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Welcome to 2016
Washington School
Counselor Association
Elementary RoundtableProblems & Solutions
Social Emotional Learning
Louise Berman
WSCA Elementary Vice President
https://www.pinterest.com/lcberman/
From 2015 WSCA session on SEL - Chris Sink Presentation
THE RESEARCH SHOWS . . .
Evidence suggests that without early intervention, emotional, social, and behavioral problems (particularly, aggression and oppositional behavior) in young children are key risk factors or "red flags" that mark the beginning of escalating academic problems, grade retention, school drop out, and antisocial behavior (Snyder, 2001; Tremblay, Mass, Pagani, & Vitaro, 1996).
Preventing, reducing, and halting aggressive behavior at school is a beneficial and cost-effective means of interrupting the progression from early conduct problems to later delinquency and academic failure.
Moreover, strengthening young children's capacity to manage their emotions and behavior, and to make meaningful friendships, particularly if they are exposed to multiple life-stressors, may serve an important protective function for school success.
Research has indicated that children's emotional, social, and behavioral adjustment is as important for school success as cognitive and academic preparedness (Raver & Zigler, 1997).
Children who have difficulty paying attention, following teacher directions, getting along with others, and controlling negative emotions, do less well in school (Ladd, Kochenderfer, & Coleman, 1997).
They are more likely to be rejected by classmates and to get less positive feedback from teachers which, in turn, contributes to off task behavior and less instruction time (Shores & Wehby, 1999).
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http://www.casel.org/
SEL components http://www.casel.org/
1. Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
2. Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
3. Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
4. Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
5. Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
What are we doing in our schools?
• Classroom guidance lessons?• Small group counseling?• Individual counseling?• Parent meetings?• Teacher conferences?
with parents
with teachers
with students
WORK WITH PARENTS
Research shows that children with lower emotional and social competencies are more frequently found in families where parents express more hostile parenting, engage in more conflict, and give more attention to children's negative than positive behaviors (Cummings, 1994; Webster-Stratton & Hammond, 1999).
Children whose parents are emotionally positive and attend to prosocial behaviors are more likely to be able to self-regulate and respond in nonaggressive ways to conflict situations.
WORK WITH TEACHERS
A second approach to preventing and reducing young children's behavior problems is to train teachers in classroom management strategies that promote social competence. Teachers report that 16% to 30% of the students in their classrooms pose ongoing problems in terms of social, emotional, and behavioral difficulties (Raver & Knitzer, 2002).
Moreover, there is substantial evidence showing that the way teachers interact with these students affects their social and emotional outcomes.
WORK WITH STUDENTS
A third approach to strengthening children's social and emotional competence is to directly train them in social, cognitive, and emotional management skills such as friendly communication, problem solving, and anger management, (eg, Coie & Dodge, 1998; Dodge & Price, 1994). The theory underlying this approach is the substantial body of research indicating that children with behavior problems show social, cognitive, and behavioral deficits (eg, Coie & Dodge, 1998).
Moreover, children with a more difficult temperament (eg, hyperactivity, impulsivity, and inattention) are at higher risk for particular difficulties with conflict management, social skills, emotional regulation, and making friends. Teaching social and emotional skills to young children who are at risk either because of biological and temperament factors or because of family disadvantage and stressful life factors can result in fewer aggressive responses, inclusion with prosocial peer groups, and more academic success. Because development of these social skills is not automatic, particularly for these higher risk children, more explicit and intentional teaching is needed (Bredekamp & Copple, 1997).
How are we teaching
SEL?
Example of SEL Crosswalk(Many lessons fall into multiple areas)
SEL component
(CASEL) description lesson / story - grade K lesson / story - grade 1 lesson / story - grade 2 lesson / story - grade 3 lesson / story - grade 4 lesson / story - grade 5
self-awareness
Recognize and
manage their
emotions
Kelso's Choices
The Way
I Feel
In My Heart
Kelso's Choices
How to Lose
Friends
Leo - calming down
and reading body
language
How angry are you?
