Literatura académica sobre el tema "Social and emotional education"

Social-emotional learning is a tendency in education and must be accounted for in all areas of study. Heritage education cannot ignore this reality and must include and its planning and delivery effective strategies to implement and promote social-emotional competencies. The following work, proves patrimonial visits are an innovative approach towards coping with emotions in society. The activity proposed and studied in this investigation demonstrated the opportunities for integer learning during these experiences are real and cause a significant impact in students and society. This study demonstrated the most relevant aspects to consider in patrimonial visits.

Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

Background To persistently engage in academic tasks and efficiently process cognitively demanding material in school, successful learners must employ various self-regulatory systems—including the regulation of emotional experiences and expressions—in response to social and task-specific demands. Furthermore, emotional information helps students derive meaning from and assign causal attributions to events such as academic and social experiences, which influence motivation for action. Thus, it is important to understand the interplay between learners’ emotions and the school environment. Research Questions Two research questions were addressed: (1) What patterns of emotional expression/suppression and emotion coaching opportunities did youth perceive in their relationships with school-based adults? and (2) What social processes do youth attribute to patterns of emotional expression or suppression? Participants Youth from urban high schools (N = 72) in California, Minnesota, and Pittsburgh participated in the study. Research Design Facilitators used a semiflexible protocol to prompt youth in 10 focus groups to discuss identity and relational development. Data Collection and Analysis Focus group sessions were recorded, and NVivo9 software was used to iteratively code and analyze verbatim transcripts. Findings Analyses revealed a strong pattern of emotional suppression in the context of relationships with educators paired with high valuation of opportunities for emotional expression. Sustained emotional suppression was commonly attributed to social expectations in schools. We discuss these results in the context of emotion socialization and school culture to suggest implications for research and practice.

The purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of teacher candidates have a medium level of emotional intelligence. The majority of teacher candidates show behaviours that show high emotional intelligence. They expressed it as knowing which emotions and why, understanding the emotions of the people around them, empathising with the people around them, being able to control their own emotions and expressing their own emotions only when they want. The pre-service teachers who participated in the research evaluated the barriers to the development of emotional intelligence in three categories: family barriers, personal barriers and environmental barriers. In line with the results of the research, the necessity of organising seminars that can be guided by emphasising the importance of emotional intelligence for future social educators has emerged. Keywords: Emotional intelligence, development of emotional intelligence, future educators;

The research presents scientific arguments aimed at the pedagogy of emotional culture as a science of education oriented towards the formation of social communication competence which is always stimulated by a show of emotions. The importance of the emotional quotient in personality development is given a much higher value. Emotions ensure survival, decision making, boundary setting, effective, pleasant communication. Emotional culture integrates emotional, communicative qualities and capacities that ensure awareness, acceptance and regulation of both personal and other states and feelings and determines the success of interpersonal interactions and personal development.

Tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh dari program outdoor education diintegrasi social emotional learning terhadap pengembangan social emotional competencies. Metode penelitian eksperimen dengan desain pretest-posttest control group design with more than one experimental group digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwa program outdoor education integrasi social emotional learning terstruktur secara terencana memiliki hasil dan pengaruh signifikan terhadap pengembangan social emotional competencies. Selanjutnya, guru pendidikan jasmani dapat menggunakan program terstruktur secara terencana untuk pengembangan aspek afektif melalui berbagai aktivitas outdoor education.

