Search results for "emotional learning"
showing 10 items of 30 documents
Holistic Literature Education as an Effective Tool for Social-Emotional Learning
2021
This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-b…
Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study
2017
The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most p…
Dropping out of school as a meaningful action for adolescents with social, emotional and behavioural difficulties
2013
This study examines and discusses dropping out of school related to adolescents with social, emotional and behavioural difficulties (SEBD). It is based on in-depth interviews of 10 adolescents between the ages of 16 and 20, three girls and two boys with internalised problems, and two girls and three boys with extroverted behavioural problems. Given this group of students' challenges at school, the aim of this paper is to explore the narratives of this adolescent group as they relate to the significance they attach to their dropout behaviour. An additional objective is to draw attention to what these findings are likely to mean for implementing preventive practices in school. Results show th…
Music as a Forum for Social-Emotional Health
2018
This chapter discusses social-emotional competence (SEC) as a psychological resource that can be supported by music engagement and that can explain music’s positive impact on mental health. Social-emotional competence is a set of psychological resources including social and emotional awareness, adaptive emotion regulation and coping, self-determination, resilience, and prosocial communication and interaction. This set of skills is fundamental for the healthy adaptation of an individual to the environment and highly impacts well-being. Thanks to its deep connections to emotion and social bonding, music can be seen as a forum for training, learning, and fostering such skills. In this chapter,…
Adopting the Emotions Course in the Italian context: A pilot study to test effects on social-emotional competence in preschool children.
2016
The purpose of this study was to adopt the Emotions Course (EC) in the Italian context and to examine preliminarily its effectiveness in accelerating the social-emotional competence and reducing maladaptive behaviors in preschool children. The study involved 143 children (73 males and 70 females) aged 3–5 years (M = 4.4 years, SD = .74), divided into two groups: 1) an experimental group (N = 69; 34 males and 35 females), consisting of classes in which teachers realized the EC, integrating it in their usual educational plan; 2) a control group (N = 74; 39 males and 35 females), consisting of classes in which teachers exclusively followed their usual educational plan that did not include the …
Comunicar : revista científica iberoamericana de comunicación y educación
2021
En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% …
THE BEHAVE APPLICATION: AN EVIDENCE-BASED TOOL TO MANAGE SOCIAL EMOTIONAL BEHAVIOURAL DIFFICULTIES
2019
Social Emotional and Behavioural Difficulties (SEBD) are a persistent and multiple manifestation of maladaptive behaviours which interfere with the students' learning, social functioning and development and/or that of their peers. They may become apparent through withdrawn, passive, aggressive or self-injurious tendencies. The prevalence of these disorders is 2-16% of the general population. Children with SEBD, diagnosed or not, are likely to live in social isolation, to receive a poor education, and they risk becoming deviant teenagers, or unemployed adults. A way to approach SEBD with consistent level of educational success is to equip teachers with proper training on practical and proven…
'We can Only Teach from Our Own Experience': From Emotional Learning in Childhood and Adolescence to Emotional Training in Teachers
2018
The ability to understand and process emotional information is an important part of human functioning as it facilitates an adequate adjustment to the environment [1]. The development of emotional abilities, including the capacity to perceive, use, understand and manage emotions underlies social competence and performance [2]. For instance, accurate perception of another person's emotional state enhances the estimation and understanding of their intention and subsequent behavior, making it easier to respond accordingly [3]. Emotions can facilitate thought processes reinforces learning, concentration, and execution [4]. Understanding the meaning of emotions in a social context guides decision…
Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessme…
2020
Abstract How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include pract…
Attraction to sexual pheromones and associated odorants in female mice involves activation of the reward system and basolateral amygdala
2005
Adult female mice are innately attracted to non-volatile pheromones contained in male-soiled bedding. In contrast, male-derived volatiles become attractive if associated with non-volatile attractive pheromones, which act as unconditioned stimulus in a case of Pavlovian associative learning. In this work, we study the chemoinvestigatory behaviour of female mice towards volatile and non-volatile chemicals contained in male-soiled bedding, in combination with the analysis of c-fos expression induced by such a behaviour to clarify: (i) which chemosensory systems are involved in the detection of the primary attractive non-volatile pheromone and of the secondarily attractive volatiles; (ii) where…