SEL IG Symposium 2: Social and Emotional Learning from Diverse Practice and Research Perspectives

 

Submission type

Symposium

Scheduled

Room 120, 10-07-2019, 13:30 - 15:00

Keywords

adolescent emotions, positive and negative emotions, trauma, first responders, tertiary students ' thoughts and feelings

Summary of Symposium

Discussant Prof. Shane Jimerson

The three presentations in the symposium focus on three diverse elements of School Psychology relevant to social emotional learning and fit with the conference themes of lifelong learning and school staff as first responders. The first presentation addresses emotions as experienced by adolescents in school settings and suggests that greater attention should be paid to the emotions of students as they transition through adolescence. The second presentation outlines research into the effectiveness of trauma related interventions and trauma informed practice. The third presentation addresses tertiary students’ thinking and feeling about metacognitive processes from differing cultural perspectives.

Auteurs

Auteurs

Emotions and Thoughts Associated with Metacognitive Processes in Tertiary Students

Wright, F (Frederick)
Faculty of Education Monash University, 19 Ancora Imparo Way,, 3800, Clayton

 

Abstract ID

138-3

Submission type

Oral only

Keywords

emotions of students, thoughts of students, metacognitive processes, tertiary students

Summary

International and migrant students studying diploma level subjects at an Australian Technical and Further Education Institute were asked to fill out the Metacognitions Questionnaire 30 (MCQ-30) (Wells & Cartwright-Hutton, 2003). This questionnaire examines the beliefs of people about their thinking. In the context of these students’ being from countries other than Australia, the study was conducted to determine how these students perceived their meta level beliefs about their thinking in a country that differed from their home country. A Rasch Analysis of the data was conducted with the results of analysis showing that the population of students endorsed the questions related to the monitoring of their thinking and positive aspects of worry. They did not endorse items related to not trusting memory, or about negative aspects of worry. The results show that these students explicitly monitored thinking, which suggests that implicit information processing could be inhibited. From Vygotsky’s (1978) socio-cultural theory perspective mediation of new cultural context would require explicit online processing and possibly inhibit attention to educational processes in which they are engaged.

Auteurs

: A multilevel model for supporting school communities after crisis and natural disasters

Hatzichristou, C (Chryse (Sissy))
Department of Psychology, National and Kapodistrian University of Athens, 157 72, Athens, Greece

 

Abstract ID

138-2

Submission type

Oral only

Keywords

natural disasters, trauma recovery, first responders, intervention program, resilience, trauma informed practice

Summary

A multilevel model for combining theory, training and practice aiming at supporting vulnerable groups and promoting resilience and well-being in the school community during unsettling times is briefly described. The interventions that were developed after a fire in the Eastern Attica region are presented with an emphasis on the development of an intervention program for enhancing resilience. The structure, the methodology and the implementation process of the intervention program, entitled Mazi+1 (Together + 1)” as well as empirical data from the evaluation process are described. The presentation highlights the importance for the development of intervention programs at the context of trauma informed practices focusing on enhancing resilience and responding to the particular needs of the members of school communities after crisis and natural disasters.

Auteurs

How Adolescents Feel About Their Past, Present and Future and Its Relevance to Practice: Advancing the ‘E’ in SEL.

Bowles, T V (Terence)
Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester St, 3010, Carlton

 

Abstract ID

138-1

Submission type

Oral only

Keywords

adolescent emotions, positive and negative affects, adolescent profiles,

Summary

This research investigated the structure of an adolescent positive and negative affect scale (PANAS-T (Time Oriented)) that differed in definition and structure from other scales by introducing three-time dimensions to the affects: past, present and future. Using the circumplex definition of 28 affects a positive and a negative scale was established with the same terms used in reference to three-time dimension. Findings shows that 64% of items were consistently loading on each time dimension and that there was a very strong correlation between the long and short versions of the positive and negative affect scales. Correlations of the factors showed that the present was strongly related to the past and future, but the past was not as correlated with the past or present affects. A cluster procedure of the positive and negative affect scales by three-time dimensions showed that three groups with divergent and informative profiles emerged. Results are discussed in reference to assisting students to remain motivated in secondary school settings.

Auteurs