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What is Social-Emotional Functioning?

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Ashley Robinson

on 29 October 2013

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Transcript of What is Social-Emotional Functioning?

What is Social-Emotional Functioning?
Social-emotional functioning is conceptualized in terms of general feelings of distress, well-being and quality of peer relationships.
So why incorporate social-emotional development into the classrooms?
a) emotions affect how and what we learn

b) schools are social places (relationships provide foundation for learning)

c) effective as classroom management strategy

d) as you are learning, you are developing
What does the research say?
What you need to know as School Counselors and Psychologists...
The role of a counselor is to promote academic and social development for students.

Counselors collaborate with teachers, students, parents and administration to design and implement a program to promote social-emotional learning.

Lessons in the classroom, the student body, and community.
Social-Learning Development
Social-Emotional Learning (SEL)
School as a context of early adolescents' academic and social-emotional development
Robert W. Roeser –Stanford University
Jacquelynne S. Eccles and Arnold J. Sameroff – University of Michigan, Ann Arbor

Children's emotional growth: Adults' role as emotional archaeologists
This article discussed adults' roles in children's emotional development, focusing on ways that adults can help young children identify and communicate their feelings, become attuned to and accepting of the ways young children approach and deal with emotional issues, and provide environments that enable young children to express their feelings.

What are some of the ways that you can implement these goals in your careers as school counselors and school psychologists?
Social-emotional development is the process of developing social and emotional skills in context of safe, caring, well-managed, and engaging learning environments (CASEL, 2006)
It includes the many modifications that occur in emotions, self-concept, motivation, social relationships, and moral reasoning and behavior-advancements that also depend in large part on children's interactions with other people.
It is a process for learning life skills, including how to deal with oneself, others and relationships, and work in an effective manner.

In dealing with oneself, SEL helps in recognizing our emotions and learning how to manage those feelings.

In dealing with others, SEL helps with developing sympathy and empathy for others, and maintaining positive relationships.

SEL also focuses on dealing with a variety of situations in a constructive and ethical manner
Within the past few decades, there has been an important movement to develop and publicize research-based social/ emotional/behavioral interventions for school psychologists and other school personnel to use (Greenberg et al., 2003).
The role of a psychologist is to is to work with school staff (e.g., teachers, counselors) and parents to design effective interventions to address students' behavior problems, and ensure that the interventions they select have sufficient research-based evidence to increase the likelihood they will be effective for the individual with whom they are working
Researchers have found that students' attitudes (e.g., self-efficacy, respect for teachers, coping with school stressors), problem behaviors (e.g., poor attendance, class disruptions, poor class participation, substance use), and performance (e.g., academic skills, problem-solving skills) improve as a result of effective SEL programming (Greenberg et al., 2003; Zins & Elias, 2006).
Rachel's Challenge
The goals of Rachel's Challenge are to create a safe learning environment for all students, prevent school violence and bullying, improve academic achievement by engaging students' hearts, heads and hands in the learning process, and provide them with a social/emotional education
Rachel's Challenge is a series of student empowering programs and strategies that equip students and adults to combat bullying and allay feelings of isolation and despair by creating a culture of kindness and compassion. The programs are based on the writings and life of 17 year-old Rachel Scott who was the first student killed at Columbine High School in 1999.
"I have this theory that if one person can go out of their way to show compassion, then it will start a chain reaction of the same. People will never know how far a little kindness can go."
Development Of Childhood
Think, Pair, Share
Temperament
What do you know about temperament?


