Overview (SEL)? What is social and emotional learning? What is - PDF document

4/26/2017 Appendix H Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning February 16, 2017 Lynda R. Hutchinson, Ph.D. & Caely Dunlop, Ph.D. Candidate Faculty of Education/Centre for School Mental Health Western University Faculty of Education What is Social Emotional Learning Overview (SEL)?  What is social and emotional learning?  What is mindfulness? Social Emotional Learning: The  What does the research say? process through which we learn to recognize and manage emotions, care  The MindUP ™ program about others, make good decisions, behave ethically and responsibly ,  How is mindfulness related to self-regulated develop positive relationships and avoid negative behaviours .” (Elias et al., learning? 1997)  What is self-regulation?  What does self-regulated learning look like in classrooms? Social Emotional  Where do we go from here? Competence Competence Perspectives on Learning: MindUP TM as Scaffolding for Perspectiv es on Learning: MindUP TM as Scaffolding Young Children’s Self -Regulation for Learning for Young Children’s Self -Regulation for Learning SEL- Core SEL- Core Competencies Competencies (2) Self-Awareness Self Awareness Self Management Self- Self Self • Identifying emotions Management Management Awareness • Accurate self- • Emotion regulation perception • Impulse control • Recognizing • Stress Responsible Responsible Social Social strengths & Decision Decision management Awareness Awareness limitations Making Making • Self-discipline • Self-confidence • Self-motivation • Self-efficacy • Goal-setting • “Growth mindset” Relationship Relationship • Organizational Skills Skills skills 1

4/26/2017 Appendix H SEL- Core SEL- Core Competencies (4) Competencies (3) Self Self Self Self Responsible Relationship Skills Management Awareness Awareness Management Decision-Making • Healthy relationship • Identifying building • Communication problems Responsible Social Responsible • Analyzing • Cooperation/T Social eamwork Decision Awareness Awareness Decision situations • Conflict resolution Making Making • Solving problems • Seeking help & offering • Evaluating support • Social engagement Relationship consequences Skills • Reflecting Relationship • Ethical Skills responsibility SEL- Core Homes & Competencies (5) Communitie s “Just as important as Self Self the SEL Social Awareness Management competencies are the Schools Awareness contexts for teaching them, the overall • Perspective-taking educational • Empathy Responsible environment. SEL is Classrooms • Appreciating Social not a single program Decision or teaching method. Awareness diversity Making It involves • Respect for others SEL: coordinated Self-Awareness strategies across • Recognizing Social Awareness Relationship classrooms, schools, supports Self-Management Skills homes, and Responsible communities." Decision-Making - CASEL Relationship Skills Social Emotional Learning Outcomes Meta-analysis of school-based SEL programming (Durlak et al., 2011) found CASEL participants displayed: • Increased social & emotional skill MODEL OF development • Emotion recognition & regulation • Stress management SOCIAL • Empathy • Problem solving & decision making EMOTIONAL • Decreased emotional distress • Enhanced behavioural adjustment LEARNING • Increase in prosocial behaviour • Fewer conduct problems • Significantly improved academic performance • 11% increase in achievement 2

4/26/2017 Appendix H SEL Programming-What Works? Social Emotional Learning Outcomes Program Duration & • Social-emotional skills measured in early Dosage : childhood have been associated with Sufficient positive outcomes in adulthood (Jones, Length, Sufficient Greenberg, & Crowley, 2015) Breadth • Higher teacher-rated prosocial skills in Program kindergarten were predictive of wellbeing Program S- Sequenced Design- 13-19 years later: Execution- Effective A- Active Effective • Obtaining stable, full time Implementati SEL Training Programs F- Focused on Quality & employment Procedures Fidelity (SAFE) E- Explicit • Graduating high school on time • Completing a post-secondary degree • Receiving public assistance (inversely Program predictive) Delivery- • Involvement with the criminal justic e Efficacy of School Staff system (inversely predictive) (Denham et al., 2014; Durlak et al., 2011) What is Mindfulness? Mind Full OR Mindful? Mindfulness refers to individuals’ conscious awareness of their thoughts and actions in the present moment , without judgement (Brown & Ryan, 2003; Kabat-Zinn, 2007; Lawlor et al., 2014). Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning What is Mindlessness? What Does The Research Say? Mindlessness is described as an inactive state of mind characterized by overlearned, automatic behavior (Luttrell et al., 2014 ). Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning 3

4/26/2017 Appendix H Mindfulness Research Findings-1 Mindfulness Research Findings-2 Dispositional mindfulness is: Children who have participated in mindfulness training interventions: Positively associated Negatively with behaviour Display higher associated with Show levels of empathy, inhibition (Oberle et al., improvements in Show a decrease in Are rated by their anxiety and their EFs (i.e., perspective taking, depressive peer classmates as 2011), optimism, and working memory, emotional symptoms and more prosocial and depression (Lawlor, et al., focused attention, regulation, aggressive behavior are more socially positive affect (Lawlor et al., and behavior optimism, and towards peers accepted (Schonert- inhibition; Flook et academic self- 2013). (Schonert-Reichl et 2013). Reichl et al., 2014). al., 2014) al., 2010 Schonert- concept (Schonert- Reichl et al., 2014) Reichl et al., 2014) SEL & Mindfulness Conceptual Framework Lawlor , M.S. (2016). Mindfulness and social-emotional learning: A conceptual framework. In K.A. Schonert-Reichl & R.W . Roeser (Eds.), Handbook of Mindfulness in Education. New York: Springer Press. Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning MindUP ™ Research Framework MindUP ™ Program Overview Mindful Neuroscience Attention Awareness Unit I: Getting Unit II: Sharpening Unit III: It’s All Unit IV: T aking Focused Your Senses About Attitude Action Mindfully • How our brains • Mindful listening • Perspective • Acting with Social and work taking gratitude • Mindful seeing Positive • Mindful • Choosing • Acting with • Mindful smelling Emotional Psychology awareness optimism kindness • Mindful tasting Learning • Focused • Appreciating • T aking mindful • Mindful touch awareness: The happy action in the • Mindful core practice experiences world movement 4

4/26/2017 Appendix H MindUP ™ Unit I: Getting Focused MindUP TM Program Goals How Our Brains Work Amygdala Prefrontal Cortex Fostering mindful awareness through focused attention. • • Readies body for action Executive functions (focusing attention, working memory, (e.g., fight, flight, Increasing prosocial behavior , positive conflict resolution skills, and behaviour inhibition). decrease bullying and aggressive behavior . freeze) based on a • Higher order processes (e.g., perceived threat. metacognition, problem Fostering children’s happiness and positive well -being. solving). Supporting the development of a warm and caring classroom climate. Supporting teachers to make more accurate judgements of student behavior and improving their ability to focus attention, think, and solve problems. Where Does SRL Fit? MindUP ™ Unit II: Sharpening Your Senses SEL • Mindful Tasting Exercise MindUP ™ SRL Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning What Is Self-Regulation? Why Is Self-Regulation Important? Individuals’ abilities to control thoughts and actions to achieve Children who display poor SR upon school Students benefit from SR predicts success in personal goals and respond to entry tend to have instruction that school more powerfully problems adjusting to supports SR , especially than IQ and knowledge school, relating to their boys , and students wit h environmental demands of math or reading upon peers and teachers, and exceptional learning school entry (Blair & performing needs (Diamond & Lee, Razza, 2007). (Zimmerman, 2008). academically (Rudasill & 2011). Rimm-Kaufman, 2009). Perspectives on Learning: MindUP TM as Scaffolding for Young Children’s Self -Regulation for Learning 5