Des que Salovey i Mayer van introduir el nom d’intel•ligència emocional (IE) i Goleman en va popularitzar el concepte als anys noranta, no ha deixat d’augmentar la recerca en els camps de la psicologia, l’educació i el management per tal d’entendre la seva naturalesa i els efectes que té sobre diverses variables de la vida, com ara un acompliment òptim, un lideratge efectiu, la satisfacció vital, i fins i tot en qüestions de salut, com la resistència a l’estrès. Aquestes relacions majoritàriament positives destaquen la importància de la IE i la necessitat de desenvolupar‐la per millorar l’acompliment personal. Independentment dels diferents models d’IE que se segueixin i dels instruments de mesurament que s’apliquin en cadascun d’ells, la recerca ha demostrat que la IE es pot desenvolupar en tots aquests àmbits. Tanmateix, encara hi ha poca evidència sobre com s’aplica a l’educació superior i amb quina eficàcia. Després de tractar dels models teòrics, els tres papers que conformen aquesta tesi doctoral se centren a determinar la validesa del constructe utilitzant diferents formes de mesurament de les competències emocionals i socials (CES), i en la necessitat i les possibilitats de desenvolupar‐les en l’educació superior. El primer estudi analitza algunes de les principals crítiques que s’han fet al concepte de IE, bàsicament referides a la qualitat dels estudis empírics previs, per la manca d’un constructe o la poca validesa incremental d’alguns dels instruments de mesurament. En aquest cas, s’estudien concretament dos instruments diferents, que es fan servir per mesurar les CES des del punt de vista de la conducta. D’una banda, l’Inventari de Competències Emocionals i Socials – Edició Universitària (ICES‐U), que és un qüestionari d’avaluadors múltiples que s’utilitza en cursos de desenvolupament del lideratge per avaluar 12 competències emocionals i socials i 2 competències cognitives. D’altra banda, l’Entrevista d’Incidents Crítics (EIC), que és una tècnica en què els participants expliquen experiències relacionades amb el treball, que després són codificades d’acord amb set competències emocionals i socials que coincideixen amb les de l’ICES‐U. Es comparen els resultats dels informants en qüestionaris de 360º amb els resultats de les EIC de 87 estudiants. Les entrevistes han estat codificades per dos codificadors formats prèviament, amb una fiabilitat entre codificadors de > 0,7 i s’han debatut fins arribar a un acord total sobre l’existència de competències en el resultat final. Els resultats mostren correlacions significatives entre les avaluacions dels companys de treball, pel que fa a la competència “treball en equip”, i de les parelles, pel que fa a “desenvolupament dels altres”, amb els resultats obtinguts de les EIC. Aquests resultats, a més, indiquen la presència de desitjabilitat social en alguns indicadors pel que fa a l’“orientació a l’assoliment”. Algunes competències semblen que són més difícils d’avaluar amb observadors externs, com l’”empatia”. També s’han trobat correlacions significatives entre algunes competències, mesurades amb autoavaluacions i a través de les EIC, la qual cosa indica que les autoavaluacions poden ser més “realistes” del que es podria esperar. El segon estudi comparteix l’experiència d’introduir un projecte interdisciplinari en un programa de màster d’una facultat de dret espanyola. Aquesta innovació pedagògica va sorgir de la necessitat de preparar millor els estudiants davant les expectatives dels seus futurs ocupadors, cosa que exigiria desenvolupar algunes competències. Es va configurar el currículum d’una nova assignatura, anomenada “Mòdul 9”, d’acord amb la Teoria de l’Aprenentatge Experiencial (TAE). Equips d’estudiants treballaven en projectes que havien seleccionat ells mateixos, i els seus processos d’aprenentatge eren complementats per tallers i tutories. La conseqüència fou que l’experiència pràctica va impulsar l’aprenentatge dels estudiants en els projectes pràctics, que van ser implementats parcialment en col•laboració amb algunes empreses locals. La codificació dels memoràndums d’aprenentatge evidenciava que cada equip havia aplicat cada forma d’aprenentatge en les diferents etapes dels projectes. I, per bé les avaluacions de l’experiència foren, en general, positives, el grau de coneixement d’aquest procés d’aprenentatge podria haver augmentat al llarg del curs. Entre les reflexions del professorat s’esmentava la necessitat de millorar el sistema de suport als estudiants a l’hora de gestionar les emocions durant el procés d’aprenentatge. Això va portar a modificar el disseny del currículum amb vista a la nova edició del curs, a fi d’incloure‐hi l’avaluació i el desenvolupament de competències emocionals i socials. El tercer estudi és el seguiment d’aquest mateix programa i explica com la Teoria del Canvi Intencional (TCI) de Boyatzis es combina amb el treball en equip en un projecte interdisciplinari, amb l’objectiu de crear un marc per al canvi autodirigit, basant‐se en l’avaluació i el desenvolupament de CES. Juntament amb vuit tallers i diverses tutories, els estudiants van rebre tres sessions individuals de coaching orientades a garantir que els objectius de l’equip s’alineaven al màxim amb els seus objectius personals. Les CES es van mesurar dues vegades durant l’any acadèmic amb l’ICES‐U d’avaluadors múltiples: primer, després de 3 mesos de l’inici del programa i, novament, al final de l’any acadèmic. Els resultats de les avaluacions exploratòries dels 18 participants van mostrar un canvi positiu en el desenvolupament de les CES en general. La qualitat d’aquesta recerca s’està debaten de manera crítica i s’estan revisant les línies recomanades per a la recerca futura, com també les implicacions d’aquests estudis.
