Helping young people to make

responsible decisions: the role of social

and emotional learning

Dr. Neil Humphrey (Senior Lecturer, School

of Education, University of Manchester)

Overview

What is social and emotional learning?What is social and emotional learning?

Helping young people to make responsible Helping young people to make responsible decisionsdecisions

Example and evidenceExample and evidence

What is social and emotional learning?

““[SEL is] the capacity to recognize and manage [SEL is] the capacity to recognize and manage emotions, solve problems effectively, and establish emotions, solve problems effectively, and establish positive relationships with others” (Zins and Elias, 2006, positive relationships with others” (Zins and Elias, 2006, p.1)p.1)

Some key competencies:Some key competencies:

Self-awarenessSelf-awareness

Self-regulationSelf-regulation

EmpathyEmpathy

Social skillsSocial skills

Responsible decision making Responsible decision making

Key SEL competencies

The SEL logic model

Helping young people to make responsible decisions

What kinds of decisions?What kinds of decisions?

Healthy life choicesHealthy life choices

Avoiding social problemsAvoiding social problems

Substance abuseSubstance abuse

ViolenceViolence

Academic failureAcademic failure

Helping young people to make responsible decisions

How?How?

Intra-personal competencies (e.g. self-awareness, Intra-personal competencies (e.g. self-awareness, self-regulation) help young people to understand and self-regulation) help young people to understand and their feelings and behaviourtheir feelings and behaviour

Interpersonal competencies (e.g. empathy, social Interpersonal competencies (e.g. empathy, social skills) enable them to navigate the social world more skills) enable them to navigate the social world more effectivelyeffectively

The combination of these makes them better placed The combination of these makes them better placed to make decisions that are more likely to lead to to make decisions that are more likely to lead to positive outcomes as their emotions can be used to positive outcomes as their emotions can be used to facilitate (rather than impede) the process facilitate (rather than impede) the process

Example of a school-based approach

Social decision making/problem solving programSocial decision making/problem solving program

Developed by Elias and colleagues in New Jersey, Developed by Elias and colleagues in New Jersey, USAUSA

Universal approach (e.g. for everyone, not Universal approach (e.g. for everyone, not targeted at children ‘at risk’)targeted at children ‘at risk’)

Curriculum-based instructionCurriculum-based instruction

Suitable for K-8 (e.g. age 5-14)Suitable for K-8 (e.g. age 5-14)

Example of a school-based approach

Lessons onLessons on

Self-control and social awarenessSelf-control and social awareness

Provides foundation – primary focus with younger Provides foundation – primary focus with younger childrenchildren

Social decision makingSocial decision making

Applications to academics and ‘real life problemsApplications to academics and ‘real life problems

Transfer emphasized throughout, but particularly Transfer emphasized throughout, but particularly with older studentswith older students

Evidence

One of several studies that have evaluated the SDM/PS One of several studies that have evaluated the SDM/PS programmeprogramme

Elias et al (1991), American Journal of OrthopsychiatryElias et al (1991), American Journal of Orthopsychiatry

Abstract: Students who participated in a 2-yr social decision-Abstract: Students who participated in a 2-yr social decision-making and problem-solving program in elementary school making and problem-solving program in elementary school showed showed higher levels of positive prosocial behaviorhigher levels of positive prosocial behavior and and lower levels of antisocial, self-destructive, and socially disordered lower levels of antisocial, self-destructive, and socially disordered behaviorbehavior when followed up in high school when followed up in high school 4–6 yrs later4–6 yrs later, , compared compared with controlswith controls. Boys who did not receive training were . Boys who did not receive training were characterized by characterized by higher levels of self-destructive/identity and higher levels of self-destructive/identity and alcohol-related problemsalcohol-related problems, while girls were involved most , while girls were involved most prominently in prominently in tobacco usetobacco use. Involvement in the program seemed . Involvement in the program seemed to strengthen competencies in social behavior and work to strengthen competencies in social behavior and work performance that might offset such problemsperformance that might offset such problems

Some useful links

In the UK (SEAL)In the UK (SEAL)

http://nationalstrategies.standards.dcsf.gov.uk/node/87009

In the US (Various)In the US (Various)

CASELCASEL

www.casel.org