
http://www.learner.org/courses/neuroscience/videos/videos.html?dis=U&num=02
Noguera, P. (2010). Changing educational contexts. Ross Institute. Available at
http://vimeo.com/15664244
Shure, M.B. (2001). I can problem solve: An interpersonal cognitive problem solving program.
Champaign, IL: Research Press