Desde que Salovey y Mayer introdujeron la denominación de inteligencia emocional (IE) y Goleman popularizó el concepto en los años noventa, ha aumentado constantemente la investigación en los campos de la psicología, la educación y el management con el fin de entender su naturaleza y sus efectos sobre diversas variables de la vida, como un desempeño excelente, la efectividad del liderazgo, la satisfacción en la vida, e incluso en cuestiones de salud, como la resistencia al estrés. Estas relaciones mayoritariamente positivas subrayan la importancia de la IE, así como la necesidad de desplegarla para mejorar el desarrollo personal. Independientemente de los distintos modelos de IE que se sigan y de los instrumentos de medición que se apliquen en cada uno de ellos, la investigación ha demostrado que en todos estos ámbitos puede desarrollarse la IE. Sin embargo, todavía existe poca evidencia sobre cómo se realiza en la educación superior y con qué eficacia. Tras abordar el área relativa a los modelos teóricos, los tres papers que conforman esta tesis doctoral se centran en determinar la validez del constructo utilizando distintas medidas para las competencias emocionales y sociales (CES), así como en la necesidad y las posibilidades de desarrollarlas en la educación superior. El primer estudio analiza algunas de las principales críticas formuladas al concepto de IE, básicamente referidas a la calidad de los estudios empíricos previos, debido a la falta de un constructo o de validez incremental de algunos de los instrumentos de medición. En este caso, se estudian en detalle dos instrumentos diferentes, utilizados para medir las CES desde el punto de vista de la conducta. Por una parte, el Inventario de Competencias Emocionales y Sociales – Edición Universitaria (ICES‐U), que es un cuestionario de evaluadores múltiples que se utiliza en cursos de desarrollo del liderazgo para evaluar 12 competencias emocionales y sociales y 2 competencias cognitivas. Por otra parte, la Entrevista de Incidentes Críticos (EIC), que es una técnica en que los participantes explican experiencias relacionadas con el trabajo, que después son codificadas en base a siete competencias emocionales y sociales que coinciden con las del ICES‐U. Se comparan los resultados de los informantes en cuestionarios de 360º con los resultados de las EIC de 87 estudiantes. Las entrevistas han sido codificadas por dos codificadores formados previamente, con una fiabilidad entre codificadores de > 0,7 y se han debatido hasta alcanzar un acuerdo total sobre la existencia de competencias en el resultado final. Los resultados muestran correlaciones significativas entre las evaluaciones de los compañeros de trabajo sobre la competencia “trabajo en equipo” y de las parejas sobre “desarrollo de los demás” con los resultados obtenidos de las EIC. Estos resultados, además, indican la presencia de deseabilidad social en algunos indicadores para la “orientación al logro”. Algunas competencias parecen más difíciles de evaluar mediante observadores externos, como la “empatía”. También se han hallado correlaciones significativas entre algunas competencias, medidas a través de autoevaluaciones y a través de las EIC, lo cual indica que las autoevaluaciones pueden ser más “realistas” de lo esperado. El segundo estudio comparte la experiencia de introducir un proyecto interdisciplinario en un programa de máster de una facultad de derecho española. Esta innovación pedagógica surgió de la necesidad de preparar mejor a los estudiantes para responder a las expectativas de sus futuros empleadores, lo cual exigía el desarrollo de competencias. Se configuró el currículo de una nueva asignatura, denominada “Módulo 9”, conforme a la Teoría del Aprendizaje Experiencial (TAE). Equipos de estudiantes trabajaban en proyectos que habían seleccionado ellos mismos, y sus procesos de aprendizaje eran complementados por talleres y tutorías. La consecuencia de ello fue que la experiencia práctica impulsó el aprendizaje de los estudiantes en los proyectos prácticos, que fueron parcialmente implementados en colaboración con algunas empresas locales. La codificación de los memorándums de aprendizaje evidenciaba que cada equipo había aplicado cada modo de aprendizaje durante las distintas etapas de los proyectos. Y, si bien las evaluaciones acerca de la experiencia fueron, en general, positivas, el grado de conocimiento del propio proceso de aprendizaje podría haber aumentado a lo largo del curso. Entre las reflexiones de los profesores se incluía la necesidad de mejorar el sistema de ayuda a los estudiantes para gestionar las emociones durante el proceso de aprendizaje. Ello llevó a modificar el diseño del currículo para la promoción siguiente, con el fin de incluir la evaluación y el desarrollo de competencias emocionales y sociales. El tercer estudio es el seguimiento de este mismo programa y describe cómo la Teoría del Cambio Intencional (TCI) de Boyatzis se combina con el trabajo en equipo en un proyecto interdisciplinario, con el objetivo de crear un marco para el cambio autodirigido, basándose en la evaluación y el desarrollo de CES. Además de ocho talleres y varias tutorías, se ofreció a los estudiantes tres sesiones individuales de coaching para garantizar que los objetivos de equipo se alineaban al máximo con los objetivos personales. Las CES se midieron dos veces durante el año académico, mediante el ICES‐U de evaluadores múltiples: primero, a los 3 meses del inicio del programa y, de nuevo, al final del año académico. Los resultados de las evaluaciones exploratorias de los 18 participantes mostraron un cambio positivo en el desarrollo de las CES en general. La calidad de esta investigación está siendo debatida críticamente y se están revisando las líneas recomendadas de investigación futura, así como las implicaciones de estos estudios.
