Socio-Emotional Learning
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Socio-Emotional Learning
How SEL can beassessed and taught.  Please also see SEL Assessment & Monitoring and Social Skills & Technology.
Curated by Steve Whitmore
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How To Respond To Your Child’s Friendship Issues

How To Respond To Your Child’s Friendship Issues | Socio-Emotional Learning | Scoop.it
It is devastating to see your child struggling with friendship issues. It is also difficult to know what is the best way to respond. Here is a logical and helpful guide.
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This blog might be good for some parents who have a hard time with how tohelp their children.
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A 5 is Against the Law!

A 5 is Against the Law! | Socio-Emotional Learning | Scoop.it

 A 5 is Against the Law!  Building on Kari Dunn Buron s popular The Incredible 5-Point Scale, this book takes a narrower look at challenging behavior with a particular focus on behaviors that can spell trouble for adolescents and young adults who have difficulty understanding and maintaining social boundaries. Using a direct and simple style with lots of examples and hands-on activities, A 5 Is Against the Law! speaks directly to adolescents and young adults. A section of the book is devoted to how to cope with anxiety before it begins to escalate, often leading to impulsive and unacceptable behavior. Throughout the book, the reader is encouraged to think about and create his own behavior on an anxiety scale that applies to his particular emotions and situations.

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This resource was featured on the #OakSSWlistserv in response to someone asking about dealing with a student who has been taslking sexually inappropriate with peers. 
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Brain Injury for Children and Youth: A Manual for Educators

Brain Injury for Children and Youth: A Manual for Educators | Socio-Emotional Learning | Scoop.it
You might be wondering why you as an educator or school staff member should be interested in brain injury. Many people do not realize how common it is for children to suffer a brain injury. Traumatic Brain Injury (TBI) is a leading cause of death and disability among children ages 1 to 19 years in the United States (Faul, Xu, Wald, & Coronado, 2010). Each year, approximately 40 percent of TBIs in the United States occur in the pediatric population (ages 0–19 years) (Faul et al., 2010). The Centers for Disease Control (CDC) estimates that more than 60,000 children and adolescents are hospitalized annually in the United States after sustaining moderate to severe brain injuries from motor vehicle crashes, falls, sports and physical abuse; an additional 631,146 children are seen in hospital emergency rooms and released (Faul et al., 2010). In all, nearly 145,000 children aged 0–19 years are currently living with long-lasting, significant alterations in social, behavioral, physical and cognitive functioning following a TBI (Zaloshnja, Miller, Langlois, & Selassie, 2008). The Colorado Department of Public Health and Environment (CDPHE) reported that from 2007 through 2009, there were 307 TBI-related deaths and 2,392 Colorado children and youth who were hospitalized and discharged with a TBI. TBI was twice as high for Colorado boys and young males ages 0-20 years who were hospitalized (71.7 TBIs per 100,000 population), compared to the rate for Colorado girls and young females (36.0 per 100,000). The leading causes of non-fatal TBI among Colorado children and youth were motor vehicle-related events in traffic or on public roads and falls. Two additional causes more common among children and youth than adults are those involving other transportation (including motor vehicles not in use on public roads, off-road vehicles, trains, airplanes and water transport), and being struck by/against a person or object (such as in recreational and sporting events). Although TBI is a high-incidence medical event, from the point of view of the U.S. Department of Education and most state departments of education, TBI is a “low-incidence” educational disability. A significant discrepancy between the incidence of TBI and the identification of children with TBI for special education services continues to exist. Although approximately 145,000 children live with persistent disability following TBI (Zaloshnja et al., 2008), the total number of students receiving special education services under the TBI category is only 24,602 (U.S. Department of Education, 2007]). Furthermore, given that 60,000 children are hospitalized each year for TBI (Faul et al., 2010), a subset of these children who need services are likely not receiving them. Rates of special education identification are higher for some students with TBI, including those with severe TBI, problem behavior, poor academic performance, and socio-economic disadvantage (Donders, 1994; Ewing-Cobbs, Fletcher, Levin, Iovino, & Miner, 1998; Max et al., 1998; Miller & Donders, 2003; Taylor et al., 2003). This discrepancy exists across all states, including Colorado. As of December, 2012, the Colorado Department of Education reported 497 students identified with brain injury as their primary disability category for special education. Comparing this to the data from the CDPHE which states that approximately 2,392 youth ages 0-20 years are discharged from the hospital with TBI each year, it could be suggested that there may be a significant number of students who are either not receiving special education services at all, or who are receiving services under an inappropriate disability category. While it is difficult to determine how many youth who sustain TBI will experience any long-term educational impact requiring special education support, the Pediatric Registry suggests approximately 19 percent of moderate to severe brain injury will result in on-going, life-long impairment. This data would suggest that we are grossly under-identifying students with brain injury that may benefit from special education services. Additionally, this data only reflects injuries that were of a significant enough medical nature to require hospitalization. Therefore, those with medically “mild” TBI (concussion) who were treated and released from the hospital or who perhaps never sought medical care are not included in these numbers. Schools and districts specifically wanting more information on concussion identification and management and state concussion legislation (Senate Bill 11-040) should refer to http://www.cde.state. co.us/HealthAndWellness/BrainInjury.htm
Steve Whitmore's insight:
This resource has information on brain development, the effects of brain injury, assessments, planning and intervention. A very thorough reference.
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Home | Parent Toolkit

