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Social and Emotional
Competence: Critical Skills for
Success in School and Life
September 11, 2015
Paul LeBuffe
Devereux Center for Resilient Children
Devereux Center
for Resilient
Children (DCRC)
Our mission is to promote social
and emotional development,
foster resilience, and build skills
for school and life success in all
children birth through school-age,
as well as to promote the
resilience of the adults who care
for them.
Rochester School District “Core Beliefs” (excerpts)
• We have an ethical responsibility to ensure readiness for college, career, and responsible citizenship
• The intellectual, social, emotional, physical, and civic potential of every student is nurtured.
• Building relationships with families and community is valued and promoted.
• Ensure collaboration and communication.
U of Rochester MC: Strong Memorial Hospital “Philosophy of Care”
• Integrity. We conduct ourselves in a fair, trustworthy manner and uphold professional and ethical standards.
• Compassion. We act with empathy, understanding and attentiveness toward all others.
• Accountability. We take responsibility for my actions and join with my colleagues to deliver ‘Medicine of the Highest Order’.
• Respect. We always treat patients, families and colleagues with dignity and sensitivity, valuing their diversity.
• Excellence. We lead by example, rising above the ordinary through my personal efforts and those of my team.
Wegmans Food Markets “Our Values and Culture”
• Caring
• High Standards
• Making a Difference
• Respect
• Empowerment
Rochester Regional Health “Values”
• Service - To serve our community is a privilege and an obligation. We excel in our sensitivity to the needs of those we serve. Everyday we live our mission through serving our community.
• Teamwork -Together we can do great things for people in need. One team, with one goal - to be one Great Health System, Always!
• Attitude - We are a "can do" team. We are grateful for the opportunities that are presented each and every day. Through positive energy we can, and we will, meet the needs of those we serve.
• Respect - Public trust demands the highest respect for those we serve and for those with whom we work - the team members - who share our mission - in all situations and with all people. We are here to better the lives of others and we are profoundly aware of the value of each human being.
• Standards - We pledge to our community the highest standards of respect, patient safety and clinical excellence. We will do no harm. Do it right - Do it now. We are extraordinary people called to do extraordinary work
Confusing Language
• Soft Skills
• 21st Century Skills
• Non-Academic or Non-Cognitive Skills – (both inappropriate and misleading)
• Super-Cognitive Skills
• Whole Child
• Character Education
• Focus on select skills like grit, growth-mindset
Preferred Term – Social and Emotional Skills
SEL Core Competencies
Manage emotions
and behaviors to
achieve one’s goals
Recognize one’s emotions
and values as well as one’s
strengths and limitations
Show
understanding and
empathy for others
Form positive relationships, work in teams, deal
effectively with conflict
Make ethical,
constructive choices
about personal and
social behavior
Source: Collaborative for Academic,
Social, and Emotional Learning, 2011
Is This Really That Important?
• SEL & Academic Achievement
• SEL & Income Achievement Gap
• SEL & Challenging Behaviors
CASEL Meta-analysis (213 studies 270,000 K-12 students)
9% improvement in attitudes about self, others, and school
23% improvement in social and emotional skills
9% improvement in classroom behavior
11% improvement in achievement test scores
9% decrease in conduct problems, such as classroom misbehavior and aggression
10% decrease in emotional distress, such as anxiety and depression
(Durlak, Weissberg et al. 2011)
Relationship Between Academic Achievement
and Social-Emotional Competence
38.3
6.4
28.6
12.5
24.7
38.2
8.4
42.9
.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Need Strength
% o
f St
ud
ents
DESSA-mini Category
% of Elementary Students by PSSA Math and DESSA-mini Categories
Advanced
Proficient
Basic
Below Basic 59.0
15.2
18.2
15.9
21.1
48.9
1.7
20.1
.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Need Strength
% o
f St
ud
en
ts
DESSA-mini Category
% of Elementary Students by PSSA Reading and DESSA-mini Categories
Advanced
Proficient
Basic
Below Basic
Relationship Between Academic Achievement
and Social-Emotional Competence
38.6
10.6
24.7
19.0
27.1
28.2
9.6
42.3
.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Need Strength
% o
f St
ud
ents
DESSA-mini Category
% of Middle School Students by PSSA Math and DESSA-mini Categories
Advanced
Proficient
Basic
Below Basic50.3
14.1
23.3
16.2
20.9
35.2
5.5
34.5
.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Need Strength
% o
f St
ud
ents
DESSA-mini Category
% of Middle School Students by Reading and DESSA-mini Categories
Advanced
Proficient
Basic
Below Basic
3rd Graders SEC (N=148)
Variance Explained
SBA Reading
Low Income
76%
24%
• Economic disadvantage
explains approx 24% of SBA
variance.