Since Salovey and Mayer introduced the name emotional intelligence (EI) and Goleman popularised the concept in the 1990s, research has continuously increased among the fields of psychology, education and management to understand its nature and its effects on diverse life variables such as outstanding performance, leadership effectiveness, life satisfaction and even health issues like stress resistance. These mostly positive relationships underline the importance of EI and the need to develop them for further personal improvement. Independently from the different competing models of EI and the subsequently applied measurement tools, research has shown that in each of these approaches EI can be developed. However, evidence on how and how effectively this is done in higher education is still scarce. After covering the areas of the theoretical models, the three paper sections of this doctoral thesis focusses on establishing construct validity among different measures of emotional and social competencies (ESC) and on the need and possibilities of developing them in higher education: The first study taps into some of the major criticisms on the concept of EI that have been voiced, mainly referring to the quality of previous empirical studies due to the lack of construct or incremental validity of some of the measurement instruments. Here, a closer look is taken at two different instruments used to measure ESC from a behavioural perspective: On the one hand, the Emotional and Social Competencies Inventory ‐ University Edition (ESCI‐U) as a multi‐ rater questionnaire is used in a leadership development course to evaluate 12 emotional and social intelligence competencies and 2 cognitive competencies. On the other hand, the Critical Incident Interview (CII) is a technique in which participants relate work‐related experiences and are then coded based on seven emotional and social intelligence competencies which coincide with those of the ESCI‐U. Informant results of the 360º questionnaires from 100 students who have also participated in voluntary interviews are compared. The interviews have been coded by two trained coders with an inter‐coder reliability of > 0.7 and then discussed to reach 100% agreement on presence of competencies for a final result. Results show significant correlations among colleagues’’ assessments of teamwork and spouses’ of developing others with the results from the CIIs. Findings suggest the presence of social desirability in some indicators for achievement orientation. Some competencies seem more difficult to assess through external observers, such as empathy. Significant correlations were also found between some competencies as measured through the self‐assessments and the CIIs, which indicates that self‐assessments might be more “realistic” than expected. The second study shares the experience of introducing an interdisciplinary project at a masters’ program at a Spanish law school. This pedagogical innovation rose from the need to better prepare students for the expectations of their future employers which required the development of competencies. The curriculum of a new course called “Module 9” was framed according to Experiential Learning Theory (ELT). While student teams worked on self‐selected projects, their learning processes were accompanied by workshops and tutorials. As a consequence, practical experience drove students’ learning within the applied projects which were partly implemented in collaboration with local companies. Coding of learning memoranda showed that each team applied each learning mode during the different stages of the projects. While evaluations about the experience were generally positive, awareness of the learning process itself could be increased throughout the course. Reflections from professors included the need to improve the support system for students to manage the emotions during the learning process. This led to changing the curriculum design for the following cohort by including the assessment and development of emotional and social competencies. The third study is the follow‐up of the same programme and describes how Boyatzis’ Intentional Change Theory (ICT) is combined with the interdisciplinary project work in teams with the objective of creating a framework for self‐directed change based on the assessment and development of ESC. In addition to eight workshops and various tutorials, students were offered three individual coaching sessions to ensure the best possible alignment of personal and team goals. ESC were measured twice during the academic year with the multi‐rater ESCI‐ U: once, after 3 months into the program and then again at the end of the academic year. The results of exploratory evaluations for 18 participants showed positive change on the development of ESC in general. The quality of the present research is discussed critically and future research lines recommended as well as the implications of the present studies reviewed.

Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.

Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.

The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior."

It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.

Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.

This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.

The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students’ social and emotional growth alongside their academics. Young adolescents in grades 6 – 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public schools supporting the social and emotional development of their middle school students? This question was formulated in order to support the project of this thesis, the creation of a development plan for a public charter middle school in NC that focuses on social and emotional learning. The research method utilized in this study was grounded theory as developed by Barney Glaser and Anselm Strauss (1967). Data was collected through a survey sent to public middle schools across NC and through interviews conducted with school administrators. Constant comparative analysis was the process through which all of the data was analyzed. Results of this research found that 80% of the surveyed schools implement SEL programming and the majority of those schools believe SEL to positively affect many facets of their school including academic success of the students, physical and emotional safety, and the relationship between the students and teachers. Strategies the participating schools used to implement SEL programming were also discovered in this study. These consist of having distinct lessons on SEL topics and skills, integrating parts of SEL throughout the entire school, use of mentoring, inclusion of aspects of SEL in student discipline, having programming meet the unique needs of the school, and evaluating the students’ progression in SEL. Results of this study also indicated several design elements of SEL programming, which include having SEL be a united effort of all faculty and administration, providing teachers with support, sharing responsibility for the programming with the students, and allocating sufficient time to SEL programming. The findings of this study have been used by the author to inform the creation of the school development plan included in this thesis. By adding to the discussion of how to provide SEL to middle school students in NC, this study can be a resource to any educator in the process of developing SEL programming for their students.

Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.

Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.

Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.

"The ability to master emotional vocabulary is evidenced to enhance emotional expression, as well as broaden knowledge of the world and facilitate interpersonal relationships. Also, it helps to develop critical thinking, promotes abstraction, deepens self-knowledge, emotional regulation, forge solid social relationships and improves emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. Some of them are mediated by language, such as emotional awareness which is the first step towards becoming aware of one’s own emotions and the emotions of others as well as capturing the emotional climate of a particular context. This study aims to be a needs analysis to detect the level of emotional vocabulary that primary students know differentiating between positive, negative and ambiguous emotions. Consequently, the differences between gender and grades had been explored. The sample of this study was constituted of 551 primary students (335 boys and 216 girls). An instrument developed ad-hoc was implemented to measure the emotional vocabulary. A quantitative analysis was done with the program IBM SPSS Statistics 24.0 software. The results showed that as participants' ages increased, more positive emotions were detected. Apart from that, a greater number of negative and ambiguous emotions were noticed in the older participants. On the other hand, the younger participants reported an increased number of positive words. As compared to the boys, the girls reported more positive words. To explain these results, a variety of explanations and arguments could be considered. According to previous research, studies have demonstrated how relevant is to carry out emotional competence’s programmes based in emotional education in primary schools at early ages, since then exists major flexibility and capacity to acquire emotional vocabulary. These interventions also prevent bullying and aid in conflict resolution, in addition to improving emotional vocabulary."

Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.

There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.

The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.

In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.

Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.