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SOCIAL

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Robin Acconi

on 9 June 2016

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Transcript of SOCIAL

Social and Emotional Learning
Self Management
The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.


Responsible decision making
The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
SOCIAL
AND
EMOTIONAL
LEARNING
Social and emotional learning (SEL) is the process 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.
~CASEL.ORG
Social Awareness

The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship
Skills

The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism


Self Awareness
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
https://owa.csh.k12.ny.us/owa/redir.aspx?SURL=pz1r583Tmjdg7ufMqa9Jf_beqcjvdlAs2eEvy_sNwqq_hsoZG4rTCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBjAHMAdQBzAC4AZQBkAHUALwBpAG4AZABpAHYALwBiAC8AYgByAG8AYwBrAHMALwBDAG8AdQByAHMAZQBzAC8ARQBEAFMAJQAyADAAMgA0ADUALwBIAG8AdAAlADIAMABTAGgAZQBlAHQAcwAvAFMAbwBjAGkAYQBsACUAMgAwAFMAawBpAGwAbABzACUAMgAwAEkAbgB0AGUAcgB2AGUAbgB0AGkAbwBuAHMALgBmAGEAbABsACUAMgAwADAANwAuAHAAZABmAA..&URL=http%3a%2f%2fwww.csus.edu%2findiv%2fb%2fbrocks%2fCourses%2fEDS%2520245%2fHot%2520Sheets%2fSocial%2520Skills%2520Interventions.fall%252007.pdf
http://www.cci.health.wa.gov.au/docs/SocialSkillsTraining.pdf
http://www.prevention.psu.edu/media/prc/files/MentalDisordersfullreport.pdf
Empathy BINGO

Article overview, exercises

Table 27.2
27.3
NYS guidelines
http://www.p12.nysed.gov/sss/sedl/SEDLguidelines.pdf
http://www.casel.org/guide
Guide to Effective Programs



Adjunct Professor
School of Social Welfare
Stony Brook University

School Social Worker
Cold Spring Harbor School District
robin.deluca@stonybrook.edu
Robin DeLuca-Acconi, PhD, LCSW


Child Development
Social and Cognitive Development
Education
Prevention Science
Neurology
Trauma


Zins & Elias, 2007
Builds on research on
SEL particularly important children with
"special needs".

Academic weakness
Language delays
Social and pragmatic issues
Emotional and behavioral struggles
Anti-social, aggressive
Anxiety
ADHD

This research is integrated into the work of Daniel Goleman (2006) on Emotional Intelligence
Masten & Cucchetti, 2010
Self Awareness, Self- Management
Empathy, Relationships
CASEL
Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students

University of Illinois at Chicago
SEL has been proven to:
Reduce emotional distress
depression
withdrawal
Increase academic performance
Decrease conduct problems
bullying
aggression
Improve self concept
Weissberg & Cascarino, 2013
Benefits Seven Major Outcome Areas
Social Skills
Self-Image
Pro-Social Behavior
Reduction of Substance Abuse
Academic Achievement
Reduction of Anti-Social Behavior
Positive Mental Health Outcomes
Weissberg & Cascarino, 2013
Activity

How would a lack of that competency manifest itself..
individually
in a group
in a school?
What skills are necessary in order to master the competency?


Self Awareness
- A-E
Self Management
- F-J
Social Awareness
-K-N
Relationship Skills-
O-S
Responsible Decision-Making
-T-Z
Turn and talk-

Think about a client/student
Talk about the competency they lack the most
Discuss their skill deficits in context of competencies
Skill Development


1. Present the skill being taught
2. Discuss the skill
Break skill into steps
Ensure there is understanding
3. Model the skill- in context of simple problem
4. Brainstorm role play
5. Role play & rehearse the skill with student
6. Apply to a more complex situation
7. Generalize- homework, "real life"
Discuss issues that came up, ways to handle difficulties
8. Refine skill
Calming Down
How does your body tell you that it is angry or upset? (might have to spend time cultivating this skill)

When your body sends you anger signals, STOP-
It is time to Calm Down
Deep Breathing

Think about your client/ student and the skill deficit you identified.

How can the skill be addressed on all three tiers?

Break down the skill into the steps.


Creative tools
Apps
Comic Strips
-http://stripgenerator.com/strip/create
Watch clips from shows
- identify skill deficits
Create own videos with role play


Use of Screening tools-
http://www.search-institute.org/sites/default/files/a/DAP-Raikes-Foundation-Review.pdf

FBA- http://www.pbisworld.com/tier-2/functional-behavior-assessment-fba/

Climate Surveys-
http://www.schoolclimate.org/programs/csci.php
SEL and IEPs
http://www.ritap.org/iep/social-and-emotional-learning
Can you identify IEP goals for your student?
Figure 31.3-
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