Home | Parent Toolkit | Socio-Emotional Learning | Scoop.it
Produced by NBC News and supported by Pearson, the Parent Toolkit will help you navigate your child's journey from pre-kindergarten through high school.
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A great resource for families and professionals.
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Social Emotional Learning in Elementary School Preparation for Success

Social Emotional Learning in Elementary School Preparation for Success | Socio-Emotional Learning | Scoop.it
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A nice primer on Socio-Emotional Learning and the benefits. 
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Ideas on how we can help youth (and ourselves) in this post-election time - School Social Work  Thanks @mstokek

Ideas on how we can help youth (and ourselves) in this post-election time - School Social Work  Thanks @mstokek | Socio-Emotional Learning | Scoop.it
1 1 Across the country, school social workers are dealing with the aftermath of the 2016 election.  Our students and their families are fearful of what this election means for them, and many of you are sharing big and small examples of how this election has impacted your school climate and made many young people …
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Good resources are listed in this blog post.   
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What Type of Procrastinator are You? [Infographic] | Daily Infographic

What Type of Procrastinator are You? [Infographic] | Daily Infographic | Socio-Emotional Learning | Scoop.it
Maybe you're on of those rare people who never puts anything off, but on the off-chance that you're not, here are some tips for you.
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What are the ramifications for our students?  
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16 Habits Extremely Happy People All Share

16 Habits Extremely Happy People All Share | Socio-Emotional Learning | Scoop.it
We all want to live happy lives. Easier said than done. How do we get to our goal?
Steve Whitmore's insight:
This list rings so true. Take a look at it. It is a great checklist to challenge your thinking and the thinking of others. Wonder what would happened if we kept these things in mind when we dealt with difficult students...?
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5 ways fathers matter

5 ways fathers matter | Socio-Emotional Learning | Scoop.it
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A shout out to all dads!  Happy Father's Day!
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Got Anger? Try HEArt Anger Management! #dailysswscoop

Got Anger? Try HEArt Anger Management! #dailysswscoop | Socio-Emotional Learning | Scoop.it
The HEArt Program book by Howard Lipke, Ph.D, equips social workers with potent and unique anger management tool for client work and self-regulation.
Steve Whitmore's insight:
This looks like an interesting /easy approach to teach to people about anger.  The blogpost features the premises of the concept and a nice infographic.   Thanks @swcareer for sharing. 
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11 Principles | Character.org

11 Principles | Character.org | Socio-Emotional Learning | Scoop.it
Character.org's 11 Principles of Effective Character Education are the cornerstone of Character.org’s philosophy on effective character education. Each principle outlines vital aspects of character education. This document serves as an excellent outline for program planning and can easily be integrated into staff development and self-evaluation.
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Considering integrating character education into your building.  Consult this before purchasing a program.  It provides a free framework. #dailysswscoop
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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

CSEFEL: Center on the Social and Emotional Foundations for Early Learning | Socio-Emotional Learning | Scoop.it
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
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Another resource for Early Childhood PBIS.