Nobody
Weird
Dare
Tough
Steps to Respect
Recognizing -
identifying mean
behaviors
Second Step
anger
management
self-
management
Set and achieve
positive goals Kelso's Choices
Kelso's Choices
I statements
personal space camp
secrets/safety
The Feelings Game
Weird
Dare
Tough
STR
Responding and
Reporting
Executive
Functions and
Study Skills
social
awareness
Demonstrate
caring and
concern for others
Kelso's Choices
Kelso's Choices
The Magic
Coloring Book of
Feelings Have
Bucket Fillers
Pete and Eddy
How to Make and
Keep Friends - 3
Ways
Weird
Dare
Tough
Just Kidding
STR
Second Step
Juice Box Bully
empathy
Sorry
Bystanders:
Say Something
empathy
relationship
skills
Establish and
maintain positive
relationships
Kelso's Choices
Tattlin' Madeline
Have you Filled a
Bucket
Kelso's Choices Chrysanthemum
Jessica
Not So Teeny
Tiny Lie
Bugs and Wishes
Good Sport Sammy
Tattling/Reporting
game
Rumors: Mr.
Peabody's Apples
Empathy: Just
Kidding
Bullying umbrella
STR
Second Step
3 Rs and Bullying
umbrella
bystander power
No One Knew
What to Do
Executive
Functions and
Study Skills
Dealing with
conflicts
responsible
decision
making
Make responsible
decisions and
handle
interpersonal
situations
effectively
Kelso's Choices
Good Sport
Sammy
Kelso's Choices
Ruthie and the
Not So Teeny
Tiny Lie
Mookey the Monkey
gets over Being
Teased
Simon's Hook
Reporting
Ways to respond
Safe to respond
Responding to
rumors &
putdowns
comebacks
Ways to respond
Safe to respond
responses
reporting
Jeopardy
I statements and
Bugs and Wishes
(assertiveness)
Cyber bullying
If/Then problem
solving
Calming down
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Words of Inspirationhttps://www.pinterest.com/lcberman/
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Books:
EQ + IQ = Best Leadership Practices for Caring and Successful Schools
The Educator's Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom
https://www.pinterest.com/lcberman/sel-social-emotional-learning/
Group Work
Discuss the following scenarios and consider these questions:
1. What should you do? What will you do?2. With whom should you have a conversation? What do you say?3. Connect which SEL components your course of action supports.4. How do you support those involved?
While visiting a classroom to observe a student, you witness a teacher demeaning a student after giving an inappropriate and somewhat flippant response to a question.
The student is clearly embarrassed and becomes more flustered by the teacher’s attempt to show that joking around is not accepted in her class.
Eventually, the teacher calls on another student who easily offers the correct answer in an appropriate tone.
self awareness self management social awareness relationship skills responsible decision making
12016 WSCA Elementary Roundtable
Problems and Solutions with SEL deficits
During a “changing families” group session, a student discloses that there is little structure at home anymore since Mom died. Other siblings are either playing video games or watching TV so loudly, that your student has trouble doing homework. It’s hard to read at night and there is no quiet place available. Since the older siblings are left to watch her, she often doesn’t get to bed until after midnight. She says she comes to school so tired and occasionally will skip school or come in late because she is too tired.
self awareness self management social awareness relationship skills responsible decision making
2016 WSCA Elementary RoundtableProblems and Solutions with SEL deficits
2
Out at recess with your conflict managers, a small problem comes up with some second graders. You stand back to let your CMs offer help in solving this problem.
One of the disputants gets mad and hits the conflict manager.You intervene and remove the mediators from the scene.
What conversation should you have and with whom?
self awareness self management social awareness relationship skills responsible decision making
2016 WSCA Elementary RoundtableProblems and Solutions with SEL deficits
3
On your way home, you stop at the grocery store near your school. As you turn the corner to begin down an aisle, you hear kids laughing.
To your disappointment, you witness one of your 5th grade girls stealing some make-up from the cosmetic case.
What should you do?
self awareness self management social awareness relationship skills responsible decision making
2016 WSCA Elementary RoundtableProblems and Solutions with SEL deficits
4
A student is sent to talk to you for showing disrespectful behavior and disturbing other students in class. By the time he/she enters your room, she/he is in a state of high anxiety and totally out of control.
How should this be handled?
self awareness self management social awareness relationship skills responsible decision making
2016 WSCA Elementary RoundtableProblems and Solutions with SEL deficits
5
Louise Berman, M. Ed.School Counselor
Seattle Hill Elementary SchoolSnohomish School DistrictCounseling Office: 360-563-4685
Main Office: 360-563-4675
[email protected]@gmail.com
ASCA ~ ACES ~ ASCD ~ WSCA
All Kinds Of Minds Certification
WSCA Elementary VP 2014-2016
WSCA Ethics Committee 2009 - present
WSCA Elementary Counselor of the Year - 2013
