A central goal of the Colorado Achievement Plan for Kids (CAP4K) is to support the needs of the whole child, which includes social and
emotional competencies such as 21st century skills, critical - thinking, problem - solving, communication, collaboration, social and cultural awareness, initiative, self - direction, and character.
Not exact matches
We know from analyses of college dropout and job failures that
such outcomes are less the result of intellectual shortcomings than they are due to deficiencies in the social -
emotional and character
competencies (or moral and performance character, if you prefer that terminology).
A meta - analysis of 213 programs, primarily covering three decades of research, found that social and
emotional learning interventions that address the
competencies listed above increased students» academic performance by 11 percentile points, as compared to students who did not participate in
such SEL programs (Durlak et al., 2011).
These habits of learning incorporate critical noncognitive factors,
such as academic mindsets and behaviors, and social and
emotional competencies that have been shown to have a significant impact on academic success and healthy development.
For instance, a school may focus on two or three social and
emotional competencies and promote them in activities
such as in - service events, school assemblies, mentor programs, etc..
We also consult with experts on specific social -
emotional topics
such as relational aggression and cultural diversity to strengthen our knowledge and
competencies in these areas.
Youth Development
Competencies and positive outcomes
such as social,
emotional, behavioral, cultural, global, wellness and character
Responsive Classroom Responsive Classroom is a widely used, research - backed approach to elementary education that is a general approach to teaching, rather than a program designed to address a specific issue, and consists of a set of practices,
such as morning meetings, that build academic and social -
emotional competencies.
Recent research suggests that questionnaires
such as CORE's are the primary tools in development to measure students» social -
emotional skills.36 As SEL gains popularity in the classroom, however, there is increasing concern about the potential unintended consequences of using survey data to hold schools accountable for these
competencies.
For the serious CASEL researchers, I guess recess doesn't match the step - by step instructions meant to teach social and
emotional competencies across the five core
competency clusters - on age appropriate topics
such as labeling feelings, coping with anxiety or stress, setting and achieving goals, developing empathy and compassion, communicating effectively, resolving conflict, being assertive, and making responsible decisions.
The Certified Executive & Leadership Development Coach will equip you to confidently coach on executive / leadership topics,
such as leadership models /
competencies, vision / mission / values, personal branding, leadership presence,
emotional intelligence, leadership essentials, delegation, employee engagement, and team - building.
Such findings would argue in favor of an intervention aiming to develop students»
emotional competencies, that is, teach students how to identify their emotions (identification), how to interpret the information conveyed by their emotions (comprehension), how to express their emotions (expression), how to control them (regulation), and how to use them (utilization)(Mayer & Salovey, 1997; Mikolajczak, 2009).
A meta - analysis of 213 programs, primarily covering three decades of research, found that social and
emotional learning interventions that address the
competencies listed above increased students» academic performance by 11 percentile points, as compared to students who did not participate in
such SEL programs (Durlak et al., 2011).
In Tier II workshops, topics build participants» understanding of new themes
such as resilient families, social and
emotional learning (SEL), and cultural
competency.
In addition to academic skills
such as reading and math, students must also develop social and
emotional competencies like self - control, problem - solving, and the ability to work cooperatively with others.
Existing instruments,
such as the Eyberg Child Behavior Inventory [18] or the Toddler Behavior Screening Inventory [19], only measure problem behaviour and do not address social -
emotional competencies.
Finally, to support students» social and
emotional development, schools might choose to measure perceptions of students» own social and
emotional competencies — through observations in the classroom, teacher reports, or surveys that ask students to reflect on their skills and mindsets
such as those used by California's CORE districts.
The report on which this brief is based describes how schools can use measures of students» social -
emotional competencies, school climate, and related outcomes,
such as suspension rates and chronic absenteeism, to inform their practice.
The programs aim to develop
emotional, social and cognitive skills and strategies such as communication, decision - making, social awareness, self - management, coping and optimistic thinking, as competencies in these areas are associated with better mental health (e.g., Collaborative for Academic, Social and Emotional Learnin
emotional, social and cognitive skills and strategies
such as communication, decision - making, social awareness, self - management, coping and optimistic thinking, as
competencies in these areas are associated with better mental health (e.g., Collaborative for Academic, Social and
Emotional Learnin
Emotional Learning, 2007).
The program covers key topics
such Analyzing Influences, Understanding and Managing Emotions, Communicating Effectively and other critical concepts that map to social
emotional learning
competencies.