• Low income students predicted to average 80 pts lower on the SBA
(1 SD).
3rd Graders SEC (N=148)
Variance Explained
SBA Reading
Low Income
SEC
53%
22% 9% 16%
• When DESSA scores are added, an additional 22% of SBA variance
is uniquely predicted.
• Together, 47% of SBA variance is predictable from economic disadvantage and DESSA.
• Impact of poverty reduced to predicting an average of 50 points
less on SBA.
• Students with SEC 1 SD above the mean predicted to average 40 pts
higher on the SBA, controlling poverty
Level IV Infractions During 2011-12
• Assault on staff
• Assault on student
• Bomb threat
• Possession/use/distribution/ sale of a controlled substance
• Threat to staff
• Weapons Policy violations
• Repeat Level III Infractions
• 1,003 Level IV Infractions were committed by 218 students • Social-emotional competency data is available on 73 of
these students (33.5%)
6.8%
50.7%
42.5%
Social-Emotional Categories of Students Committing a Level IV
Infraction
Strength
Typical
Need
Social-Emotional Competency of Students Committing
a Level IV Infraction (Beginning of School Year)
23.1%
59.1%
17.8%
Social-Emotional Categories (DESSA-mini SET) Time 1
Grades K-8
Strength
Typical
Need
Essential to Prevention
• Chemung County, NY
– 406 preschool children
– Pre-post assessment with the DECA
• No intervention
Pretest % BC Posttest % BC
Strength on pretest TPF (n = 76)
0% 0%
Typical on pretest TPF (n = 275)
14% 13%
Need on pretest TPF (n = 55)
51% 70%
Same Skills Needed in Workplace!
• Secretary’s Commission on Achieving Necessary Skills (SCANS) Report -1999
– Skills needed by the workforce
– 50% (8 of 16) were social and emotional skills • Decision-making
• Problem-solving
• Personal responsibility
• Sociability
• Self-management
• Integrity
Key Points About S/E Skills
1) They are skills that can be taught
2) There are good evidence-based curricula and established pedagogy to teach these skills
3) They can and should be incorporated into academic instruction and OST programming
4) They can be measured
5) They promote achievement, free up instructional time, and reduce behavioral concerns
Social and Emotional Learning Defined
• www.CASEL.org
• Social and Emotional Learning (SEL) is the process by which children and adults acquire the skills to:
– Recognize and manage emotions
– Develop caring and concern for others
– Establish positive relationships
– Make responsible decisions
– Handle challenging situations effectively
(paraphrased from CASEL)
SOCIAL AND
EMOTIONAL LEARNING
Inte
gra
tio
n
How do you
intentionally
develop a positive
culture and climate
in your school or
OST program for all
the members of the
learning
community?
How do you
intentionally
address SEL
through other
academic/program
content and SEL
skill practice?
How are you
intentionally
teaching the
knowledge and
skills of SEL?
Culture and Climate (Cohen & Elias, 2011 first 2 bullets)
• “current quality and character of school life”
• “students feel safe, supported, engaged and helpfully challenged”
• “Principal sets the tone; the teachers set it in stone” (and the students reinforce)
Key Elements of Culture & Climate
• Physical Environment
• Routines, Rules, and Rituals
• Relationships with students, colleagues and parents/caregivers
• Trauma-informed educational practices
• Foundational Practices
DESSA Foundational Skills
• Designed to be implemented across the entire school/OST Program
• Can be implemented by all staff
• Support academic lessons
• Examples
– Learning agreements - Movement
– Greeting rituals - Student Voice
Explicit Instruction/SEL Curricula
• Evidence-Based
• S.A.F.E.