Alexander Thomas, Stella Chess, Herbert G. Birch, Margaret Hertzig and Sam Korn began a classic New York Longitudinal study in the early 1950s regarding infant temperament (Thomas, Chess & Birch, 1968)
Analysis of parent interviews about infants and their characteristic responses to daily events
Followed children from infancy to adulthood
Nine traits of temperament and four broad categories or “profiles” were created
The specific behaviors they identified were activity level, regularity of sleeping and eating patterns, initial reaction, adaptability, intensity of emotion, mood, distractibility, persistence and attention span, and sensory sensitivity.
Emotional Disturbances
Game time
Attachment Theory
John Bowlby
Attachment Theory:
Early work with children led Bowlby to develop a strong interest in the subject of child development
Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. Based on his studies, he suggested attachment also serves to keep the infant close to the mother, thus improving the child's chances of survival.
Temperament
Temperament is a set of in-born traits that organize the child's approach to the world. 
Temperament and Myers-Brigg
David West Keirsey
Four temperaments are artisan, guardian, idealist, and rational.

Emotionally disturbed now used in Individuals with Disabilities Education Act (1997)
The term emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects education performance:
an inability to learn which cannot be explained by intellectual, sensory, or health factors
an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
inappropriate types of behavior or feelings under normal circumstances
a general pervasive mood of unhappiness or depression or
a tendency to develop physical symptoms or fears associated with personal or school problems.

Share out loud
What you need to know as counselors and psychologists
These term includes children who are schizophrenic or autistic. It does not include children who are socially maladjusted, unless it is determined that they are also emotionally disturbed.
Emotional Disturbance is among the categories that qualify students to receive special education services, but is often quite difficult to diagnose and involves a thorough examination of a child’s emotional and behavioral functioning.

In most cases, children are referred for assessment if there are serious concerns regarding the child’s depression, anxiety, mood, personality, or other emotional disturbance by those in from anyone within the learning community or home environment (i.e. Teachers, parents, counselors, doctors, probation officers, school administrators, etc.)

However, there are unfortunate cases in which children are referred for assessment based on a teacher’s inability to handle the child within the classroom setting, or an administrator’s desire to get rid of the low performing students in the school because their scores are presumed to be negatively influencing the school-wide average. In other unfortunate cases, parents might not wish to recognize additional underlying problems that could be the trigger for a child’s emotional or behavioral problems (for example a troubled marriage, home foreclosing, and other home disruptions).

Healthy metal state linked to organization of emotions, situations, with healthy coping mechanism.
Performance in school – adjustment through puberty
Opportunities available- aspirations
Overall development (problematic and successful) effects social and personal history factors
Dot all adolescents experience psychological problems?
25-50 percent at risk due to risky behavior ages 10-17 yrs old
80% live in disadvantaged neighborhoods.
What does this suggest?
that parents schools, community are not helping them become a successful member of society.
Erikson

Ego
Ethos
Some more examples
Skillstreaming in Early Childhood Skills Cards
Bulletin Boards
Class lessons
Artisan -are concrete in speech and utilitarian in pursuing their goals. Their greatest strength is tactical variation. Their most developed intelligence role is that of either the Operator- Promoters and Crafters) or the Entertainer -Performers and Composer.

Myers-Briggs types): Composer (ISFP), Crafter (ISTP), Performer (ESFP), and Premotor (ESTP)



Guardians are concrete in communicating and cooperative in pursuing their goals. Their greatest strength is logistics. Their most developed intelligence role is either that of the Conservator (Protectors and Providers) or the Administrator (Inspector and Supervisor).

Myers-Briggs types: Inspector( ISTJ), Protector (ISFJ), Provider (ESFJ), and Supervisor(ESTJ).

Idealists are abstract in speech and cooperative in pursuing their goals. Their greatest strength is diplomatic integration. Their best developed intelligence role is either mentoring (Counselors and Teachers) or advocacy (Healers and Champions).

Myers-Briggs types): Chapion (ENFP), Counselor(INFJ), Healer (INFP), and Teacher (ENFJ).

Rationales are abstract in speech and utilitarian in pursuing their goals. Their greatest strength is strategy. Their most developed intelligence role is that of either the Engineer (and Inventors) or the Coordinator (Masterminds and Fieldmarshals).

Myers-Briggs types): Architect (INTP), Fieldmarshal (ENTJ), Inventor (ENTP), and Mastermind (INTJ).

Which one are you? Does it match?
By Ashley Robinson and Audrey LaLonde
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