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Socio-Emotional Learning

Socio-Emotional Learning | Socio-Emotional Learning | Scoop.it
How SEL can beassessed and taught.  Please also see SEL Assessment & Monitoring and Social Skills & Technology.
Steve Whitmore's insight:
This is curated content that I have found on the web. It features thoughts, activities, ideas and resources on teaching Socio-Emotional Skills.
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Parenting on the Go: Bullying

West Bloomfield Youth Assistance and Civic Center TV present "Parenting on the Go", a campaign designed for parents, grandparents, and guardians for quic
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Way to go, Julie McDaniel!  Great video with good definitions and statistics.
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Peace Rooms and Mindfulness: New School Discipline Philosophy One Year Later

Peace Rooms and Mindfulness: New School Discipline Philosophy One Year Later | Socio-Emotional Learning | Scoop.it
School districts had a year to implement a state law that banned zero-tolerance policies and emphasized restorative justice practices. We check back in
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Restorative Justice is a better way to go than suspension.  The benefits are great!
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Navigating Social and Emotional Learning from the Inside Out

Navigating Social and Emotional Learning from the Inside Out | Socio-Emotional Learning | Scoop.it
There are many social and emotional learning (SEL) programs. Wallace Foundations looks at the 25 leading programs to assess their effects on students.
Steve Whitmore's insight:
This report addresses a number of considerations when creating or purchasing an #SEL Program. It is very comprehensive and includes reviews of 25 evidenced based programs.  Thanks @ACSSW.
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Solution- focused practice: A toolkit for working with children...

Solution- focused practice: A toolkit for working with children... | Socio-Emotional Learning | Scoop.it
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This program is based on Solution Focused practice and highlights the use of strengths.  It is not known if there is any solid research on its effectiveness. 
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Incorporating Social Skills Into Every Activity - The Autism Helper

Incorporating Social Skills Into Every Activity - The Autism Helper | Socio-Emotional Learning | Scoop.it
Social skills are not only the job of the SLP or social worker. Sorry, my friend, but you aren’t off the hook. Most of our learners struggle with social skills. Social skills are very important. However, we can’t just take a break from math or literacy to work just on social skills. Math and literacy are important too! So how do we fit this all in one busy school day? It’s a challenge. My recommendation is to incorporate social skills into every activity you do. Social skills are that important. Incorporating these targets into your academic instruction will not only help these skills generalize but will also make sure you fitting in as much learning as you can!
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This is a good remidner that everyone in a school is responsible for teaching social skills.
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7 Negotiation Techniques that Never Fail [Infographic] | Daily Infographic

7 Negotiation Techniques that Never Fail [Infographic] | Daily Infographic | Socio-Emotional Learning | Scoop.it
Negotiation isn't just something that ambassadors and heads of state do, it's part of our daily lives.
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Wondering if these might be helpful in dealing with conflicts betweeen students or with schools.  Would teaching students these skills be helpful? 
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Preschool Social Skills Development | HighScope

Preschool Social Skills Development | HighScope | Socio-Emotional Learning | Scoop.it

The HighScope approach gives adults the tools they need to help children develop strong and positive relationships with adults and peers.


Learning to Resolve Conflicts Helping children manage frustrations and resolve social conflicts is an area of social learning that is often particularly important to teachers. Teachers find that HighScope's six-step conflict resolution process is especially useful. The six steps summarized below are used to help children settle disputes and conflicts. Children can often carry out this sequence on their own by program’s end.

Steve Whitmore's insight:
Shared today at EC Mental Health Meeting.  Easily steps/process that will work with kids at any age.  Very effective in pre-school. A long unhurried process.
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How Playing Sports Benefits the Brain and Body (Free Technology for Teachers)

How Playing Sports Benefits the Brain and Body (Free Technology for Teachers) | Socio-Emotional Learning | Scoop.it
The victory of the underdog. The last minute penalty shot that wins the tournament. The training montage. Many people love to glorify victory on the field, cheer for teams, and play sports. But should we be obsessed with sports? Are sports as good for us as we make them out to be, or are they just a fun and entertaining pastime? Leah Lagos and Jaspal Ricky Singh show what science has to say on the matter.
Steve Whitmore's insight:
This video talks about the benefits of team sports to a person's emotional well being.  The video is not only good for older kids, but also good for adults as well. 
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What Teachers Can Do to Teach SEL #dailysswscoop

What Teachers Can Do to Teach SEL #dailysswscoop | Socio-Emotional Learning | Scoop.it
If you're engaging all students in classroom discussions, offering them responsibility and choice, and communicating with warmth and support, you may already be teaching SEL.
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This blog gives ways for classroom teachers to integrate SEL into their classrooms.  Simple- but good stuff. 
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Adverse Childhood Experiences (ACEs)

Adverse Childhood Experiences (ACEs) | Socio-Emotional Learning | Scoop.it
Childhood experiences, both positive and negative, have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. As such, early experiences are an important public health issue. Much of the foundational research in this area has been referred to as Adverse Childhood Experiences (ACEs).
Steve Whitmore's insight:
People who have four or more factors as children die 10 years earlier.  It is important to address risk factors and allow kids to deal with traumas.  Check out this website.
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