– Sequenced
– Active
– Focused
– Explicit
• CASEL Guide to Effective Social and Emotional Learning Programs
Integration
• “Because academic and SEL skills develop and operate together, efforts to promote them should be designed to promote both at the same time.” (Jones & Bouffard, 2012)
• SEL cannot be 1 period a week!
• Students need opportunities to practice across – The school/OST day
– Different school/OST environments
– With different people
• The goal is to have skills become habits
Close Reading: What’s SEL got to do with it? (Chicago Public Schools)
Elements of Close Reading Include:
Self-Management skills required
Relationship skills required
Responsible Decision Making skills required
Individual reading of complex text
• Self control • Self motivation • Perspective Taking
n/a n/a
Group exploration of complex text
• Self control • Self motivation • Perspective Taking • Setting and Achieving goals
• Communicating clearly • Working collaboratively • Resolving conflicts • Seeking help
• Considering the well-being of self and others • Recognizing one’s responsibility to behave ethically • Evaluating realistic consequences of various actions
Student-led discussion and analysis of text
• Regulating one’s emotions • Self control • Self motivation • Perspective Taking • Setting and Achieving goals
• Communicating clearly • Working collaboratively • Resolving conflicts • Seeking help
• Considering the well-being of self and others • Recognizing one’s responsibility to behave ethically • Basing decisions on safety, social and ethical considerations • Evaluating realistic consequences of various actions
Close Reading is a set of strategies that allow students to productively struggle with complex text in ways that accelerate and deepen their learning.
32
Measurement of S/E Skills
• Quality Assessment Allows us to:
– Understand the unique S/E strengths and needs of the youth
– Prioritize strategies based on areas of need
– Recognize, honor and leverage strengths
– Improve our programs based on objectively measured outcomes
Universal Screening with the DESSA-mini
• Very brief, 8-items, completed by teachers or out-of-school-time staff
• Screen an entire classroom/group in one planning period
• Yields one score, the Social-Emotional Total
• Students place in the Strength, Typical or Need for Instruction range
The Devereux Student Strengths Assessment
• Based on resilience theory & SEL principles
• 72 items yield 8 scales
• Completed by parents, teachers, and/or OST/community program staff
• Takes 5-8 minutes to complete
• On-line administration, scoring and reporting available
DESSA Scales
• Social Emotional Composite (SEC)
• Eight Scales: – Self Awareness – Self-Management – Social-Awareness – Relationship Skills – Goal-Directed Behavior – Personal Responsibility – Decision Making – Optimistic Thinking
Individual Student Profile
Strength
Typical
Need for Instruction
How can we use these
data to improve
outcomes: • Classroom/Whole
group
• Pull-out groups
• Assign learning
partners
• Teacher coaching
/professional
development
Collective Impact
• Organize youth-serving agencies around a
common purpose
• Create a common language
• Share outcomes
• Sharing effective strategies
• Evaluate community impact, not just agency
outcomes
20%
60%
20% Strength
Typical
Need
25%
62%
13%
Strength
Typical
Need
Social Emotional Categories – Pre DESSA
N = 4,102
Social Emotional Categories – Post DESSA
N = 4,102
287 Students moved from Need to Typical in one year!
205 more Students with Social and Emotional Strengths!
Overview of 2012-2013 Results United Way of Greater Cincinnati Learning Community Data
Pre to Post Comparison of Social Emotional Categories by Program Type
Overview of Results Youth Achieve Learning Community Data
20% 13% 18%
11% 22%
16% 25%
17% 16%
60% 62%
60% 64%
62% 64%
58%
54% 68%
20% 25% 22% 25% 16% 20% 17%
28% 16%
Pre Post Pre Post Pre Post Pre Post
ALLN = 4,102
Afterschooln = 2,776
YouthDevelopment
n = 708
Prevention/Intervention
n = 618
DESSANormal
Distribution
Need Typical Strength
Questions?
Thank you!
Paul LeBuffe
Devereux Center for Resilient Children
www.CenterForResilientChildren.org
