SEL IG Symposium 1: Implementing and Evaluating Social Emotional Learning Programs.

 

Submission type

Symposium

Scheduled

Room 120, 10-07-2019, 09:00 - 10:30

Keywords

SEL, program development, program implementation, program evaluation,

Summary of Symposium

The four presentations in the symposium focus on the effect of SEL programs and reflect the conference themes of lifelong learning, foundations for learning, school readiness and empowering students with special educational needs. Two presentations focus on the evaluation of interventions designed to improve social emotional learning, the first, from the perspective of the child and the second, from the perspective of the teacher. Presentation three reports on improvement in students’ SEL coincidental with an intervention program to improve early reading. The fourth presentation provides an outline of a prospective program of research into the implementation of an SEL program.

Auteurs

Validating the Social Emotional Health Survey and Measuring the Effects of Combined Covitality, SEL and PBS Interventions in Schools.

Von Bönninghausen, M (Michael)
Transfysiko, University of Tilburg, Warandelaan 2, 5037, Tilburg, Netherlands

 

Abstract ID

406-4

Submission type

Oral only

Keywords

CoVitality, Netherland schools, emotional health, validation study

Summary

The aim of this presentation is to report the progress on the CoVitality in the Netherlands project. The first part of the Covitality research project in the Netherlands is to validate the Social Emotional Health Survey for adolescents. We will collect our data in the spring of 2019 and we will be able to present our first results in July 2019. The second part of the research project is to perform several interventions in schools combining Covitality with SEL and PBS using the 3 Tiers model and the PBS matrix. We will present the process and results of a combined intervention of PBS, SEL and Covitality that we are performing at a school for special educational needs students in the South of the Netherlands. To measure the effect of the combined interventions on the wellbeing of the students we will use the validated survey ‘Social Emotional Wellbeing for Youth’ (SEHS-Secondary).

Auteurs

Laying the Foundations for Social Emotional Learning: Connection to School by Engaging Children in Early Literacy Learning

Scull, J A (Janet)¹, Bowles, T V (Terence)^2
1Faculty of Education Monash University, 19 Ancora Imparo Way, 3800, Clayton
²Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester St, 3010, Carlton

 

Abstract ID

406-3

Submission type

Oral only

Keywords

SEL development, coincidental learning, attending, belonging, engaging, flow

Summary

There is a growing awareness that frequent absences from school limit a child’s opportunities for early literacy acquisition, which has later consequences for academic success and broader life outcomes. Improving school attendance, and children’s subsequent engagement in literacy learning is seen as a key to improving education outcomes. This session will report a study that aims to better understand the impact of Reading Recovery, as a literacy intervention, on improving school connectedness in the early years. Using a series of questionnaires that probed teachers, parents and children’s perspectives, responses were mapped to four factors associated with school connectedness: (i) attending, (ii) belonging, (iii) engaging, and (iv) flow. The results of this study provide clarity about the ways early years educators support young learners and practices that enhance children’s social and emotional learning. It also provides insights into the relationships between emotion, cognition and children’s positive attitudes to learning and school.  The findings from this study support the investment in early interventions and acknowledge the multiple outcomes that result from fine-tuned teaching interactions.

Auteurs

Changes in Teachers’ Attitude Toward Social Emotional Learning During Monitored Implementation of SEL Curriculum: Case of One School in Latvia.

Martinsone, B (Baiba)
University of Latvia, Raiņa bulvāris 19, Centra rajons, LV-1586, Rīga, Latvia

 

Abstract ID

406-2

Submission type

Oral only

Keywords

SEL, teacher attitudes, program evaluation

Summary

Teachers are a key factor in implementing social emotional learning (SEL) in schools. Readiness to implement SEL and understanding of a teacher’s role in this process have an impact on whether SEL becomes an everyday routine in schools. This research analyzes teachers' regular feedback about their experience in the implementation of SEL strategies during their regular classes. The research questions were:  What are the changes in teachers’ 1) self-reported willingness to apply SEL strategies in their classes, 2) expected risk factors of successful implementation, 3) opinions of their role in overcoming these challenges, during a six-month SEL implementation process. The full sample included 215 teachers from 10 schools: in this presentation one specific school was chosen in order to provide an illustrative case analysis. The research group consisted of 26 3th–4th and 7th–8th grade teachers of one secondary school. Thematic analysis of the teachers’ feedback was performed. The results revealed that teachers initially considered their role to be more that of external experts – implementers of particular SEL methods. During the intervention process, the teachers gradually became more confident about their ability to implement SEL practices, and more aware of their active role in the successful implementation of SEL.

Auteurs

The Differential Effectiveness of Social and Emotional Learning programs: Analyzing Dosage.

Coelho, V A (Vitor)
Académico de Torres Vedras; Universidade Lusíada, Porto, Portugal

 

Abstract ID

406-1

Submission type

Oral only

Keywords

SEL group comparison, program effectiveness, SEL competencies,

Summary

This study compares the differential effectiveness of a Social and Emotional Learning program when it is applied once or twice over the span of 3 school years upon self-esteem and several social and emotional competencies. Some of the students participated in program Positive Attitude in 4th and 6th grade, while others only participated in one of those grades. All three groups were compared to a control group. The participants in this study were 786 elementary and middle school students (51.4% boys), of which 204 composed the control group. Some students (n=193) participated in both weekly SEL programs during 4th and 6th grade (two years later), while others just participated either in the 4th grade (SEL) program (n=178) or in the 6th grade (n=211). The 4th grade SEL program was composed by 13 sessions and the 6th grade SEL program by 15 sessions. Assessment was carried out in five moments between 4th and 7th grade. Multilevel analyses were conducted and results differential positive results, with the combined application and the application in the 4th grade yielding more positive trajectories in several social and emotional competencies than all other groups SEL. These results highlight the importance of analyzing dosage for SEL programs.

Auteurs